G3N
GES · 228 topics

English

G3N tutors you through the full GES English syllabus offline — from Strand 1: Oral Language — Songs, Strand 1: Oral Language — Rhymes, Strand 1: Oral Language — Story Telling and more — with adaptive lessons, instant quizzes, flashcards and exam-ready summaries.

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Syllabus

What you’ll cover in English.

The complete topic outline G3N teaches, mapped to the GES curriculum.

Basic 1

26 topics
Strand 1: Oral Language — Songs
  • Demonstrate
    • Listen and sing familiar songs with appropriate expressions Let learners identify some familiar songs. Let learners sing familiar songs and clap, tap and or dance to the rhythm. Let learners answer a variety of questions on the songs. Discuss the moral lesson in the songs with learners. Listening and Speaking skills Citizenship
Strand 1: Oral Language — Rhymes
  • Appreciate
    • Listen and recite rhymes and tongue-twisters with accompanying actions Have learners recite familiar rhymes. Introduce new rhymes by performing them. Lead learners to echo-read the rhymes. Let learners recite the lines in groups/pairs and as individuals, as they tap or clap to the rhythm. Guide learners to identify rhyming words and teach the accompanying actions. Note: Recycle the rhymes in the next few days for learners to memorise them. Listening and Speaking skills Citizenship
Strand 1: Oral Language — Story Telling
  • Respond to
    • Listen to stories and be able to identify characters with their roles Mount appropriate story pictures. Guide learners to tell the story logically, using the pictures at each stage. Pause and show pictures for learners to ask questions or answer questions to predict the next stage. Let learners retell the story in a chain, using the pictures, if necessary. Tell learners your personal response and guide them to do same
    • E.g i. Why do you like the story? ii. I like the story because... iii. Which part do you like best? iv. I like where
    • Retell short stories Show pictures to guide learners to retell a story told in class. Let learners follow the pictures to retell the story logically/sequentially. Let learners tell other stories they know. Let storyteller pause for others to sing any appropriate song. Listening and Speaking skills Cultural Identify and Global Citizenship
Strand 1: Oral Language — Dramatisation and Role-Play
  • Perform
    • Dramatise stories heard Begin the lesson with the narration of a familiar story. Have learners identify the characters in the story and their roles. Have learners role-play some specific characters in groups. Let learners talk about theirs and others' roles. Listening and Speaking skills Citizenship
Strand 1: Oral Language — Conversation Talking about Oneself, Family, People, Places, Greetings, Customs, Events, Social/Cultural Values
  • Use culturally
    • Talk about their school and places in the school Use the Community Circle Time Strategy. Show pictures of their school and places in the school (the library, the computer lab, the headmaster's office, the playing field etc.) Have learners think-pair-share ideas/views about the pictures in pairs and then with the large group. Have learners talk about the activities that go on in these places and their importance to the individual. Listening and speaking skills
  • Use culturally
    • Use a wide variety of words to describe different situations and events Use a conversational poster on different situations/events. Have learners think-pair-share, looking at the various illustrations on the poster. Have them use expressions learnt and other new ones to describe the situations and events. Have learners, working in groups, role-play the situations and events on the poster
    • Engage in collaborative conversation Let learners, working in groups, talk about some common places in the school (e.g. canteen, head teacher's office, library, etc.). Lead learners, with questions, to talk about the places and their importance. Let learners identify the importance of the places listed above. In pairs/small groups, let learners engage in conversations on specific topics
    • Talk about likes and dislikes: food, animals, toys etc. Listening and speaking skills
Strand 1: Oral Language — Listening Comprehension
  • Use
    • Listen and reproduce narrative texts Before Reading Activate the previous knowledge of the learners by making them think-pair-share with their friends, the cover illustrations and pictures accompanying the story. Have them predict the story. During Reading Read a story. Pause at vantage points and have learners talk about the After Reading Have the learners answer simple questions based on the text. Have them role-play the events in the story. Listening and speaking skills STANDARDS PRACTICES AND
  • Use
    • Recognise and relate the sequence of events in a narrative text Read a narrative text aloud to learners. Put learners in pairs/groups to identify and talk about the parts of the story (e.g. beginning, middle and ending)
    • Recognise and discuss characters in a story Read a story aloud to learners. Have them discuss, in pairs/small groups, the main and minor characters in the story. Have groups/pairs share their views with the whole class
    • Listen and produce descriptions of pictures and objects (e.g. vehicles, animals) Show pictures of common objects and animals to learners. Have learners think-pair-share what they see in the picture. Have them describe, in groups/pairs, the pictures to one another in turns. Reading and Writing Skills
Strand 1: Oral Language — Asking and Answering Questions
  • Demonstrate
    • Use appropriate pronunciation and intonation in asking and answering Yes/No questions Demonstrate Yes/No questions and their responds. Drill learners on the questions and responses. Let pair of learners ask and answer questions, e.g. Pupil A: Is this a book? Pupil B: Yes, it is / No, it isn't. Listening and speaking skills
  • Demonstrate
    • Use appropriate pronunciation and intonation in asking and answering Wh questions Revise Yes/No questions. Let learners identify some objects in the class (e.g. board, bag, chair, etc.) and use them in asking simple questions, e.g. Should I clean the board? Is that your chair? Do you have a pencil in your bag? Introduce Wh- questions in context
    • E.g i. What is this? ii. What is your name? iii. How old are you? iv. How are you? Pair learners to ask and answer questions. Note: Yes/No questions use rising intonation and Wh is falling intonation. However, answers for both use the falling intonation. Listening and speaking skills
Strand 1: Oral Language — Giving and Responding to Commands/Instructions and Making Requests
  • Demonstrate
    • Give and respond to commands and instructions Give commands and instructions to learners
    • E.g. Command: Keep quiet. Hands up. Sit down. Bring your books. Start work, etc. Pair learners to give/obey commands. Have learners listen to simple instructions and act in response. Let learners practise by giving commands in pairs, etc. e. g. Instructions: Draw a circle. Draw a triangle in the circle. Draw a square in the triangle. Response: Reading and Writing Skills
  • Demonstrate
    • Make and respond to polite requests using the word "Please" Demonstrate knowledge of requests and their responses. Let learners respond to requests using; yes, ok, etc. Pair with learners to take turns to make and respond to polite requests
    • E.g. Please give me your pencil A: May I use your pen? B: Yes/No. Let them change roles. Reading and Writing Skills
Strand 1: Oral Language — Presentation
  • Plan and
    • Identify audience and purpose of presentation Have learners to do "show and tell" to introduce a friend to his/her parents at his/her birthday party. Create more scenarios for learners to introduce their friends. Note: Introduce expressions like "Hello, meet my Dad", etc
    • Generate and select ideas on a given topic for presentation
    • E.g. My father, My friend, etc Introduce the activity and as learners listen and observe, talk about the topic
    • E.g. "My friend" Briefly discuss your presentation Let learners take turns to talk about their friends. Encourage others to ask questions after each presentation
    • Speak with confidence before different audiences, e.g small group, class, etc Have learners draw members of their nuclear family. Through think-pair-share strategy, let learners show and talk about their family members in pairs, smaller groups and as a class. Use probing questions to have learners talk more about their family members
    • E.g i. Who is this one? ii. Why did you draw him or her first? Encourage shy learners to speak. Reading and Writing Skills
Strand 2: Reading
  • Know how a
    • Handle books appropriately Have learners Think-Pair-Share the reasons for keeping books neat and handling them well. Lead learners to make some rules to guide the handling of books. Demonstrate how to handle books, e.g. holding it, turning a book, opening the pages properly, etc. Discuss the information on the cover and title pages with learners, e. g. What can you find on the cover?
    • The title
    • Author
    • Illustrations and illustrators, etc Call learners in turns to demonstrate how to handle books, e.g. opening a book, holding a book, etc. Let learners, in groups, role-play how to handle books
    • E.g. keeping them neat
    • Orally blend two or three sounds together to make one syllable word, e.g. (a-sh = ash, b-i-n = bin) Make individual sounds and have learners blend them together to make one-syllable words
    • E.g. (a-sh = ash, b-i-n = bin, a-t = at, a-m = am, i-n = in, c-o-t = cot) Reading and Writing Skills STANDARDS B1.2.1. 2: Manipulate the sounds of the letters of English CONT'D
    • Orally segment spoken syllables/words into individual sounds e.g. stop = s-t-o-p Model segmenting spoken syllables/words into individual sounds
STRAND 2: READING — Phonics
  • Connect
    • Identify the alphabet in order Introduce the lesson with alphabet songs paying attention to the letters as they sing. Show an alphabet chart and have learners identify the letters of the alphabet (aA- zZ). Use alphabet cards, alphabet trees, picture cards, etc. to play alphabet games. Let learners play matching games with the cards
    • E.g. Sound Ball Game, Find My Partner, etc
    • Recognise and produce letter names and sounds randomly Have learners play alphabet games to practice recognition of letter names at random
    • E.g. Lucky Dip game, Treasure Hunt Let learners use letter cards to order the letters of the alphabet. Have learners find out which letter comes before the other, among a given set of letters, as a whole class, in groups, in pairs and individually. Select letters whose sound you intend to teach
    • E.g. two letters at a time Say each sound first in context and then in isolation
    • E.g. ants-a Have learners repeat it after you. Give examples of words that contain each sound at the initial, medial and final positions
    • E.g. bag, table, bulb Have learners work in pairs to provide examples of words that contain the sounds. Reading and Writing Skills
  • Connect
    • Understand the relationship between spelling of words and sounds of speech Blend vowel sounds with consonant sounds to produce words
    • E.g. am, at Let learners segment the sounds in the words and blend them by using blending games. Ask learners to give examples of words. Write the words and have learners sound the individual letters and blend them to produce words. Have learners work in pairs/groups to further practise sound segmentation and blending to produce the words
    • Blend sounds to produce simple syllables/words and blend syllables to produce words Blending sounds Clap the syllables of common words
    • E.g. table, pencil, pen, book, boy, girl, etc Let learners clap the syllables of words after teacher. Put learners into groups/pairs. Distribute letter cards to the groups. Reading and Writing Skills
  • Connect
    • E.g. sis - ter = sister Let the pairs present their words and guide them by using the words to form two-word or three-word sentences. e. g. My sister is happy. Note: Pairs that would be able to make sentences score points for their houses or colour groupings
    • Segment syllables/words into sounds Revise the sounds of letters and words learners have learnt. Demonstrate syllable segmentation by breaking two-syllable words. Break two syllable words into syllables
    • E.g. pencil = pen-cil baby = ba-by mother = mo-ther Let learners read the words and use them in sentences. Reading and Writing Skills STANDARDS
  • Connect
    • Use alphabetic knowledge to decode known words Let learners sing an alphabet song. Put them into groups and write sentences containing some new words for learners to decode by segmentation
    • E.g. This is a mango This is my sister. Have learners read similar words from the word charts. Reading and Writing Skills
STRAND 2: READING — Word Families, Rhyming Endings and Common Digraphs
  • Employ
    • Use common rhyming endings to decode simple words Introduce learners to simple word formation using the phonic slide to change the sound at the initial, medial and final positions of words
    • E.g. pat, mat, fat Have learners build on these rhyming endings. In groups, let learners read out their words. Have learners form sentences with these rhyming words. Reading and Writing Skills
STRAND 2: READING — Vocabulary
  • Understand
    • Read level-appropriate sight words and use many of them in meaningful sentences Introduce the appropriate sight words beginning with the commonest. Write them on the board
    • E.g. chair, table, child, etc Use the word "tree" to teach the sight words. Have learners repeat the words aloud. Have learners use the sight words in meaningful sentences. Tell a story and have learners identify sight words in the story. Have learners use the sight words in meaningful sentences
    • E.g. determiners - the: The boy is my friend
    • Ask questions to find out the meaning of new words As learners listen carefully, tell a story twice. Let learners answer questions based on the story. Have them mention words they hear in the story. Let learners tell the meanings of some of the words. Have learners make their own simple sentences using the key words
    • Use words acquired through talk and reading in conversation In groups, let learners engage in conversation using familiar and high frequency words on given topics. e. g. My Classroom Reading and Writing Skills Reading and Writing Skills
STRAND 2: READING — Comprehension
  • Retell level-appropriate texts in own words
    • Retell level-appropriate texts in own words Use the Simple Herring Bone strategy to guide learners to retell the story in their own words. who? what? when? when? how? why? Reading and Writing Skills STANDARDS
  • Use
    • Demonstrate understanding of the purpose and features of narrative texts Use examples of short and simple texts to guide learners to understand the purpose and features of narrative texts. Have learners identify the different purposes in different narrative texts read/heard. Have them identify the features of given texts in pairs or in groups
    • Describe characters and their actions in a story Put learners in groups to identify and describe characters and their actions in stories read
    • Connect, ideas and information in stories to own experiences and knowledge of the world Tell/read out texts. Let learners answer simple questions based on the events, characters and values, etc. in the text. Have them relate ideas and information in the stories to personal experiences and knowledge of the world
    • Read level-appropriate texts with prompting and support Have learners read texts with all the prompting and support that can help them in their reading. Reading and Writing Skills Reading and Writing Skills STANDARDS
  • Use
    • Use a variety of comprehension-strategies e. g prediction before reading a text, cover page, etc Begin the comprehension lesson with before reading activities that develop and activate the background knowledge of learners
    • E.g. K of KWL(What learners know about the topic of information text prediction using pictures, title, treatment of vocabulary, etc.). Continue with while reading activities to enhance their understanding of the text
    • E.g a) Herring Bone strategy who? what? when? when? how? why? b) W of KWL(What the learners want to know). End the lesson with after reading activities that help learners to organize their ideas, remember the story, use the information acquired from the text and relate it to their daily lives
    • E.g answering questions, retelling the story in their own words, learners linking story to their everyday life experiences etc. Reading and Writing Skills STANDARDS
  • Use knowledge
    • Identify the structure of a story e.g. beginning part middle and the end Narrate a suitable story. Have learners identify the structure of the story by recalling what happened at the beginning, middle and ending. Reading and Writing Skills
STRAND 2: READING — Fluency
  • Read texts with
    • Read short and simple sentences at good pace Teacher models reading at a reasonable pace. Have learners read short and simple sentences at a reasonable pace. Let learners read in small groups
    • Recognise one hundred and twenty sight words including content words Have learners go over the sight words they have learnt during the period. Let learners echo-read simple texts. Let learners play vocabulary games for vocabulary consolidation, e.g. Lucky Dip game, Pick and Say, Word Hunt. Have learners make simple meaningful sentences with the sight words. Reading Reading
STRAND 4: WRITING — Pre-Writing
  • Write
    • Make given patterns, trace and draw various objects Demonstrate vertical, horizontal and oblique strokes/patterns
    • E.g Let learners write these strokes/patterns in the air. Have learners write them in their books Note: If need be, learners may first make these strokes by tracing and/or joining dots. Ensure correct sitting posture and correct grip of the writing tool
STRAND 4: WRITING — Penmanship
  • Copy and write letters of the alphabet correctly
    • Copy letters of the alphabet clearly Introduce learners to the lines and spaces they will be expected to write in. Demonstrate the letter on the board and in the air several times. Give ample practice. Let learners practise writing in the air, on sheets of paper or in jotters. Let learners execute the writing task. Give feedback after assessing learners' work. Reading and Writing Skills
STRAND 4: WRITING — Writing Letters Small and Capital
  • Use
    • Match lower and upper case letters Show a chart of letters (small and capital)
    • E.g. A B C D E a b c d e... Place letter cards (small and capital letters) on teacher's table. Put learners into groups and ask representatives of the groups to take turns to pick and match the letter cards to the letters on the chart. Those who are able to match them correctly win points for their groups and receive stars. Let learners write the letters in their books
    • Copy the names of objects correctly in both upper and lower case letters Let learners go round and observe labelled objects in the classroom. Let learners go with their books and change sitting positions to enable them copy the names of the objects. Let learners sit in groups to edit their work. Have them share their work by exchanging their books with other groups to appreciate one another's work
    • Write words using both capital and small letters Write words in upper and lower cases. Model pronunciation of target words for learners to repeat. Let learners copy the words from the board. Encourage learners to space out letters appropriately in the words. Let group leaders help other learners (who are not able to write some letters correctly). Reading and Writing Skills
STRAND 4: WRITING — Labelling Items
  • Draw and
    • Draw simple pictures of peers or various objects and use invented spelling to write about oneself Have a picture of a friend or anybody and write at least three lines about the person. Paste this in a corner of the class. Have a chart of various objects labelled (e.g. objects at home in, the environment etc.) and post them on the walls of the classroom. Have learners go round to observe the pictures. In groups, let learners share their observations. Ask learners to draw and label three objects of their choice. Have each learner choose and draw a peer and write a line or two about that person. Assist learners with spelling where necessary. Have learners share their work with their partners. Similarly, let learners draw pictures of themselves and write a sentence or two about them. Reading and Writing Skills
STRAND 4: WRITING — Writing Simple Words and Sentences
  • Write words
    • Make a list of objects in the school Guide learners with questions to talk about the various areas or places in the school e.g. head teacher's office, canteen etc. Put learners into groups. Let each group choose a name for their group and an area or place they want to work on. Let each group list the objects found in the place of their choice. Have a big chart on the wall and copy their lists on the chart. Let groups take turns to edit their work. Let learners copy the edited words into their books
    • Write simple familiar words Let learners mention their favourite dishes or food. Let learners select one food and talk about the ingredients used in its preparation, e.g. Jollof. Let learners mention the ingredients as teacher writes them on the board. Let them then work as individuals, choose their own special food or dish and write the ingredients. Let learners do peer editing
    • Use basic descriptive words in writing simple sentence Have learners identify objects in the classroom, e. g. tables, chairs, bags, etc. Let learners tell the sizes, shapes and colours of the objects. Explain simply to them that the words talk about objects. Have learners work in pairs to write simple sentences, describing objects in the classroom, e. g. My classroom is big. The board is long and white. The doors and windows are big. Encourage learners to write two simple sentences each (Exceptional learners should write four simple sentences). Reading and Writing Skills
STRAND 4: WRITING — Controlled Writing
  • Find, read and copy sentences from a given substitution tables
    • Find, read and copy sentences from a given substitution tables Have a simple 3-4 column substitution table on the board. Have learners identify the words that make up the table. With examples, guide learners to form oral sentences from the substitution table. Have learners write their sentences. Ask pairs to do peer editing. Invite learners to read out their sentences to the class for feedback
    • Write a simple composition using a substitution table Write a simple and short composition in a substitution table and have learners copy this out. Using Think-Pair-Share, have learners read their compositions
    • Match parts of sentences to compose meaning texts Demonstrate the activity. Have learners rearrange jumbled parts of sentences to make meaningful texts. Let learners read their sentences to the class for feedback. Listening and speaking skills
STRAND 4: WRITING — Descriptive Writing
  • Demonstrate Knowledge of description in writing
    • Use words and simple sentences to describe self Model describing yourself in 2-3 simple sentences using simple descriptive words. Write some descriptive words and discuss them with learners. Through questions, have pairs of learners describe themselves to each other
    • E.g. What is your name? - My name is How old are you? - I am............................... Assist learners to write out their sentences. Listening and speaking skills Reading and Writing Skills
Strand 5: Using Writing Convention/Grammar Usage — Using Capitalisation
  • Apply
    • Write capital letters correctly Through pick and write activity, revise writing of capital letters with learners
    • Use capital letters at the beginning of titles and names of people. Demonstrate knowledge of capital letters and invite individuals to write names with capital letters on the board. Assist learners to write their names. Let them begin with capital letters
    • E.g. Kofi, Ama, Samuel, Sule Lead learners to write titles of people
    • E.g. Mr Badu, Mrs Darko Reading and Writing Skills STANDARDS PRACTICES AND
  • Apply
    • Use capital letters to write other proper nouns Let them write the names of towns and particular places they are familiar with, beginning with capital letters,e.g. names of schools, Adukrom Primary School. Reading and Writing Skills
Strand 5: Using Writing Convention/Grammar Usage — Using Action Words
  • Apply
    • Use the present tense of verbs to describe habitual actions Introduce the activity and tell learners two things you do daily. Put learners in groups to talk about the things they do everyday: e. g. I wash my face every morning. Write the two things you do in two simple sentences and read it out to learners. Have each learner write two of the habitual things they do. You may assist them with spelling. Invite each of them to present their work to the class for the class to react to the presentations
    • Use the present tense of verbs to express the present state of things or situations Introduce the activity and demonstrate it. Guide learners with questions to describe the state of given things or situations
    • E.g. My bag is red
    • Use the present tense continuous form of verbs Reading and Writing Skills
Strand 5: Using Writing Convention/Grammar Usage — Using SimplePrepositions
  • Apply
    • Identify and use prepositions in oral and written language to indicate position State the position of various classroom objects using simple prepositions. Give sample sentences (on sentence cards) to learners
    • E.g Mary is in the room. Aba is sitting on the chair. Let learners identify the words in, on, etc. as words that show position. Pair up learners and have them use the prepositions identified in simple and meaningful sentences. Let each learner write two sentences describing the position of objects in the classroom. Reading and Writing Skills
STRAND 6: EXTENSIVE READING — Building the Love and Culture of Reading
  • Read
    • Read a variety of age appropriate books and texts from print Using book tease or book talk, introduce the reading/ library time. Have a variety of age appropriate books for learners to make a choice from. Introduce picture or wordless books, pop-up and flip-the-page texts to learners. Encourage them to read individually and in pairs, and provide support and encouragement. Reading and Writing Skills STANDARDS PRACTICES AND
  • Use
    • Identify and spell simple words correctly Help learners to write two letter words correctly e. g. go, so, in, on. Using word cards, help learners to write three letter words correctly, e. g. see, low, bow
    • Fill in blank spaces in simple words Provide a passage with blank spaces and help learners to fill in the gaps or spaces with familiar two or three letter words. Reading and Writing Skills BASIC 2 Basic 2

Basic 2

29 topics
Strand 1: Oral Language — Songs
  • Demonstrate understanding of a variety of songs
    • Interpret familiar songs Identify some familiar songs from learners' locality. Teach the songs with themes from their locality. Discuss the moral values of the songs. Let learners sing songs using gestures appropriately. Have learners interpret the songs in their own words. Citizenship
Strand 1: Oral Language — Rhymes
  • Show
    • Interpret rhymes and tongue-twisters in own words Revise some familiar rhymes and tongue-twisters learnt. Select a rhyme from learners. As learners listen and observe, perform the rhyme (Recite it, accompanied with actions and gestures, two or three times). Recite lines of the rhyme as learners join in and repeat lines after you. Teach the accompanying actions through demonstration. Let learners repeat lines of the rhyme on their own accompanied with appropriate actions. Through questions, have learners interpret the rhymes in their own words. Citizenship
Strand 1: Oral Language — Story Telling
  • Respond
    • Identify characters in a story and relate them to real life situations Choose a story from learners' background. Tell the story with appropriate actions, gestures, facial expressions, etc. Have learners retell the story and answer questions on it. Let learners say whether or not they have enjoyed the story and why. Put learners into groups to identify the characters and their actions and relate them to real life situations. NOTE. Use pictures/sketches, real objects, etc
    • Retell stories sequentially, following story structure (beginning, middle and ending) Revise the previous story told by having learners recall some of the characters. Discuss the moral lessons/values of the story. Let learners retell the story sequentially, following story structure (beginning, middle and ending). Let learners relate the story to real life situations
    • Tell stories from cultural background Revise some stories learners have heard. Tell the story as learners listen. Let learners tell their own stories. Discuss the moral lessons/values in stories told. Citizenship
Strand 1: Oral Language — Dramatisation and Role Play
  • Perform
    • Dramatise/role-play stories heard or read Have learners select an interesting story heard or read in class. Retell the story. Discuss the story and have learners recall main events and characters. Select characters and assign them roles to play. Let learners dramatise/role-play the story. Discuss moral values from the story. Have learners say whether or not they have enjoyed the drama and why. Citizenship Creativity
Strand 1: Oral Language — Conversation and Talking about Oneself, Family, People, Places, Customs, Events, Social/
  • Use certain
    • Use appropriate greetings for special occasions Revise daily greetings by having learners identify greeting times in the day: e.g. Morning-Good morning, Afternoon-Good afternoon, Evening-Good evening. Discuss special occasions such as birthdays, anniversaries and festivals. Discuss the correct greetings and responses on these occasions. Let learners take turns to demonstrate greetings for special occasions and also practise the appropriate responses. Citizenship STANDARDS PRACTICES AND
  • Apply
    • Talk about events at home Introduce the day's topic and show pictures of activities at home. Have learners think-pair-share the domestic activities. Have learners talk about which of the events they like most and why they like them. Have learners role-play some of the scenes
    • People engaged in domestic chores People at table
    • Talk about things and places in their homes Ask learners to name things and places in their homes and say what happens at those places. Show pictures of important places in their community, such as the chief's palace, the market, the police station, etc. and have learners think-pair-share ideas or views with the person sitting next to them. Put learners into groups to talk about their pictures. Rotate the pictures until each group has had its turn to talk about all the pictures
    • Use a wide variety of words to talk about manners
    • Demonstrate turn-taking in conversations Use the Community Circle Activity: Sit learners in horse-shoe formation. Call individual learners to talk about what happened over the weekend. e. g. events, personal experiences, incidents, etc. Let learners take turns to name and describe events of recent occurrence. Discuss the importance of turn-taking in conversation: e.g. i. They talk after the last speaker has stopped. They talk when invited e.g. by the group leader. Citizenship Citizenship STANDARDS PRACTICES AND
  • Apply
    • Ask and answer questions for clarifications about what other people say Have learners recall the discussion on turn-taking in conversation and state the rules. Encourage learners to ask and answer questions for clarification on what other learners have said. Encourage appropriate language use during conversations
Strand 1: Oral Language — Listening Comprehension
  • Use
    • Listen and interact actively with drama Before Reading Activate the previous knowledge of the learners by making them think pair and share with their friends. Discuss illustrations accompanying the text. Have them predict the content of the text. Teach key vocabulary. During Reading Read the text aloud to learners. Pause often and have learners talk about the content of the text and answer simple questions based on the text. After Reading Have learners retell the story. Let learners role-play the story. STANDARDS
  • Use
    • Recognise and relate the sequence of events (beginning middle and end) in drama Read a narrative text aloud to learners, following the procedure in
    • Recognise and discuss events in a story (characters, settings moral, etc.) Read aloud a story to learners. Have them identify and discuss (in pairs) the events in the story. Have groups share their views with the whole class
    • Share facts from texts heard with a partner, groups or the teacher Read an information text aloud to learners, using the KWL Strategy. KWL Strategy: Before reading, have learners think-pair-share and talk about what they already know(K) about the title of the text. Have learners ask questions about what they want to know (W). While you read the text, pause often to give the children the chance to share what they have learned or answer the questions they have asked before reading. After the reading, have learners share what they have learned. Put learners in groups to share facts from the text heard
Strand 1: Oral Language — Asking and Answering Questions
  • Demonstrate
    • Use appropriate pronunciation and intonation in asking and answering Wh questions Revise Yes/No questions and have learners answer some such question Ask Wh questions and have learners answer them
    • E.g Questions Answers Who took my pen? I did. Where is the book? It is on the table. Ask them to say what is common to all the questions introduced by Wh words (what? when? why? how?)
    • E.g. Why did you eat her food? Guide learners to use appropriate pronunciation and intonation in asking and answering simple Wh questions in pairs. One asks a Wh question and the other answers. They then reverse roles. Let learners write out simple Wh questions on their own. Listening and Speaking
Strand 1: Oral Language — Giving and Responding to Commands, Instructions, Directions and Making Requests
  • Demonstrate
    • Give and respond to commands Revise verbs (action words) by having learners identify the present form of verbs and use them in sentences, e.g. come, go, sit, etc. (action). Have several learners obey commands such as `stand up', `close the door'. The teacher gives commands which the class/individuals promptly obey. Have Learners role-play giving and responding to commands
    • Make and respond to polite requests Let learners demonstrate in pairs how they ask for favours. Discuss polite requests using examples. e. g. Can you hold the bag? Discuss words used in polite requests
    • E.g. Please, could you..., do you mind....May I Have learners take turns to make and respond to polite requests using the word, "please". Discuss the importance of the word, "please", in making requests. STANDARDS PRACTICES AND
  • Demonstrate
    • Respond to commands, instructions and requests Introduce instructions by having learners respond to typical classroom instructions. Create situations for learners to practise giving and responding to instruction. Let learners role-play parents, teachers, prefects, learners giving and responding to instructions, etc. e. g. Instruction: 1. Draw a circle in a square. 2. Write the letter `A' in the circle. Response:
Strand 1: Oral Language — Presentation
  • Plan and
    • Speak with confidence before different audience Put learners in pairs to share their holiday plans with each other. Have each person share his/her friend's plans with the class. Use probing questions to get learners give additional information: e.g. i. Where will he go first? ii. What will he be doing there? etc
    • Maintain appropriate posture, eye contact and use appropriate verbal and non-verbal cues to convey meaning Model appropriate posture, eye contact and use verbal and non-verbal clues. Let learners observe and do same. Discuss when to use various postures, eye contact, verbal and non-verbal clues when talking to different people e.g. teacher, friend. Have learners role-play how to maintain appropriate posture, verbal and non-verbal clues in communication
    • E.g. crossed arms and unblinking eye gaze to indicate disapproval
Strand 2: Reading — Phonics
  • Connect
    • Blend syllables to produce words Introduce the lesson with a recital that links the letters of the alphabet. Have learners work in pairs, groups or individually to blend syllables to form meaningful words. Use word families as a guide to help build on the words
    • Use the alphabetic knowledge to decode unknown words (e. g use beginning and ending consonants, consonant blends, consonant digraphs, vowel sounds, vowel digraphs and word patterns) Begin the lesson with an alphabet song, a rhyme or a poem. Play games with the alphabet to decode unknown words, changing the position of the letters from beginning to middle and to ending. Use demonstrations to show learners that whenever a letter moves (especially the consonant), it may still sound the same. Have learners play alphabet games in pairs and groups. citizenship PRACTICES AND
  • Connect sounds
    • Use elements of structural analysis to decode unknown words Have learners analyse the basic structure of unknown two-syllable words using specific indicators as a guide. Word Prefix root word Unclean un- Clean Word Suffix root word slowly -ly Slow Let learners look at the different features of compound words. Give learners the opportunity to work as teams/groups to come up with their own features, e. g. "class" and "room" will give "classroom". Note: Consonant blends, digraphs, prefixes, suffixes, root words, compound words, etc
Strand 2: Reading — Word Families-Rhyming Endings and Common Digraphs
  • Employ
    • E.g. pan, man, fan (You may use a phonic slide to give practice) Have learners build on these rhyming endings. In groups, let learners read out their words. Have learners form sentences with these rhyming words
    • Use words containing digraphs to make meaningful sentences Introduce learners to simple digraphs as in; ch- church ph- photo sh - shirt Have learners build as many words as possible from digraphs. Have learners form meaningful sentences with the words
Strand 2: Reading — Vocabulary
  • Understand
    • Read level-appropriate sight words, understand and use many of them in meaningful sentences Introduce the selected sight words, one at a time, in context and write them on the board. Start from the basic words they already know. Have learners repeat the words aloud a number of times. Write the words on the board. Have learners read the words in order and at random. Use think-pair-share to have learners form sentences with them
    • Use context clues to infer meanings of words Create a story around a theme, using specific key words or vocabulary items you wish to teach. Have learners use context to find the meaning of the key words. Have learners make their own sentences using these key words
    • Show awareness that homonyms have different meanings in different contexts Provide examples in contexts to help learners discover that homonyms have different meanings in different contexts
    • E.g. right and bat a. You are right. Raise your right hand. b. I saw a bat fly this morning. My mother bought a tennis bat for me
    • Use dictionaries and glossaries to clarify meaning of words Introduce learners to the use of picture dictionaries and glossaries. Have learners use guide words to find meaning of words used. Have learners practise in pairs
Strand 2: Reading — Comprehension
  • Understand and
    • Use illustrations, text clues and context to make predictions during reading Have learners use text features like title, illustrations and text clues to make meaning and inferences. Have learners predict, brainstorm on the topic and have them read to confirm their predictions. Have learners pause frequently during reading to make predictions to enhance comprehension
    • Ask and answer factual and inferential questions about level appropriate texts Have learners read level-appropriate texts in pairs. Guide learners to ask and answer simple inferential questions on the texts
    • Retell level-appropriate texts in own words Revise some previous stories told. Have learners retell a story using simple herring-bone strategies
  • Use knowledge
    • Demonstrate understanding of the purpose and features of information texts Have learners read informational texts to identify their purpose and features through think-pair-share
    • Describe events in a story Have learners retell stories sequentially. Have them identify and describe events in the stories. Guide learners to unfold the events in a story sequentially
    • Connect characters, ideas and information within a text Have learners connect the ideas and information within a text to help construct meaning
    • Read level-appropriate texts with little support Have learners read different texts with little support from teacher. Gradually, scaffold to help learners read independently
    • Use visualisation strategy (form mental images about texts) to enhance understanding of level-appropriate texts Model using visualisation strategy to construct meaning from a text. Through appropriate questions, guide learners to practise using visualisation strategy to construct meaning from texts. Note: visualisation strategy = forming mental image about texts
Strand 2: Reading — Fluency
  • Read texts
    • Read texts/stories/passages with good pace, accuracy and expression Model reading aloud with the focus on pace and expression. Have learners, in group/pairs, read short texts aloud with the appropriate pace, accuracy and expression
    • Read and recognise 120 sight words Introduce learners to more sight words in context Have them identify and use at least 120 sight-words Remember to focus on a few at a time
    • Use contextual clues to confirm or self-correct pronunciation while reading aloud Have learners use the context in which words are found to confirm or self- correct pronunciation of words while they read aloud. Check intonation as they read to make meaning
STRAND 4: WRITING — Penmanship/Handwriting
  • Copy and
    • Copy sentences clearly Demonstrate copying (sentences) on the board. Let learners practise writing legibly and correctly on the board or into their books. Have learners copy sentences from a book into their books. Draw attention to inter and intra word spacing and alignment of letters, as well as clarity or writing
STRAND 4: WRITING — Writing Letters Small and Capital
  • Use general
    • Use lower and upper case letters appropriately in words and simple sentences Guide learners to choose level-appropriate topics. e. g. My Family, My Pet, My Friend, etc. Let learners talk about the topic. Write what learners say about the topic on the board. e. g. My family There are six people in my family. My father is a teacher. My mother is a nurse, etc. Have learners read the sentences. Re-write the sentences with wrong capitalisation and ask learners re-write them appropriately. e. g. my Father is a teacher
    • Space words appropriately in sentences Write the sentences on the board. Let learners copy the sentences, paying attention to spacing of words in the sentence. Encourage learners to display their work. Collaboration and Communication
STRAND 4: WRITING — Labelling Items
  • Draw and label
    • Draw and label objects found in their environment Take learners round to look at charts showing labelled objects. Put learners into groups and ask them to choose an area in the environment where they will want to make a list of objects found there (e.g. home, market, shops etc.). Let learners draw and label objects from the area studied by their group. Help them to edit their work particularly spelling and spacing. Let learners write their names under their work and post their charts on the walls of the classroom for peer review. Collaboration and Communication
STRAND 4: WRITING — Writing Simple Words and Sentences
  • Use knowledge
    • Write simple sentences to express feelings Put learners in groups to share their feelings. Let each one write, at least, one sentence to express a feeling, e.g. "I am happy."
    • Write simple and meaningful sentences on objects found in the environment look at pictures or a short video (or look outside from a window with a grown-up) on a field-trip outside the school to observe things. Discuss the trip and write their observations in simple sentences on the board
    • E.g i. There is a blue house near the school. ii. The house is small. iii. I saw a big bus. iv. The bus has a driver. v. A big shop is near the school. vi. Taxi cabs are on the road. etc. Put learners into groups to write simple sentences about the objects and places found in the environment. Encourage each group to add pictures to their sentences. Publish their work on the walls and encourage gallery walk. Collaboration and Communication STANDARDS PRACTICES AND
  • Use knowledge
    • Draw a picture and write at least a sentence to share an opinion Show pictures of `smiley/images on your phone or card', e.g. smiling, angry, indifferent or frightened faces, etc. Let learners study the pictures and interpret them. Let learners, in pairs, discuss their opinions. Note: The learner's opinion is very important and whatever interpretation learners give must be accepted. Collaboration and Communication
STRAND 4: WRITING — Controlled Writing
  • Write simple
    • Write or copy correct sentences from substitution tables Have a simple 3-4 column substitution table on the board
    • E.g I Sing at School We Play Home The Boys Read the park Have learners identify the words that make up the table. With an example, let learners form sentences from the substitution table. Have learners read out their sentences and write down their sentences in their books
    • Match parts of sentences to compose meaningful texts Let learners talk about the topic (My House) by using descriptive words in sentences. Write the sentences on the board
    • E.g i. My house is big. ii. The walls are blue. iii. The house has many windows. iv. The windows are big. v. The doors and windows are blue. STANDARDS PRACTICES AND
  • Matching parts
    • Re-arrange jumbled sentences logically Tell/Read an interesting story to learners. Let them retell the story. Jumble up the sentences making up the story and ask learners to re-arrange them
STRAND 4: WRITING — Guided Composition
  • Compose short paragraphs through answering questions
    • Develop two coherent paragraphs on one idea or concepts using leading questions Write selected topics on the board, e.g. "Myself". Teacher and learners brainstorm to generate ideas about the topic. Put learners in groups and ask leading questions to guide them develop the ideas generated into one or two paragraphs
STRAND 4: WRITING — Narrative Writing
  • Narrate
    • Write about real or imagined experiences or events using the process approach Ask learners simple questions on their daily routines. Let learners brainstorm and choose a topic for the day. e. g."A look at pictures or a short video (or look outside from a window with a grown-up) and the market" or "A visit to the beach" Using questions, assist learners to write a paragraph or two about their experiences. e. g. i. What is the name of the market? ii. Where is the market? iii. What did you buy from the market? Let learners write a short paragraph and paste it on the notice board. Note: Learners may create imaginary experiences and write about them
STRAND 4: WRITING — Descriptive Writing
  • Demonstrate
    • Use simple sentences to describe feelings Let learners name and describe common objects using adjectives. Let learners name various objects in the classroom. Explain what they have to do. Demonstrate the activity by describing an object in 3-5 sentences. Write the sentences on the board. Let individuals choose objects and describe them orally and then in writing
Strand 5: Using Writing Conventions/Grammar Usage — Using Capitalisation
  • Apply
    • Use capital letter to write names of particular places and days of the week Provide a sample text and have learners identify names of particular places and days of the week. Have them compare the initial letters of these names and other common names and share their observations with the class. Give learners a text with names of particular places and days of the week, beginning with small letters. Let learners rewrite the text, beginning the names of particular places and days of the week, with capital letters
    • Use capital letters to begin the first words of sentences Assist learners to begin sentences with capital letters. For example: i. Kofi is a good boy. ii. The house is beautiful
Strand 5: Using Writing Conventions/Grammar Usage — Using Action Words
  • Apply
    • Use the simple present tense to express habitual actions (simple truths, interest, feelings and opinions) Tell learners some of the things you do daily in short and simple sentences
    • E.g. I read stories everyday Create situations for learners to use the structure
    • E.g ii. interest I like playing football. iii. feelings I am happy. iv. opinions He is a good teacher. Introduce drills for learners to have practice. Put learners into small groups to discuss given topics, using the structures
Strand 5: Using Writing Conventions/Grammar Usage — Using Adjectives
  • Apply knowledge
    • Identify and use simple sentences to describe the weather and show quantity and position or order of people and things Use appropriate texts to help learners to describe the weather and show quantity and position or order of people and things, e.g: weather - It is cold. quantity I have two pens. position or order of people and things She is on the first row
Strand 5: Using Writing Conventions/Grammar Usage — Using Simple Preposition
  • Understand and
    • Identify prepositions in sentences to indicate days, dates and places Let learners use the preposition in, on, in context
    • E.g i. I saw a bird on Monday. ii. I have a test on 1st May, 2018. iii. They are in the classroom
    • Use prepositions to form simple sentences to indicate position and time Provide a short passage containing prepositions that indicate position and time. Let learners identify the prepositions. e. g. i. Esi sat on a chair in the room. ii. The other pupils stood on the veranda. iii. The teacher went to the classroom at night
Strand 5: Using Writing Conventions/Grammar Usage — Using Simple and Compound Sentences
  • Understand
    • Identify the structure of simple sentences Use context to help learners identify the structure of simple sentences. Yaa came. (Name) + (Doing word) Musa ate
    • Identify nouns and verbs in simple sentences Use questions and samples to learners to identify nouns and verbs in the structure of simple sentences. e. g. i. Ofori danced. (Who danced? What did Ofori do?) ii. Ama laughed
Strand 5: Using Writing Conventions/Grammar Usage — Spelling
  • Use phonics
    • Use phonics knowledge to spell words with irregular phonic letter pattern Have learners play the pick and spell game to spell phonetically irregular words. e. g. the, face Have learners use these words in oral and written sentences. Communication Provide sentences with blank spaces for learners to fill in the blanks using the words they have learnt to spell. e. g. i. This is my
Strand 6: Extensive Reading — Building The Love And Culture Of Reading
  • Read widely for
    • Read a variety of age and level-appropriate books and texts from print and non-print Use the Author's chair to introduce the reading/ library time. Have a variety of age and level-appropriate books for learners to make a choice. Introduce narratives, pop-up and flip-the-page texts to learners. Introduce e-books to learners, if available. For each reading session, guide learners to select books. BASIC 3 Basic 3

Basic 3

33 topics
Strand 1: Oral Language — Songs
  • Demonstrate understanding of a variety of songs
    • Talk about the benefits of songs Let learners identify some familiar songs e.g. patriotic songs such as `The National Anthem'. Teach the songs identified, e. g. `The National Anthem' Let learners sing rhythmically, using claps, gestures and dance where necessary. Let learners, in convenient groups, identify and talk about the moral lessons in the songs. Have learners think-pair-share the benefits of songs. Let the pairs then share their views with the whole class. Citizenship Listening and Speaking
Strand 1: Oral Language — Story Telling
  • Respond to
    • Respond and ask questions based on stories heard Select a suitable story to tell or read to the class
    • E.g. Ananse and the family Let learners tell their favourite parts of the story. Have learners respond to the story by asking and answering relevant questions to enhance comprehension
    • Tell parallel stories Select a suitable story to tell or read to learners
    • E.g. The old man Put learners into groups to compose a parallel story. Let learners present their stories to the class for feedback
    • Create own events to extend stories heard Let learners retell some stories they have read or heard
    • E.g. Ananse and the wisdom pot Pair up learners and have them create their own events to extend a story of their choice. Invite representatives of the groups to share the part of the story they have created with the class. Citizenship
Strand 1: Oral Language — Dramatisation and Role Play
  • Perform
    • Dramatise and role-play stories heard and read Let learners mention titles of stories they have heard or read
    • E.g. The Magic Pot Let learners identify some characters in the stories mentioned. Let learners dramatise or role-play stories they have heard, read or created, with appropriate characters. Discuss stories dramatised or role-played. Let learners comment on stories dramatised or role-played. Creativity Listening and Speaking
Strand 1: Oral Language — Conversation - Talking about Oneself, Family, People, Places, Greetings, Customs, Events, Social/
  • Explore using
    • Use appropriate greetings for special occasions Revise greetings for special occasions such as birthdays, anniversaries, festivals. Let learners take turns to demonstrate greetings for special occasions and practise the appropriate responses. Put learners into groups. Assign each group a special occasion for them to practise greetings and responses for that occasion. Citizenship Listening and Speaking STANDARDS PRACTICES AND
  • Explore using
    • Talk about events in the community Have learners sing a familiar song about a topic. Show pictures of events in the community, e.g. durbar, festival, naming ceremony, birthday. Have learners think-pair-share the events with the person sitting next to them. Have the pairs share their experiences with the class. Have learners talk about which of the events they like most and why they like them. Let learners, in groups, role-play the events of their choice
    • Talk about important places in their communities Show pictures of important places in their communities such as the community centre, the lorry station, the mission house, the market, the fire service station etc. Let learners think-pair-share their views and opinions about the pictures. Put learners into groups according to the number of pictures. Have each group talk about the activities that go on in these places and their importance to the community and the nation. Citizenship Listening and Speaking STANDARDS PRACTICES AND
  • Explore using
    • Use a wider variety of words to talk about different customs and cultural values Using conversational posters on different customs and cultural practices, let learners think-pair-share, looking at the various illustrations on the poster. Have them use expressions learnt and other new ones to talk about the customs and cultural practices. Let learners, in groups, role-play the customs and cultural practices on the poster. Citizenship Listening and Speaking
  • Apply
    • Demonstrate turn-taking in conversation in different topics Let learners identify some familiar/interesting topics based on their environment for discussion.eg. Sanitation, Bush fires, Flooding, Pollution. Let learners give scenarios from the identified topics. Let learners demonstrate taking turns in conversations. Guide appropriate language use in conversation. Citizenship Listening and Speaking STANDARDS PRACTICES AND
  • Apply
    • Ask and answer questions for clarification about what other people say Revise topics previously discussed, e.g. Climate Change. Ask questions on the topic discussed. Let learners answer questions based on the topic discussed. Guide and encourage learners to ask and answer questions for clarification on what other learners say
    • Participate in communication, using more varied and more accurate language Put learners in groups. Have each group discuss the conversation posters on issues such as situations, events, customs, etc
    • Express a greater variety of communicative meaning (e.g apologising, agreeing or disagreeing) Let learners role-play topics or themes discussed. Discuss the importance of expressing a variety of communicative meanings/telling people about their feelings, etc.) e. g. apologising, agreeing or disagreeing with partners on issues. Guide learners to express a variety of communicative meanings. Citizenship Listening and Speaking
Strand 1: Oral Language — Listening Comprehension
  • Use
    • Listen and interact actively within information texts Note: For all information text, use the KWL strategy. Below is the process: Before reading, let learners think- pair- share, and talk about what they already know (K) about the topic.Have learners ask questions about what they want to know (W). While you read the text, pause often to give the children the chance to share what they have learned Let learners answer the questions they asked before reading. After the reading, have learners share what they have learned
    • Recognise and relate the sequence of events in stories Read a narrative text aloud to learners. Put learners in groups to identify and talk about the parts of the story (e.g. beginning, middle and end)
    • Share facts from information texts heard with a partner groups or the teacher Read an information text aloud to learners using the KWL Strategy. KWL Strategy: Before reading, have learners think-pair-share and talk about what they already know (K) about the title of the text. Have learners ask questions about what they want to know. (W). While you read the text, pause often to give the children the chance to share what they have learned or answer the questions they have asked before reading. After the reading, have learners share what they have learned. Put learners in groups to share facts from the text heard
Strand 1: Oral Language — Asking and Answering Questions
  • Demonstrate
    • Ask and answer questions for clarifications about given topics Let learners select topics of interest for discussion. Put learners in groups and have them ballot for topics. Let members of each group discuss topics respecting rules of conversation. Encourage learners to ask and answer questions for clarifications on issues raised in their discussion
    • Use appropriate pronunciation and intonation in asking and answering the inversion questions Let learners, in pairs, ask and answer questions on given issues. Revise inversion questions with learners. e. g. He is going.--Is he going? Guide learners to use appropriate pronunciation and intonation in asking and answering the inversion type of questions. Let learners write answers to inversion type of questions on their own
Strand 1: Oral Language — Giving and Responding to Commands/Instructions/Directions and Making Requests
  • Demonstrate
    • Give and respond to commands, instructions and directions A. Instructions Model giving instructions and ask learners to follow them: First, draw a square in the middle of your paper. Next, draw a rectangle inside the square. Then, draw an oval inside the rectangle. Response: Pair up learners to practise giving and following instructions, e.g. giving and following instructions to clean the classroom. B. Directions Model giving directions and ask learners to follow them: Show directions flash cards (go straight, turn left/right) and ensure learners understand the words. Place objects at different locations of the classroom. Ask questions such as "Where is the book, pen, bag etc.? Then show the direction flash cards to help learners locate the items. Invite pairs of learners to practise giving and following directions. They can locate objects and places in the school. Listening and Speaking STANDARDS PRACTICES AND
    • Make and respond to polite requests Show pictures of requests to learners and ask them to guess the requests from pictures:
    • E.g. a picture of a closed door, a picture of an open door, a picture of someone carrying books etc. (Can you help me carry the books?, Please, close/open the door.) Invite pairs of learners to the front of the class to make and respond to polite requests. Let learner A pick a picture and Learner B make the request. Then, Learner A responds to the request made. Have learners draw pictures of requests for their partners to guess the requests Let learners practise making and accepting or declining requests using expressions such as "Yes, Of course, No problem, I'm sorry, I can't, etc
Strand 1: Oral Language — Presentation
  • Plan and
    • Present ideas logically Discuss important people (e.g. teachers, footballers, farmer, police officer, etc.) in learners' community and what made them important. Ask learners to prepare presentations on what they would like to be important for and why. Have learners present their work logically
    • Use appropriate verbal and non-verbal cues to convey meaning while speaking, e.g. smiling, using gestures, etc Demonstrate use of appropriate posture, verbal and non-verbal cues to communicate meaning, e.g. nodding, smiling, etc. to show approval. Discuss the various non-verbal cues (e.g. facial expression, eye contact, crossed arms, etc.) you used and their meanings with learners. Let the groups plan their presentations on an appropriate topic. Give each group time to present and have the class talk about the appropriate verbal and non-verbal cues used. Cultural Identify and Global Citizenship
Strand 2: Reading — Phonics
  • Connect
    • Understand the relationship between spelling of words and sounds of speech Have learners revise writing out some words as you pronounce them. (You can also make them read words on the board or word cards). Provide activities for learners to use letter names and sounds to spell and sound out words
    • Use the alphabetic knowledge to decode unknown words (e.g consonant blends, consonant digraphs, vowel sounds, vowel diagraphs and word patterns) Have learners sing an alphabet song. Introduce consonant blends and digraphs, one at a time and have learners form words out of them and use them in sentences. Note: An important thing to remember is that a digraph is made of two letters, although the letters spell a sound e.g. bl, br, ch, ck, cl, cr, dr, fl, fr, gh, gl Use the same procedure to teach vowel digraphs e. g. ai, ee, ea, ie, ei, oo, oe, oo, ue, oi, au STANDARDS PRACTICES AND
  • Connect
    • Use basic elements of structural analysis (e.g prefixes, suffixes compound, root words) to decode unknown words Guide learners with examples to use the structure of words to decode. Introduce words and have learners look for the parts
    • E.g. syllables, prefixes and suffixes Let learners identify words with similar parts/structures
Strand 2: Reading — Word Families-Rhyming Endings and Common Digraphs
  • Employ
    • Use words containing digraphs to make meaningful sentences Introduce learners to simple digraphs as in: sh- shirt ch- church gh- Ghana ph-phone Have learners build as many words as possible with the digraphs and form meaningful sentences with some of the words
Strand 2: Reading — Diphthongs
  • Show
    • Use diphthongs to build words Revise digraphs and have learners identify them in words. Introduce diphthongs in context
    • E.g. ou-out, loud, cloud Through think-pair-share, let learners generate diphthongs and build words with them
Strand 2: Reading — Blends and Consonant Clusters
  • Identify and use
    • E.g bl - black br- brush st- stone tr- tree Let learners work in pairs/groups to identify consonant blends and build words from them
Strand 2: Reading — Vocabulary
  • Understand
    • Read level-appropriate sight words, understand and use them in meaningful complex sentences Provide learners with texts containing level-appropriate sight words. Put them into groups to identify, read and use sight words in meaningful sentences
    • Use knowledge of prefixes and suffixes to interpret unfamiliar words
    • Understand and use many of the frequently occurring words and chunks in the language, including both content words (nouns, verbs, adjectives and adverbs) and function words ( prepositions, articles) Revise learners RPK by asking them to use some sight words learnt in earlier lessons. Introduce new words and have learners form sentences with them as you guide them with simple ways to find contextual meanings of words. You may introduce game activities e.g. Lucky Dip to provide practice in identification and use of sight words. STANDARDS PRACTICES AND
  • Understand
    • Use dictionaries, glossaries and internet to clarify word meanings Introduce learners to the dictionary and glossaries. Have learners find the dictionary meaning to key words in a comprehension passage. Have learners make or build their own glossaries on the words learnt. In groups, let learners practise finding key words and building their own word albums/dictionaries/glossaries
Strand 2: Reading — Comprehension
  • Understand and
    • Use self-correction strategies to make meaning when reading texts Engage learners on before reading activities, e.g. review of background knowledge, discussion of title and accompanying pictures). Model reading the text aloud and have learners echo-read the text (if necessary). Read out words and sentences for learners to identify in the text. Let learners read aloud in groups and pairs and answer questions. Reading STANDARDS PRACTICES AND
  • Understand and
    • Ask and answer factual, inferential and vocabulary questions about level-appropriate texts Have learners brainstorm on the topic on which they will answer questions. Ask learners to read and answer simple pre-reading questions as you guide them. Guide learners to ask and answer factual, inferential and vocabulary questions on the passage read
    • Retell level-appropriate text in own, explain and illustrate Ask a few questions to review the text/story to be retold. Have learners narrate or retell the story passage using the herring bone or story map strategy. The narration should be sequential to make the story understood. Reading STANDARDS PRACTICES AND
  • Use knowledge
    • Demonstrate understanding of the purpose and features of poems or rhymes and fables, etc Introduce the lesson with before reading activities, singing, reciting, prediction, etc. Have learners read a text and identify its purpose and features. Guide them with questions to do this. Let learners transfer the same ideas to other types of texts. Use think-pair-share to have learners compare ideas
    • Respond to stories with own opinion and value judgment Have learners give their personal opinions and judgment to stories (events, setting, characters and their actions) read or heard
    • Use visualisation strategy (form mental images when reading text) to enhance understanding of level-appropriate texts Have learners play simple mental or guessing games like Bingo and matching games. Guide learners to form mental images as they read a text, to help them make meaning from the text
    • Read level-appropriate texts independently Provide learners with level-appropriate texts and encourage them to read independently. Let learners may be provided with pre-reading questions to enable them focus
Strand 2: Reading — Fluency
  • Read texts
    • Read long texts with good pace, accuracy and expression Engage learners in pre-reading and demonstrate/model reading aloud with fluency, accuracy and expression. Have learners practise in pairs and groups. Note: Learners must read at their own pace
    • Recognise more than two hundred high frequency words with automaticity Revise the knowledge of sight words through games. Have learners identify sight words in texts using games such as Fishing and Lucky Dip. Let learners use the sight words to construct meaningful sentences
    • Use self-correction strategy to make meaning from texts (repeated) Have learners use self-correction strategy as they pronounce words in a read aloud lesson. Check for intonation and pace as they read to make meaning
Strand 4: Writing — Penmanship/Handwriting
  • Copy and write
    • Copy short paragraphs clearly Model copying a short paragraph on the board drawing attention to features such as clarity, spacing and alignment of letters. Let learners practise copying a short paragraph legibly and correctly on the board. Have learners copy short paragraphs from a book into their exercise books
Strand 4: Writing — Writing /Copying Letters Small and Capital
  • Use general
    • Use letter-sound relationships to represent most letters in words correctly Let learners play the alphabet sound game. Dictate words and simple sentences for learners to write
Strand 4: Writing — Labelling items
  • Draw and label
    • Make a list of objects found in the environment Lead the class to make a list of objects found in a given thematic area
    • E.g. The Bus Stop Let groups and pairs make similar lists from self-chosen or given areas. They may use invented spelling initially. Guide learners to edit and self-correct the errors before presenting their work to the class. They may use children's pictures, dictionaries and other sources. Self-Development
Strand 4: Writing — Writing Simple Words and Sentences
  • Write
    • Write simple sentences to express personal opinions about favourite characters in texts Put learners in groups to discuss characters in a story read. Have learners write simple sentences to express personal opinions on favourite characters. Let learners exchange their books and do peer editing by checking for: i. correct spelling of words, ii. correct writing of capitals, iii. correct writing of small letters, iv. correct spacing of letters and words
    • Write simple meaningful sentences to express feelings and opinions about people and things Guide learners, with examples, to write simple sentences to express their feelings and opinions about their peers and things found in the environment. Have the groups edit their work and publish them. Taking Turns Taking Turns STANDARDS PRACTICES AND
  • Write
    • Draw pictures and write, at least, three sentences to share an opinion Show the images/`smileys' on a mobile phone. Working in groups, let learners use the computer to search for these smiley/images. (The ICT teacher can guide learners by showing the appropriate icon to help them explore these). Have learners draw their own pictures and write sentences to explain them
    • E.g. a drawing showing fruits can have a sentence such as "Eat fruits every day; Fruits have vitamin C; Fruits protect your body." Guide learners to do self and peer editing (The products can be transferred on to a manila card and posted on the walls in the classroom) to be appreciated and critiqued
    • Copy various sentences, verses and words of songs legibly (writing should be bold and clear) Explain the writing activity selected, stressing the need for accuracy, clarity, etc. As learners observe, demonstrate it. Assign them to do the exercise. They may copy from the board and books. Provide feedback after assessing learners' work
Strand 4: Writing — Guided Composition
  • Compose short
    • Develop two coherent paragraphs on one idea or concept using leading questions Have learners brainstorm to choose a topic, e. g. My home Write the topic on the board. Ask questions for learners to generate ideas on the topic Discuss the questions with learners for them to answer appropriately
    • E.g. My home i. Where do you live? ii. How many of you live there? iii. What kind of buildings are there?
Strand 4: Writing — Writing as a Process
  • Apply the skills
    • Select a topic on familiar themes (e.g. Myself), brainstorm and organise before writing Take learners through the writing process: Pre-writing stage Consider composition writing as a process. That is, it should be done in stages. Take learners through stages such as preparation, writing, editing and publishing. Assist learners to prepare for writing by discussing the topic to write on
    • E.g. My school In groups, let learners discuss their ideas. Use learner strategies such as brainstorming to help learners generate ideas appropriate to the topic. Self-Development STANDARDS
  • Develop and
    • Review and revise the draft, adding to or taking out ideas In groups, have learners revise their writing paying attention to little details. Have learners use these questions as a revision guide: i. Is my topic interesting? ii. Does the beginning catch the reader's attention? iii. Are the ideas easy to understand? iv. Are all the sentences saying something about the topic? Encourage learners to make as many changes as necessary to improve their work
    • Proofread draft to correct punctuation and spelling errors Have learners proofread the revised draft of their writing for errors relating to the conventions of punctuation, capitalization, spelling, etc. Have learners check their editing through CUPS: C- Capitalisation U- language Usage P- Punctuation S- Spelling Let learners do peer editing: learners check their partners' writing for punctuation and spelling errors. Have learners write a neat final copy and read it once again to check for errors. Self-Development Self-Development STANDARDS
  • Apply
    • Read aloud own writing to a group or whole class Have learners publish their work by showing it to others in small groups or in pairs or posting it on the class or school notice board for others to view. Self-Development
Strand 4: Writing — Narrative Writing
  • Narrate
    • Add more details of a story structure to narrative stories for example setting, characters, problem and resolution of the problem Read a short narrative story to learners; concentrate on the setting and the characters. Let learners narrate their experiences. Assist learners to pick a topic. e. g. The traffic light. Let learners write on the topic, narrating their experience
    • On my way to school, I crossed the road I looked left, right and left again. There was no vehicle coming. Then I walked quickly across the road. Self-Development
Strand 4: Writing — Descriptive Writing
  • Demonstrate knowledge of description of writing
    • Describe places in a coherent paragraph Have learners recall periods, times or moments that they had been happy or sad. Discuss personal experiences with learners. Guide them to state categorically some personal experiences they have encountered in their lives. Have learners share their experiences using simple descriptive words. Discuss lessons learnt from the experiences shared. Have learners write experiences shared logically and sequentially
    • E.g. about interesting places they have visited
Strand 4: Writing — Persuasive/Argumentative Writing
  • Support an
    • Write a short paragraph to support an opinion or claims with clear reasons Choose a simple topic for an argument
    • E.g. Which food is better; rice or fufu? (It could be any food, depending on learners' background.) Let learners choose one of the meals and give reasons why they think it is better. Put the class into two to argue on the topic
Strand 4: Writing — Informative/ Academic Writing
  • Write on the
    • Write picture events using simple sentences Using dictionaries and modelling, guide learners to give information on events of the day to their partners, class /groups/partners. Have learners represent this in the form of a picture. Have learners write simple sentences to accompany the pictures. Have learners share their work with the class. Note: (Give room for positive appreciation)
    • Make a radio/TV presentations/performances Let Learners rehearse presenting information on radio or TV. Have learners generate ideas, plan and present them in groups as done on radio. Assign groups to present their ideas to the whole class. Plan for a live presentation/performance. Self-Development
Strand 5: Using Writing Conventions/Grammar Usage — Using Capitalisation
  • Apply
    • Use capital letters to write initials and abbreviations Introduce initials and abbreviations in context. Provide learners with sentences or texts containing initials and abbreviations for them to identify. e. g. WHO World Health Organisation; K. S. Manu Kofi Sakyi Manu Give texts having full names of people and organisations. Ask learners to rewrite the text and replace the full names of people and organisations with initials and abbreviations
    • Demonstrate the ability to capitalise titles of texts Provide sample varied stories and passages whose titles or headings have capital letters at the beginning of content words, e.g. "Ananse and the Wisdom Pot". Put learners into groups to study the titles/headings and discover the use of capital letters in context. Have groups present their observations. Give learners titles/headings of stories or texts in lower case for them to re-write using capital letters at the beginning of content words
Strand 5: Using Writing Conventions/Grammar Usage — Using Punctuation
  • Apply
    • Use full stops in initials and abbreviations Revise the use of the full stop (.). Provide a short passage about four sentences. Pair learners place a full stop at the end of each sentence. Introduce full stops in initials and abbreviations
    • E.g. Mr. Badu - Mister Badu A. O. Boateng Adom Opoku Boateng Provide opportunities for learners to practise using full stops in initials of their names, and abbreviations
    • Use commas appropriately to list items Help learners to separate items in a list, using commas
    • E.g. My friend has a pen, pencil, eraser and a book
    • Identify and use the apostrophe to show possession Introduce the apostrophe showing possession in context
    • E.g. Kofi's mother has travelled Self-Development
Strand 5: Using Writing Conventions/Grammar Usage — Using Action Words
  • Apply
    • Identify the present continuous form of action words in spoken and written communication Through demonstration, assist learners to use the continuous form of the action words such as running, eating and sitting. Provide sentences and let learners identify the continuous form of the action words:
    • E.g. Adongo is running with the ball
    • Use the present continuous form of verbs to describe actions taking place at the time of speaking Through examples, assist learners to use the continuous forms of action words in sentences
    • E.g Aba is singing. They are jumping. Present action pictures for learners to write simple sentences about the actions taking place
    • Use simple past and the past continuous forms of verbs to express past actions Revise the use of the present simple and present continuous tenses. Introduce the new form, one at a time, using examples and situations. Provide examples for practice through drills and creation of situations. STANDARDS PRACTICES AND
    • Identify and use adjectives in short sentences to describe height, length, etc Provide sentences with simple adjectives for learners to identify
    • E.g. I saw a tall tree Put learners in groups to use the adjectives identified in simple sentences. Communication Collaboration
Strand 5: Using Writing Conventions/Grammar Usage — Using Qualifying Words Adverbs
  • Show
    • Identify qualifying words Provide sentences with simple adverbs for learners to identify
    • E.g i. He walked quickly to the church. ii. She danced beautifully. Elicit other adverbs and provide practice
    • Use adverbs correctly to express time, frequency, etc Guide learners with examples and situations to use adverbs of time and frequency. Communication Collaboration
Strand 5: Using Writing Conventions/Grammar Usage — Using Simple Prepositions
  • Apply the
    • Identify prepositions in sentences to indicate directions and means, e.g. by bus Provide sample sentences
    • E.g means -We are going home by bus. direction - The monkey is climbing up the tree. Guide learners to discover the meaning of the sentences. Draw learners' attention to the words as prepositions. Have learners complete sentences with given prepositions that indicate means and direction
    • E.g. Mr. Badu is travelling ________ train Communication Collaboration
Strand 5: Using Writing Conventions/Grammar Usage — Using Simple and Compound Sentences
  • Demonstrate
    • Identify and use coordinating conjunctions to join similar ideas or contrasting ideas in sentences Demonstrate the structure of a compound sentence by joining simple sentences with and
    • E.g simple sentences Conjunction compound sentence The boy woke up. The boy prayed. And The boy woke up and prayed. Have learners identify the coordinating conjunction in the sentence. Put learners in groups to form simple sentences. Have groups join the simple sentences with and and but. Communication Collaboration
Strand 5: Using Writing Conventions/Grammar Usage — Spelling
  • Use phonics
    • Spell phonically irregular words correctly Have learners play the Pick and Spell game to spell phonically irregular words. e. g. enough, answer, because, bought. Dictate the words for learners to spell. Have learners use these words in oral and written sentences. Provide sentences with blank spaces for learners to fill in the blanks using the words they have learnt to spell
    • E.g. bought, answer, because, enough etc ii. I drink ------- water. iii. Your................. is wrong. iv. I miss the class..................... I was late. v. My father................... chocolate
Strand 6: Extensive Reading — Building the Love and Culture of Reading
  • Read widely for
    • Read a variety of age and level-appropriate books and summarise them Using the Author's chair, introduce the reading/library time. Have a variety of age/level-appropriate books for learners to make a choice from. Introduce narratives, expository, procedural texts to learners. Guide learners to select books for readings ENGLISH LANGUAGE SUBJECT PANEL MEMBERS AND REVIEWERS SN NAME ADDRESS/INSTITUTION 1 Dr. Rev. Philip Gborsong (Lead) Department of English, UCC 3. Collins Amoako Classroom Practitioner 4 AmaNarko Marfo Early childhood Dep't, UCC 5 Freda Quao Accra College of Education 7 Faustina Cobson Classroom Practitioner 8 Comfort Dorvlo Accra College of Education 9 Thomas Ntumy Retired, Accra College of Education 10 Alfred Quaittoo Kaneshie Snr.High School REVIEWERS 12 Mr. Simon Tsadidey Retired Educationist 13 Daniel Hammond Centre for Reading And Research, Ghana CURRICULUM ADVISOR 14 Dr. Sam Awuku OPM (Oxford Policy Management) SUPERVISORS

Basic 4

46 topics
STRAND 1: ORAL LANGUAGE — Songs
  • Demonstrate
    • Listen attentively to songs and sing them with appropriate stress, rhythm and actions Identify a variety of familiar songs from learners' background. Lead learners to sing the songs with appropriate stress, rhythm and intonation
  • 2. Identify and discuss values in songs
    • National Anthem
    • National Pledge
    • Ten Galloping Horses Came Through the Town After they have listened to the songs and also sang them, lead them to identify and discuss the values in the songs. Listening and Speaking Citizenship
STRAND 1: ORAL LANGUAGE — Poems
  • Appreciate
    • Recite poems with stress, rhythm and actions and interpret them in own words Perform a short poem as learners listen and observe. Teach the key words in the poem in context. Have them read it in small groups, pairs and individually. Emphasise correct stress and rhythm. B4.1. 3.1.2. Identify and discuss values in poems Have learners recite the poem learnt. Put them in groups to discuss the values in the poem. Have groups share their views with the whole class. Engage learners in recitation for mastery. B4.1. 3.1.3. Compose four-line poems Explain the task. Guide learners with examples to choose a suitable topic and contribute suitable lines to it. Write learners `contributions to the topic on the board. Re-arrange sentences in a logical order to form a simple poem. In turns, learners read the poem for enjoyment. Note: Learners should not be made to commit new poems to memory on the same day. (It should be spaced over a number of lessons)
STRAND 1: ORAL LANGUAGE — Story Telling
  • Respond to
    • Retell stories sequentially, including key details Tell/read a suitable story to the class e.g. "The Hawk and the Hen". Learners retell the story in detail. Have learners identify the parts of the story as beginning part, middle part and ending part. Through questioning, have learners discuss the various parts of the story i.e. beginning, middle and ending, as in the table below: Title................. What was the event? Where in the story did this event happen? What are the key details of this event? Beginning Middle Ending Put learners into groups to discuss the central message of the story. Have learners retell the story sequentially
    • Tell own stories Invite learners to tell their own stories to the class. Have the class discuss the elements in the stories told. Citizenship
STRAND 1: ORAL LANGUAGE — Dramatisation and Role Play
  • Talk about key
    • Role-play a story/play Select a suitable story/play learners have heard or read e. g. Ananse and the Black Pot. Have learners identify and discuss the characters and events/key issues in the play/story. Guide learners to role-play the key characters in specific scenes
    • Identify moral values in sketches and relate them to real life situations Have learners discuss the characters and events/key issues in the play. Put learners into groups or pairs depending on the number of characters in the play/drama. Each group should have a leader. Give scenarios (from the story/play) to groups and have members take up roles of the characters. Create dialogues for the sketch and have learners prepare to perform the sketch. Go round and provide support to groups. Have groups take turns to perform their sketch in front of the class. Lead the class with questions to talk about each sketch. They talk about what went well, what needs to be improved, suggest alternative ways of doing it better, the moral values and how they relate to life. Solving
STRAND 1: ORAL LANGUAGE — Conversation - Talking about Oneself, Family, People, Customs
  • Use certain
    • Describe/talk about objects, events, dates and time Demonstrate the activity by describing a classroom object. Learners give oral descriptions of classroom and other familiar objects such as a table, a school bag, a chair and others, (Learners may ask questions as the description goes on). Festivals Learners name familiar festivals and talk about them: when they are held, why and how they are celebrated, etc. Birth days Learners state their birthdays/dates and write them down using the two formats indicated in the content. (Teacher should check accuracy). Telling the Time Using a clock face, assist learners to revise telling the time using expressions such as half past 8, quarter past 8, quarter to 8, etc. Assist learners to tell the time throughout the day: 10 minutes past 8; 25 minutes past 9; 20 to 11 etc. Important places in the country Provide a map of Ghana and assist learners to identify important places and talk about them. Have learners locate these places on the map. STANDARDS PRACTICES AND
  • Demonstrate
    • Listen and view attentively and for a sustained period (e.g., look at the person speaking) and maintain eye contact. As learners observe and listen attentively, engage in a conversation with one of them on a topic e.g. "Important Places in the District". Repeat procedure in bullet one, above, in talking about names of regions/places, festivals, date, time, familiar objects, etc. Pairs may be invited to perform in front of the class
    • Listen and view for the entire duration of a text, a speech, a presentation, a video etc. Play a recorded speech by an important personality (e.g. the President) on a relevant topic. Have learners listen to the speech carefully. Each learner prepares a speech in an imagined or assumed position. Working in groups, each learner delivers his/her speech to the group. Groups listen carefully during each delivery. STANDARDS PRACTICES AND
  • Use knowledge
    • Engage in collaborative conversation on topics such as myself, family, personalities etc. with peers Model describing yourself:
    • E.g. name, physical features, character, likes and dislikes etc Guide learners with appropriate questions to give oral description of themselves. Select and describe a family member using relevant vocabulary e.g. sister/brother/parent- name, age how he/she looks like-shape of face, facial marks if any, shape of nose, eyes, etc. height, colour and any minute detail that can be used to identify the person easily. Guide learners with questions and other activities, to mention the name of the Regional Minister for the region in which their school is located. Have learners mention names of personalities in politics such as the Ministers for Education, Health, Agriculture, etc. Through questions and answers have learners talk about the roles and duties of these ministers. Individually, learners talk about their favourite personalities in sports, music, and mention their characteristics, and what they like about the personalities mentioned. Note: Ensure that learners use descriptive words. PRACTICES AND
  • Use knowledge of
    • Demonstrate turn taking in conversation on different topics and speak audibly, and expressing thoughts and feelings clearly Demonstrate turn taking with a learner earlier prepared. Learners in pairs, take turns to talk about given topics in groups
    • Ask relevant questions to find out opinion of others about a given topic Demonstrate the activity using a familiar topic. Learners ask and answer questions for clarification about what other learners say on a given topic
STRAND 1: ORAL LANGUAGE — Listening Comprehension
  • Use
    • Make connections with events in narrative texts Learners retell the story (e.g. in a chain). Guide learners to identify the events in the story. Put learners in small groups to discuss the events of the story and relate them to one another
    • Recognise and discuss moral lessons in a story Through brainstorming, learners identify, discuss and evaluate moral lessons in narrative texts heard/read. Have them connect to the characters by relating them to real life experiences
    • Use background knowledge to aid in understanding and building new knowledge while listening to narrative texts Have learners listen to a narrative text. Learners in groups identify, discuss and relate the plot of the text to a familiar text. Have learners listen to the text a second time. In groups, learners share what they have learnt in the text
    • Identify the main idea/gist and details of texts Have learners read short stories, newspaper cuttings. Guide them with examples to give the gist and details of the texts. Guide learners to identify the various text contents as they retell and discuss texts read. Assist learners to identify themes from the various texts read or discussed. e. g. love, greed, honesty, hard work, etc. Have them share facts from the story with their peers. Solving PRACTICES AND
  • Use appropriate
    • Compare and contrast information (two or more ideas) from texts Guide learners to compare and contrast the content of different texts read/discussed (pay attention to the differences and the similarities). Solving
STRAND 1: ORAL LANGUAGE — Asking and Answering Questions
  • Demonstrate
    • Use appropriate pronunciation and intonation in asking and answering questions Through role-play, learners ask questions such as: What is your name? How are you? Where do you live? Guide learners to use appropriate pronunciation and intonation in asking and answering questions. e.g. What do you want? Where's your school? Note: A rising intonation for a question and a falling intonation for an answer. PRACTICES AND
  • Identify and use
    • Use positive tags, negative tags and auxiliaries in speech Discuss and explain what question tags are and give examples. Learners in pairs ask and answer questions. Demonstrate the usage of positive and negative tags. Guide learners in oral practice to use positive and negative tags
    • E.g. Question: "You have a pen, don't you?" Answer: Yes, I do. Answer: No, I don't. Use the internet to identify the appropriate intonation in asking and answering questions. Through role play, learners demonstrate asking and answering questions
STRAND 1: ORAL LANGUAGE — Giving and Following Commands/ Instructions/Directions and
  • Use verbs
    • Give and respond to commands, instructions and directions Give general commands and guide learners to respond appropriately to the commands. e. g. Stand up! Sit down! Carry the bowl! etc. Through role play, group and pair activities, assist learners to give and obey simple commands/instructions
    • E.g i. Go to your seat. ii. Bring your exercise book to me. iii. Walk from B1 classroom to the Headmaster's office iv. Turn right, walk twenty steps towards the water tank
    • Make and respond to polite requests for help from peers Model making a request to learners. Have learners work in groups to write three tasks they plan to do and need help, e.g. do homework, carry the table, etc. Learners then go around the class making requests to find classmates who are free to help them with their three tasks
    • E.g. 'Can you please help me do my homework this afternoon?'. If a learner is free, they accept the request. But if s/he is not free, they decline the request
STRAND 1: ORAL LANGUAGE — Presentation
  • Show
    • Demonstrate awareness of the features of spoken language (contractions, ellipsis e.g. A: How are you? B: Fine) Through role play, demonstrate the features of spoken language
    • E.g. Contractions: Can't, Shouldn't, etc Ellipses: A. How are you? B. Fine
    • Demonstrate awareness of the differences between spoken and written forms of language e.g. simple and complex sentence structures
    • Demonstrate awareness of how meaning is conveyed through appropriate pace, stress, tone through stories read aloud Model reading aloud a level-appropriate story or a paragraph with good pace, stress or intonation. Read the same story or text aloud with poor pace, stress and intonation. Put learners into groups to analyse the types of reading and identify which one conveys meaning and why. Have learners practise reading the story with good pace, stress and intonation. STANDARDS PRACTICES AND
  • Demonstrate
    • Speak clearly and fluently, using the appropriate voice qualities (pace, tone etc.) Model a speech: choose a familiar topic and make a short speech on it. Guide learners to discuss the speech. Have learners practise in groups to select topics and make short speeches on them. Encourage them to speak clearly and fluently using the appropriate voice qualities
    • Read aloud clearly, at a good pace and with expression Provide varied texts and guide learners to read them clearly at a good pace and with good expression. The texts can be in the form of poems/rhyme, etc
  • Plan and
    • Identify the purpose and audience of a speech and set goals in the context of assigned topics (e.g. about familiar persons) Using a model speech which must be provided by the teacher, guide learners to identify: i. the purpose of the speech ii. the audience iii. the goals set in the context of assigned topics Note: the speech can be about self, familiar persons, objects and experiences
    • Draw on prior knowledge to identify subject matter of speech STANDARDS PRACTICES AND
  • Plan and
    • Gather and select facts and ideas from one or multiple print and/ or non-print sources, appropriate to the purpose, audience, context and culture Guide learners to select interesting topics they want to talk about. Put them into groups and have each group choose a topic. Guide learners to gather ideas from their readers and/or online resources
    • Support ideas and points with visual resources to convey meaning appropriate to purpose and context Have groups of learners draw pictures to support their ideas or points of view on given topics
    • Use effective introductions and conclusions Put learners into convenient groups. Guide them to select topics of interest, plan and present speeches to the class. Guide them to introduce and conclude their speeches appropriately
    • Elaborate ideas using explanations Explain the need to elaborate points made. Present examples. Guide learners to use details, concrete examples, to elaborate on their ideas/points of view on given topics.. STANDARDS PRACTICES AND
  • Plan and
    • Speak with confidence before peers and maintain eye contact Encourage learners doing presentations to speak before different audience. e. g. small and large groups Invite a learner and model maintaining eye contact while speaking with him or her. Have pairs of learners practise talking to each other on topics of interest while maintaining eye contact
STRAND 2: READING — Phonics
  • Connect
    • Match sounds to their corresponding letter/letter patterns (e.g. initial/final consonants m, j, f, s, etc., initial short vowels"-a, e, i, o, u", final "y" as vowel, silent letters etc.) Introduce the sounds with alphabet songs or rhymes. Guide learners to identify and produce the sounds of given letter patterns. e. g. Teacher: Make the sound as I point to each letter. (Learners begin with the initial/final consonants, initial short vowels, final y as vowel and silent letters). In pairs/ groups, learners identify given letter patterns. Have learners apply their knowledge of consonant digraphs. STANDARDS PRACTICES AND
  • Use reading
    • Read single-syllable-words with taught consonant digraphs (sh-ship, ch-rich, ck-lock) and when reading continuous texts
    • Use words with consonant digraphs to make meaningful sentences B4.2.2.2.1.Recognise and read words using a variety of cues (e.g. prefixes word beginning) Guide learners to understand that the core of a word is its root and that other words can be got by additions to a root word. Guide learners to form more words using prefixes. e. g. prefix may create new words
    • E.g. tell retell over moreover Note: Prefixes may create antonyms (opposites)
    • E.g. friendly - unfriendly satisfied - dissatisfied In groups, learners identify several prefixes and use them in sentences. PREFIX(before) ROOT(core) NEW WORD Mis Use misuse En Joy enjoy Anti Clockwise anticlockwise De Compose decompose Poly Clinic polyclinic Note: Prefixes have meaning of their own e.g. Ante-before, bi- two, ex- - out of, previous, from etc. Reading skills Development
STRAND 2: READING — Word Families, Rhyming Endings and Common Digraphs
  • Identify
    • It = sit pit hit -ot = tot pot cot
    • Read words with digraphs to make meaningful sentences Revise the lesson on prefixes. Through brainstorming have learners come up with as many words that belong to a particular digraph. Have learners identify these digraphs as they read. Have learners hunt for these words and build a portfolio on them. Ask learners to identify digraphs in simple sentences. e. g. The girls shouted. sh as in shout Note: Common digraphs include ch, ck, gh, gr, sch, sc Learners form their own sentences using words with digraphs. Solving
STRAND 2: READING — Diphthongs
  • Identify and use
    • Use closing diphthongs e.g. /ei/, /ai/, /oi/ to make meaningful sentences Teach one diphthong at a time. Write words with each of the diphthongs on the board. Pronounce the words and have learners repeat after you. Learners come up with examples of words that have the diphthongs. Have learners identify these diphthongs as they read the words
STRAND 2: READING — Blends and Consonant Clusters
  • Identify and
    • E.g. p-l-o-t = plot b-l-a-c-k = black g-r-o-w = grow Have learners identify words containing particular blends e.g. bl, br, cr, cl, gr, gl Tapping Out Game "Tapping Out" is about using the fingers to teach decoding /blending the sound of letters. Each finger represents a letter sound of single-syllable words. Turn your back to the class and raise your right hand. Raise the index finger straight as learners watch. Bring the index finger down to meet the thumb as you make the sound. Use fingers to demonstrate blending. Solving STANDARDS PRACTICES AND
  • Identify and
    • Use the spelling-sound correspondences for common consonant digraphs Through discussion have learners come up with many words that have a particular digraph. Have learners decode these digraphs as they read. Assist learners to get the spelling- sounds correspondence right. Play a game of the spelling-sound correspondence of selected digraphs. In groups, have learners sound out words and identify the digraphs in them. The group that gets a lot of this right carries the day
    • E.g sh: shoe, show, shirt, shine, shell, shame, shake, shop, bush, wash, brush, marsh, crush, fish
STRAND 2: READING — Vocabulary
  • Understand
    • Use level-appropriate content words (nouns verbs, adjectives and adverbs) and function words (prepositions) appropriately in spoken and written communication Using examples, have learners see the difference between content and function words Provide a substitution table of content words and function words for learners to construct sentences from. Help learners to sort out the different content words and function words in groups. Assist learners to understand that these words combine into sentences to help us make proper meaning of them. Let learners make sentences using function and content words. B4.2.6.1.2.Use the following terms: compound word, idiom, simile, synonym, antonym, pre-fix, suffix, phrasal verb etc. in spoken and written expressions Introduce the terms one at a time with several examples. Elicit examples from learners. Learners identify examples from different sources, e.g. their readers, story books, newspapers (Junior Graphic) and use them in sentences of their own. STANDARDS PRACTICES AND
  • Demonstrate a
    • Develop a rich vocabulary stock through extensive reading of age- appropriate texts Introduce learners to a variety of story books and vocabulary portfolios and stress the need to build and use the new vocabulary in sentences. Display some of the vocabulary in class, on your word trees and in sentences. Have learners work in pairs, individually and in groups, to do same. Guide learners to make meaning from the context in which words have been used
    • Deduce meaning of words from how they are used in context e.g. near synonyms: cool cold freezing), homonyms: flour/flower Using several examples guide learners to make meaning from the context in which words have been used.(contextual meaning) Learners work in pairs and in groups to work out the meaning of given words from their context. STANDARDS PRACTICES AND
  • Use words
    • Expand vocabulary stock through affixation Revise prefixes and suffixes by breaking down some common words into their roots- prefix/suffix components
    • E.g. happy + ness = happiness un + happy + ness = unhappiness Guide learners to play games, e.g. Affixes Game. Write prefixes and suffixes on cards. Learners take turns to pick these from the basket or bag. If a learner is able to add a root to the prefix or the suffix and read out the word correctly, he/she keeps it. At the end of the game, the child with the largest number of cards wins the game. Learners may also work in groups to derive words using given prefixes and suffixes and using them in sentences. STANDARDS PRACTICES AND
  • Use words
    • E.g Riddle, Riddle: I am something that came into this world with earrings. Who am I? Answer: Coal pot B4.2.6.4.3.Use words suitable for purpose, audience, context and culture in relation to type of texts (exposition/explanation) Explain to children the key elements in all writing e.g. purpose, audience etc. These help to make the understanding of the text easy. That is, they play an integral part of the process. Guide learners to understand each key element. Introduce learners to a variety of texts and registers which may be used in given situations. Have learners work in groups to write short texts on familiar topics
STRAND 2: READING — Comprehension
  • Process and
    • Construct meaning from texts read Select level-appropriate texts for learners. Take learners through Before Reading activities such as picture walk, prediction and Before Reading questions etc. to elicit their prior knowledge. Have learners use their previous knowledge/experience, contextual clues and While Reading questions to make meaning from the text as they read. Provide After Reading questions to help learners make meaning from the text read
    • Note and recall main ideas in a sequence Using the SQ3R strategy, learners recall main ideas. Learners: S Survey the text- (learners skim, by going through the chapter, noting heading/sub-heading and other understanding features. Q Question Generate questions about the content of the text. 3R Read Read for more information. Recite Retrieve information from meaning. Review Go over the main ideas in the text using your own words. STANDARDS PRACTICES AND
  • Process and
    • Read level-appropriate texts silently and closely for comprehension. Briefly discuss the need for silent reading. Guide learners with pre-reading questions. Assign them to read the text silently to find answers to the pre- reading questions. Note: Depending on the length of the text, it may be read in bits. Reading skills
  • Apply critical
    • Respond to a text with reasons Identify and present points of view in a text. Guide learners with questions to discuss the text and answer a variety of questions. They should state reasons for their points/ point of view. B4.2.7.2.2.Make connections between a text and personal experiences/real life. Guide learners with questions e.g. applicative questions to connect the reading text with background knowledge. Encourage learners to come up with their personal opinions and viewpoints. STANDARDS PRACTICES AND
  • Demonstrate
    • Demonstrate awareness of the structure of texts (e.g introduction, body, conclusion) Guide learners to identify the parts of a text e.g. Introduction, Body and Conclusion. They should summarise each part and after that, make a full summary of the text
    • Determine the contextual meaning of words and phrases Phrases have their meaning different from the individual words. Guide learners to make the right meaning using the text to get the contextual meaning
STRAND 2: READING — Silent Reading
  • Construct
    • Read silently and reasonably for meaning from level appropriate texts Learners read silently making reference to pictures, illustrations, etc. to make meaning of texts. Encourage learners to do independent work. Note: You may guide learners with questions to do this
    • Find meaning of words as used in context Guide pupils to learn new words through the procedure below; Write key words on the board, one at a time. Have learners attempt to pronounce the word. Model the pronunciation for learners to repeat. From the passage, ask learners to write the sentence in which the new word is and read it out. Use Think-Pair-Share strategy to have learners find meaning in context. Have them think of other words that can replace these words. Ask pupils to use the words in sentences. Note: You can vary the procedure in teaching new words. STANDARDS PRACTICES AND
  • Construct
    • Answer questions based on the passage read Precede questions with silent reading of the text. In asking questions, follow the steps below: Pose the question. Give learners time to reflect. Call a learner to answer the question. Learners give accurate and specific answers to questions. (You could do it orally sometimes). They may read out portions of the text where the answers are found. Ask different types of levels of questions
STRAND 2: READING — Fluency
  • Read fluently
    • Read grade- level texts at good pace, with accuracy and expression Take learners through pre-reading, while-reading and after-reading activities. In cases where text books are not available, teacher should use carefully selected grade- level appropriate texts. As learners listen and follow in their books, read a paragraph or two aloud at a good pace, with accuracy and expression. Have individuals take turns to practise reading aloud at a good pace, with accuracy and expression. STANDARDS PRACTICES AND
  • Construct
    • Use recognition strategies to confirm understanding of level-appropriate texts As learners read the grade-level texts, attention should be given to the words, sentences and paragraphs. Use re-reading, vocabulary and right intonation to self-correct
STRAND 2: READING — Summarising
  • Read and
    • Write short summary of a level-appropriate passage/text read Guide learners to write a summary of the passages taking note of the main ideas. In pairs or groups, learners summarise specific paragraphs of a passage to be presented to the class
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Nouns
  • Apply
    • Identify and use nouns in phrase to identify people animals, events and objects Have learners read simple sentences having names of people, animals, events and objects from the board. Put learners in groups to identify the names of people, animals, events and objects as nouns. Have learners form sentences with names of people, animals, events and objects and underline these nouns in the sentences. Have them note that common nouns start with small letters. Have learners identify common nouns from paragraphs/passages
    • Identify and use: Proper nouns- refer to cities and countries and), Common nouns a. Proper Nouns Have learners read simple sentences having names of cities and countries from the board. Put learners into groups to identify the names of cities and countries on a globe or map. Learners form sentences with names of other cities and countries. Have learners identify proper nouns from paragraphs/passages. Solving STANDARDS PRACTICES AND
  • Apply
    • E.g i. A bunch of keys is on the table. ii. A team of players is running around the field. Have learners form sentences with collective nouns. Solving STANDARDS PRACTICES AND
  • Apply
    • Identify and use abstract nouns to refer to concepts and ideas. Write sentences containing abstract nouns on the board. Have learners take turns to read them and identify the nouns. Explain abstract nouns as names of things that cannot be seen, felt, nor touched e. g. air, beauty, peace, etc. Have learners give examples of abstract nouns, use them in sentences and underline them. Learners identify concrete and abstract nouns from short paragraphs/passages. Solving
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Determiners
  • Apply
    • Identify and use the definite and indefinite articles`a' and `an' to refer to a person, animal, event, time or objects in general Note: Teacher should use level-appropriate vocabulary to teach the articles Have learners read sentences containing articles. Indefinite articles: e.g. I bought an orange. a car, a sheep, a tree, an apple, an orange, an egg, etc. Definite article: I put the book on the table. Use several examples to explain the use of the definite and indefinite articles. Nouns such as music, soup, soap, do not require any determiners. Thus show further that it is possible to say: i. I love music. ii. I enjoy soup. Put learners into small groups to form sentences with a, an, the
    • Identify and use quantifiers to show quantities Numerals (cardinals: one, two) Some, few/little, etc. No, all/every Have learners read sentences with quantifiers from the board. e. g. some, few/little, one, two, No, all /every etc. Put some pictures on the wall. Use more examples to show that these quantifiers are used with non-countable nouns: few, little, etc. e. g. little water, little bread, few books, etc. Have learners write sentences using quantifiers e.g. many books, a piece of chalk and identify them from given sentences/texts. Solving Solving Development STANDARDS PRACTICES AND
  • Apply
    • Identify and use possessive pronouns to show possession My, your, his, etc. Write sentences with possessive pronouns on the board and have learners read them
    • E.g i. I gave my pen to John. ii. The women went to their rooms. Have learners form oral sentences using possessive pronouns. Put them into groups to use possessive pronouns to write sentences and underline the possessive pronouns
    • Identify and use demonstratives: this/that, these/those Write sentences with demonstratives. i. This boy is from Cape Coast. Have learners read the sentences aloud. Explain to learners the use of the demonstratives
    • E.g "this" and "that" are used before singular nouns e.g. this girl, that girl
    • Identify and use interrogative determiners "which whose" to find out about specific persons or objects Present several examples in context and explain their use. Have learners identify them in sentences and short texts. Let them use the interrogatives in their own sentences. e. g. Which house is bigger? Solving Development Development
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Pronouns
  • Apply
    • Identify and use different types of pronouns:
    • "Personal" to identify people, activities and objects
    • "Interrogative" "who, what" to find out a person's identity, specific information about a person, time, objects or events i. Personal pronouns I, You, He/She, We, etc. Write sentences with personal pronouns. e. g. You are late. Provide learners with a variety of practice activities. ii. Interrogative pronouns Who, What, Where, etc. Introduce interrogative pronouns with several examples in context. Provide a passage and have learners identify interrogative pronouns. Let learners use interrogative pronouns in sentences. Solving
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Adjectives
  • Apply the
    • 1. Use adjectives to make comparison e. g: fast/slow (Ama is fast but Kofi is slow) good/bad fast/faster slow/slower Revise adjectives. Have learners identify adjectives in sentences and use them in sentences of their own. Introduce regular adjective forms:
    • Regular adjectives form their imperative by adding er
    • E.g. small-smaller, big-bigger, etc Assist learners with examples to use comparative adjectives appropriately
    • E.g i. Ama is taller than Kwesi. ii.This ruler is longer than that one. Learners form sentences with the comparative forms of adjectives. Solving
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Verbs
  • Apply the
    • Use different types of verbs: Main verb Helping verb (primary auxiliary and modal auxiliary) Main verbs Have learners revise verbs by reading sentences from the board and identifying the verbs. Have learners write sentences with given verbs. Auxiliary verbs Let learners read sentences with auxiliary verbs
    • E.g i. The boy is going to school. ii. The girls are reading. Note: An auxiliary verb is also known as a helping verb e.g. is, are, am, was, were Have learners use auxiliary verbs in sentences and underline them. B4.3.5.1.2.Use appropriate subject-verb agreement Singular/plural Revise nouns and verbs with simple examples. Through discussion and examples help learners to realise rules that govern sentence formation:
    • A Singular subject goes with singular verb e. g. The boy is in the room
    • A Plural subject goes with a plural verb e. g. The girls are happy
    • Collective nouns take singular verb e. g. The team is playing tomorrow. Provide sentences for groups to identify the subjects and verbs. Have learners write their own sentences to be presented to the class. STANDARDS PRACTICES AND
  • Apply the
    • Use the simple present form of verbs in sentences: For habitual actions For timeless and universal statements For facts which may change or hold true indefinitely For instantaneous present For scheduled future actions Using several examples demonstrate the use of the simple present form of verbs in the sentences (for habitual actions/ for timeless and universal statements): Habitual actions
    • E.g i. Esi reads every day. ii. Joe sweeps every morning. Create situations for learners to use verbs to express habitual actions. e.g. Tell the class what you do every morning. Timeless and universal statements
    • E.g i. The sun rises in the east and sets in the west. ii. Ghana is in Africa. Provide ample practice using language drills
    • Use regular form of the simple past tense of verbs Regular e.g. play-played Revise main and auxiliary verbs by having learners identify them in sentences. Introduce learners to the concept of regular verbs:
    • Regular verbs form their past tense by adding "d" or "ed"
    • E.g. play= played, walk= walked, bake= baked Solving Solving STANDARDS PRACTICES AND
  • Apply the
    • The irregular verbs form their past tense differently. They do not add "d" or "ed". Provide a passage having regular and irregular verbs in the present tense. Learners rewrite the sentences in the past
    • Use the simple past form of verbs for: Completed actions or events Regular actions in the past Revise the simple present tense by having learners say what they do regularly e.g. every morning. Learners listen to a simple story in which several completed actions have occurred. Discuss the story and have learners identify the verbs. Learners engage in a conversion drill for practice. Learners write simple sentences in the past tense using (both regular and irregular verbs)
    • Use the simple present form of verbs to relate past events to the present
    • Use the imperative form of the verb to give commands or orders, make suggestions Use situations to demonstrate commands. Provide situations for learners to give and respond to commands in parts or groups. Solving
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Adverbs
  • Apply the
    • Use adverbs of time and place appropriately Revise adverbs by having learners identify them in sentences. Present adverbs of place in context. Provide practice in identifying and using adverbs. For practice use questions and answers, and illustrations. Drill for learners to practise the appropriate use of adverbs of place
    • E.g i. Where is the cat? The cat is here. ii. Where is Kojo? Kojo is outside. Examples of adverbs of place are: here, there, outside, inside, etc. Ask learners to use adverbs of place to form correct sentences
    • Use adverbs of time to modify verbs Present adverbs of place in context. Examples of adverb of time are yesterday, today, tomorrow, etc. Solving
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Idiomatic Expressions
  • Understand
    • Use idiomatic expressions appropriately in communication Present examples of idiomatic expressions in context. Discuss each with learners to bring out it's meaning. Have learners use the expressions they have learnt in sentences guided with further examples. Put learners into groups to determine the meaning of given idiomatic expressions in context
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Conjunctions
  • Apply the
    • Identify and use simple conjunctions - and, but, or, nor
    • To link:
    • Similar ideas
    • Contrasting ideas, show choices/express alternatives Introduce the conjunctions one at a time in context. Elicit examples of sentences with conjunctions from learners. Put on cards simple sentences
    • E.g i. Esi is tall. Ama is short. ii. Esi is tall but Ama is short. Use Combination Drill for learners to practise the use of conjunctions. e.g. i. Learner A: I bought a pen... ii. Learner B: I bought a pen and a notebook. iii. Learner C: I will eat fufu...... Learner D: I will eat fufu or kenkey
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Modals
  • Apply the
    • Use modals to express a variety of meanings: can: conveys ability may: asks for permission, expresses politeness, possibility must: obligation or compulsion, necessitys shall / will: prediction, intention, determination etc. could: tentativeness, politeness would: politeness might: possibility should: obligation used to: for past activities or events have to, ought and need to: for obligation Introduce the modals one at a time. Have learners read sentences containing modals. Learners use modals to form sentences and choose the right modals to fill the gaps. Use drills to give practice. Note: Modals come before the main verbs in sentences
STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS — Prepositions
  • Apply the
    • Use prepositions to convey a variety of meanings:
    • Direction e.g. along
    • Period of Time
    • Purpose
    • Possession
    • Comparison e.g. taller than Have learners describe the positions of classroom objects using such sentences as: i. The clock is on the wall. ii. The cupboard is in the corner. iii. The waste paper basket is under the table. Briefly explain the functions of prepositions. Introduce a Question and Answer drill to give learners practice. Learner A: Where is your pen? Learner B: It is on the table. Write some of learners' answers on the chalkboard and guide them to identify the prepositions. Note: Ensure that the following prepositions are used: Direction= towards the mountain Time = at six o'clock Purpose = for, in order to Possession= for, to Comparison= than Support or opposition = for you, against me Solving
STRAND 4: WRITING — Penmanship and Handwriting
  • Copy and
    • Write clearly using joined letters of consistent size Stage 1 : Write letters with a flick e.g. a, t, m, n, w, d Stage 2: Join pairs of letters. e.g. at, am, et, de Stage 3: Join the letters of a word. e.g. and, kettle, can, catch Stage 4: Copy sentences and passages Procedure: Demonstrate the exercise Give practice Give exercise Provide feedback
    • Use simple sentences clearly and correctly Begin proper nouns with capital letters in sentences
    • E.g i. Accra is the capital of Ghana. ii. Esi went to Mfantsiman School. Have learners read out sentences and identify proper nouns. Let learners note the use of capital letters. Have them copy the sentences into their exercise books. Present and give practice on the named marks of punctuation similarly:
    • E.g i. She is a teacher. ii. How are you? iii. I bought a pencil, ruler and a book. kettle, can, catch, and STANDARDS PRACTICES AND
STRAND 4: WRITING — Paragraph Development
  • Develop
    • Choose appropriate ways and modes of writing for a variety of purposes, audience, and contexts, and organise facts, ideas and/ or points of view in a way appropriate to the mode of delivery, using appropriate text features Select sample essay types/ texts showing a variety of modes of writing from learners' readers and/teacher's resource
    • E.g i. Expository Writing - how something works. ii. Narrative - how something happened. iii. Description - how something/someone appears. iv. Argument - how an opinion can be stated and supported
  • Develop
    • Identify the main idea and minor ideas/supporting details in a paragraph Provide sample paragraphs that have main ideas and supporting details. Discuss one of these and guide learners to identify the main and supporting ideas. Have learners work in groups of four to read and identify the main idea and supporting ideas. Guide them with the questions: i. What is the paragraph talking about/What is the main idea in the paragraph? ii. Which sentence has the main idea? Which sentences say something about the main idea? Solving
STRAND 4: WRITING — Writing as a Process
  • Apply the
    • Select a topic of choice on issues in the immediate environment, brainstorm and organise ideas before writing Take learners through the writing process: Prewriting stage Put learners in groups of four (4). Each member suggests a topic. Each group discusses it's topics and selects one. Each team presents their topic to the class and writes it on the board. Have groups plan their composition by identifying and discussing the purpose, audience and the context of the piece. Invite groups to present their work and have the whole class give feedback. Use learner strategies such as brainstorming to help learners generate ideas appropriate to the topic. Have learners use graphic organisers to organise the ideas generated. e. g. Brainstorming Brainstorming involves expressing one's own views and ideas to contribute to resolve a problem. The activity can be done as a whole class, in small groups or in pairs. The high ability learners may take leading roles. Note: Do not evaluate learners' ideas but accept and record each idea on the board. Assure them that they are not required to justify or explain the ideas they generate. Solving STANDARDS PRACTICES AND
  • Apply
    • Develop ideas into a one-paragraph draft using appropriate nouns or pronouns within and across sentences to aid cohesion and avoid ambiguity Writing stage Have learners work independently to write a first draft. Advise learners to: i. Concentrate on getting ideas on paper, not to produce a perfect piece of writing. ii. Use the ideas generated but feel free to add new ideas that occur to them as they write. Be sure their writing has a beginning, middle and an ending
    • Review and revise the one-paragraph draft taking out irrelevant details Have pupils revise their first draft. Ask them to set aside their first draft for a while and return to it to read over slowly and critically, and reread it several times. Have learners use these questions as a revision guide: i. Is my topic interesting? ii. Does the beginning catch the reader's attention? iii. Are the ideas easy to understand? iv. Do all the sentences say something about the topic? Encourage learners to make as many changes as necessary to improve their work. Solving Solving STANDARDS PRACTICES AND
  • Apply
    • Proofread draft, checking capitalisation, usage punctuation and spelling Have learners proofread the revised draft of their writing with focus on the conventions of punctuation, capitalisation, spellings, etc. Let them do peer editing. Learners check their partners' writing for errors (punctuations, spelling, etc.) Have learners write a neat final copy and read it once again to check for errors
    • Display writing piece for other peers to read Have learners publish their work by preparing and showing it to others in small groups or in pairs. Allow them to post their work on the notice board or walk to show it to all other learners in the class one after the other. Encourage learners to share their work with their family members. Have them keep their work in their portfolios. They may type their work and publish it in the class magazine. Solving
STRAND 4: WRITING — Narrative Writing
  • Narrate
    • Write about real or imagined experiences or events following story structure (beginning, middle and ending), using appropriate noun or pronoun within and across sentences to aid cohesion. i. Describing the setting and developing the plot (events in the story) ii. Describing characters with elaboration iii. Using first and third persons Guide learners to narrate an event they participated in e.g. My first day at the national theatre. Learners tell the story sequentially: beginning, middle and end. (Learners are grouped to write their own story based on a chosen experience agreed by all. Let them build a mind map to guide their writing.) Let learners use adjectives and adverbs in describing the physical appearance and state of their characters. Guide them with examples to write from the first person point of view to start with and later change the same story to read from the third person point of view. Learners edit their work first in their groups, then across groups. Let learners then publish their stories on the class notice board so each group can read another's story
STRAND 4: WRITING — Creative/Free Writing
  • Create texts B4.4.11.1.1. Write freely about topics of choice in their immediate
    • Write poems and imaginative, narrative stories and illustrate them Guide learners to read a poem and let them write a parallel one to start as group presentations. Learners then choose topics and write a four or five line poem and illustrate it. Guide them to edit each other's work by exchanging with other groups. Have groups present their work to the class. Encourage reactions from the class. Imaginative narrative Guide learners through relevant questions to write imaginative stories on topics/themes of their choice. Solving Solving
STRAND 4: WRITING — Descriptive Writing
  • Demonstrate
    • Use descriptive words/expressions to describe places personal experiences and events Note: The teacher should consider level-appropriate vocabulary and grammar Revise adjectives by having learners describe familiar people, objects and places in their environment. Learners in their groups talk about interesting places they have visited. Guide them to describe places of their choice using knowledge of adjectives. Have them do peer editing and share their work with the class. They repeat the procedure above to describe events, situations and personal experiences
STRAND 4: WRITING — Argumentative/Persuasive Writing
  • Support an
    • Support opinions with simple sentences Present a motion to learners. e. g. A doctor is more important than a farmer. Discuss the meaning and implication of the motion with pupils and invite them to take a stand either for or against the motion. Put learners into two groups: for the motion and against the motion and write down what they think about it. Groups read out their opinions to the class for discussions. STANDARDS PRACTICES AND
  • Write
    • Introduce claim(s) and support them with clear reasons and relevant evidence Working in groups (as in B4.7.1.1), learners provide reasons for the opinions they hold on a topic. Guide groups to provide evidence for the opinions they hold. Have groups present their work for discussions
    • Use words, phrases, and clauses to clarify the relationships between claim(s) and reasons Lead learners to discuss appropriate language for arguments e. g. use of adjectives in their various forms. You may read out model argumentative essays to guide learners as they listen carefully to identify useful phrases, clauses and expressions
    • Establish and maintain a formal style Using models, discuss the basic structure of an argumentative piece:
    • Introduction
    • Reasons for the stand taken
    • Conclusion Have groups present full compositions using this structure for class discussions
    • Provide a concluding statement that follows from argument presented Have learners listen to a debate on a familiar topic. learners in groups discuss the debate. Teach the features of a debate. Guide learners to select a debatable topic. Divide the class into two to go through the writing process to prepare to debate on the topic. Solving
STRAND 4: WRITING — Expository/Informative Writing
  • Write
    • Write words giving information about family Guide learners with a model to talk about themselves. This is a whole class discussion with individual learners saying things about themselves. Let learners write about themselves. In pairs learners edit each other's work and identify words and sentences that give information about the partner which they did not know previously. In groups learners research about their school and write a short history about it
  • Write an
    • Write picture events about personal experiences and make radio/TV presentations Let learners watch TV news at home and write their own news from the pictures they see. Put learners into groups. Let them brainstorm and write activities of the day. Let each group choose an interesting event and write the news to broadcast to the class. Let each group choose one person to present the news. Help learners to organise a radio or TV talk show
STRAND 4: WRITING — Letter Writing
  • Write
    • Write to friends about personal experiences using appropriate letter formats Present samples of friendly letters to learners. Let learners read samples in groups and identify important features of friendly letters. Discuss these features with learners. Each group writes a friendly letter (about their personal experiences) showing the important features. Solving
STRAND 5: USING WRITING CONVENTIONS/ GRAMMAR USAGE — Using Punctuation
  • Show
    • Use the comma: before and after "Yes" and "No" in sentences after addressing a person, e.g. Kofi, can you help me? Provide learners with sample texts for them to identify the target punctuation marks. e.g. Yes, please. No, thank you. Kofi, can you help me? Give them practice in using the punctuation marks. They may copy and punctuate unpunctuated sentences and short paragraphs. Have them write sentences to demonstrate understanding of the use of the comma before and after "Yes" and "No" in sentences
    • After addressing a person Solving
STRAND 5: USING WRITING CONVENTIONS/ GRAMMAR USAGE — Naming words/ Nouns
  • Apply
    • Identify and use nouns in phrase in sentences to identify people, animals, events and objects Have learners read simple sentences with names of people, animals, events and objects on the board. Put learners in groups to identify the names of people, animals, events and objects as nouns. Have learners form sentences with names of people, animals, events and objects and underline these names/nouns in the sentences. Have them note that common nouns start with small letters. Have learners identify common nouns from paragraphs/passages
    • Identify and use: Proper nouns- refer to cities and countries Common nouns Proper nouns Have learners read simple sentences with names of cities and countries from the board. Put learners into groups to identify the names of cities and countries. Have learners identify proper nouns from paragraphs/passages. Have learners form sentences with names of other cities and countries. STANDARDS PRACTICES AND
  • Apply
    • Identify and use collective nouns to refer to a group of objects and people Have learners read sentences containing collective nouns e.g. team, class, a swarm of bees, a troop of monkeys, a flock of sheep, a bunch of keys. Explain to learners that collective nouns behave like singular nouns. Therefore, they are used with singular verbs. Provide collective nouns and their groups for learners to identify. Let them form sentences using the collective nouns
    • Identify and use abstract nouns to refer to concepts and ideas Revise common and proper nouns. Write sentences containing abstract nouns on the board. Have learners take turns to read them and identify the nouns. STANDARDS PRACTICES AND
  • Apply
    • E.g. air, beauty, peace Have learners give examples of abstract nouns and write them on the board. Have learners identify concrete and abstract nouns from paragraphs/passages. Let them use these abstract nouns in their own sentences
STRAND 5: USING WRITING CONVENTIONS/ GRAMMAR USAGE — Using Action Words
  • Demonstrate
    • Use the singular and plural subjects and the verb form that go with them Revise the simple present form of verbs and their use to agree with the subject they follow. Have learners do an activity: e. g. Write a letter to your friend telling him/her what you and your siblings do after school. Learners read their friendly letters in pairs. Guide learners to correct the wrong use of subjects and their appropriate verb forms that go with them if any. e.g. we eats we eat Have learners do peer editing to identify and correct errors
    • Demonstrate the use of simple past form in speech and in writing to express past conditions Revise the simple past tense (both regular and irregular verbs). Assign learners to do an activity e.g. let learners, in small groups, re-write the letters they wrote previously in the simple past tense (Refer to B4.5.4.1.1). Let pairs of learners exchange their work and peer edit
    • Use the present perfect form of verbs to relate past events to the present Learners in pairs plan what they will do during the next weekend. They put their plan into writing using modal auxiliaries. Let two pairs come together to form bigger groups to edit their work one after the other. Pairs of learners read their work to the class for discussion. Solving
STRAND 5: USING WRITING CONVENTIONS/ GRAMMAR USAGE — Using Qualifying Words Adjectives
  • Demonstrate
    • Use adjectives to make comparisons
    • E.g fast /slow good/bad fast/faster slow/slower Guide learners with several examples and situations to identify the comparative forms of adjectives in sentences, e.g. Ama is fast but Kofi is slow. Have learners identify adjectives in a given passage. Let learners write sentences using comparative and superlative forms of adjectives
    • Differentiate between how the comparative and superlative adjective forms are used in sentences Guide learners with examples to talk about their siblings using adjectives. In pairs, learners write two to three sentences to describe their classmates using the three forms of adjectives. Two pairs put their work together and do a comparison. Let them share their work with other groups. Solving
STRAND 5: USING WRITING CONVENTIONS/ GRAMMAR USAGE — Using Adverbs
  • Understand and
    • Use adverbs to talk about when and where the action of a verb took place Guided with examples, let learners narrate events using adverbs to describe the place and time of occurrence. Introduce drills to provide oral practice. Learners in group go on a look at pictures or a short video (or look outside from a window with a grown-up) to /excursion to e.g. a tourist centre. Let them write and present their stories to demonstrate their knowledge of adverbs of place and time. Solving
STRAND 5: USING WRITING CONVENTIONS/ GRAMMAR USAGE — Using Simple Prepositions
  • Apply the
    • Use prepositions to convey a variety of meanings:
    • Direction, e.g. up
    • Period of Time, e.g. for
    • Purpose, e.g. to
    • Possession, of
    • Comparison e.g. taller than Have learners describe the positions of classroom objects using such sentences. STANDARDS PRACTICES AND
  • Apply the
    • E.g i. The boy is walking the road. ii. My auntie has stayed with us one week. iii. I am happy see you. iv. Show me a picture your pet. v. Kwaku is taller Ama. Have learners tell what is wrong with the sentences. (They don't make sense. There are missing words, etc.) Write examples of the target prepositions on the board: up, for, to, of, than. Put learners into groups and have them re-write the sentences correctly, using the given prepositions. Groups write their answers on the board and underline the words Guide learners to discover the functions of these prepositions. Have learners work in pairs to use the prepositions in sentences. Direction= towards the mountain. Time = at six o'clock. Purpose = for, in order to. Possession= for, to Comparison= than. Support or opposition = for you, against me
STRAND 5: USING WRITING CONVENTIONS/ GRAMMAR USAGE — Conjunctions
  • Apply the
    • Identify and use conjunctions - and, but, or nor - to link:
    • Similar ideas
    • Contrasting ideas
    • Express alternatives
    • E.g i. Musa and Kuma are good friends. ii. Kwame is hard working but Abena is lazy. Guide learners in groups to join sentences using coordinating conjunctions on a topic. e. g. A look at pictures or a short video (or look outside from a window with a grown-up) and an interesting tourist site Guide them to edit each other's work by exchanging with other groups. Let learners talk about the differences in their stories
STRAND 5: USING WRITING CONVENTIONS/ GRAMMAR USAGE — Using Simple, Compound and Complex Sentences
  • Apply
    • Identify subjects and verbs in simple sentences Give learners an extract from a comprehension passage. Guide them to identify the simple sentences. Let them identify subjects and verbs in each sentence. Let learners write an event they have participated in. Learners edit their work to demonstrate their knowledge of subject and predicate
    • Construct simple sentences correctly Learners construct simple sentences. Write some of the sentences on the board to guide the discussions on subjects and verbs. Show a large poster of people doing various activities. Assign learners to build a paragraph on the picture paying attention to subject and predicate. They use a line to divide each sentence into the subject and predicate. The groups edit and publish the work. Each member keeps a copy. Solving
STRAND 6: EXTENSIVE READING — Building the Love and Culture of Reading
  • Read widely
    • Read a variety of age- and level appropriate books and present a-two-paragraph summary of each book read Guide learners to choose and read independently books of their choice during the library period. Learners think-pair-share their stories with peers. Ask each learner to write a-two-paragraph summary of the book read. Invite individuals to present their work to the class for feedback. Reading skills BASIC 5 BASIC 5

Basic 5

44 topics
STRAND 1: ORAL LANGUAGE — Songs
  • Demonstrate understanding of a variety of songs
    • Explain the central messages in songs Have learners sing some familiar patriotic songs. Have learners listen to you sing a selected song. Guide learners to sing lines of the song with appropriate stress and rhythm. Let them sing individually and in groups. Using questions discuss the central message of the target song: who composed this song? What is the song telling us? Invite individuals to explain the central message(s) of the song
    • Relate values in songs to real life experiences Have learners sing familiar songs as in the previous lesson. Lead learners to discuss the song and have them bring out the meaning. In groups, learners discuss the values in the song, e.g. truthfulness, patience, etc. and relate the values to real life situations. Have groups share their ideas with the class in the form of presentations. Write salient responses on chalkboard. Citizenship
STRAND 1: ORAL LANGUAGE — Poems
  • Appreciate
    • Respond to poems by discussing their central messages and expressing own opinion Ask learners to recite a poem of their choice with actions. Choose a poem appropriate for the grade level. Recite and act on the poem as learners listen attentively to you and observe. Allow some individual learners to recite as others listen. Lead learners to recite lines of the poem with correct stress, clapping and tapping out the rhythm
    • Relate values in poems to day-to-day life Ask learners to recite some poems already learnt. Write out the new poem on the board. Teach the meaning and pronunciation of the key words in context. Lead learners to read the poem line by line and discuss with them the meaning of the whole poem. Recite the poem with pupils line by line, clapping and tapping out the rhythm. Together with learners identify and discuss some values in the poem, e.g. patience, love, patriotism etc. Have learners relate the values to real life situations and experiences. Citizenship Citizenship STANDARDS PRACTICES AND
  • Appreciate
    • Compose six-line poems Have learners recite a poem of their choice individually and in groups. Put learners into groups and ask them to write out some lines of recited poems. Assign learners to create or write some meaningful lines similar to those in the poem of their choice. Guide learners to arrange their formulated lines together to compose a poem of six lines. Have each group recite their poem while others listen. Ask the class to identify the values in the poems as they listen to recitations. Citizenship STANDARDS PRACTICES AND
  • Respond to
    • Demonstrate understanding of lessons in stories by making relevant comments Tell a story using the appropriate procedure or stages. With examples, guide learners to identify the beginning, middle and ending. Invite learners to retell story sequentially Story Element: What are the key details about this story? Who is the main character? What is the setting? What event(s) happened at the beginning of the story? What event(s) happened at the middle of the story? What event(s) happened at the end of the story? Have learners take turns to comment on the story
    • Tell stories which are parallel to stories heard or read Use an example to explain a parallel poem or story. Lead the class to write a story parallel to a familiar story. Present another short story on the board. Elicit and discuss areas that can be changed or replaced to create a parallel story. Assign groups to write and present stories parallel to that on the board. Solving
STRAND 1: ORAL LANGUAGE — Dramatization and Role Play
  • Appreciate
    • Use costume to dramatize or role-play parts/whole of stories Lead learners to select a familiar story for dramatisation. Ask questions to review the story. Assign groups to prepare (share roles, select costume and rehearse) and dramatise/role-play the story using improvised lines. Invite groups to perform for the class to critique their performances
  • Appreciate key
    • Interpret moral values in plays/stories Select stories or plays recently watched or read by learners. Use questions to guide learners to identify the moral values (e. g. truthfulness, perseverance, etc.) in the story/play. Put learners in groups to interpret the moral values identified and share their interpretation with the class. Have learners discuss how to apply those values to day-to-day living
    • Develop sketches from stories read or heard Through discussion, guide learners to identify the parts in stories read. Invite some learners to retell parts of a story read or heard. Discuss the story with learners. Use the activity to guide learners in groups to develop a sketch from the story. Have learners read out their sketches to the class for comments. STANDARDS PRACTICES AND
  • Appreciate key
    • Analyse the actions of characters in sketches Sing songs that accompany story telling with learners. Choose familiar stories from learners' background. Put learners into groups. Revise the previous activity on writing short sketches. Learners sketch a story told. Through questions guide learners to identify and analyse characters and their actions in their sketches
STRAND 1: ORAL LANGUAGE — Conversation - Talking about Oneself, Family, People, Customs
  • Use certain
    • Describe/talk about names of regions/places in the country as well as personalities in the community, expressing ideas and feelings clearly Note: Items in this indicator should be treated in separate lessons. The procedure below may be useful. Discuss some important personalities in the community, Ask pupils to mention the regions in the country. In groups, have learners talk about important places in in each region. Have groups read their findings to the class. Encourage the class to ask questions for clarification of ideas
  • Demonstrate
    • Maintain appropriate posture and facial expression Discuss with learners the importance of appropriate posture and facial expression in conversation. Learners in groups choose a theme and engage in conversation maintaining appropriate posture and facial expressions. Learners listen and observe the speaker's use of these skills and later critique to help them acquire or improve them. STANDARDS PRACTICES AND
  • Demonstrate
    • Listen and view for the entire duration of text speech, presentation, video etc. Play an audio video on your phone or laptop and let learners listen carefully. Set a task to guide them to focus on the activity. Discuss what they saw and heard. Learners in their groups describe what they saw and heard and do a presentation. Select a real life scenario e.g. head teacher addressing the school after winning the sports competition. Learners in groups organise their speech; elect a representative to read while others listen
    • Engage in collaborative conversation on topics such as social issues, values and manners with adults Show the video of a talk show or introduce a talk show by drawing on learners background knowledge of such activities on TV. Identify an interesting topic e.g. "Children should not WhatsApp". Initiate a conversation using questions. Learners take turns to contribute to the conversation. Put learners in groups and let them choose a topic for conversation. Go round to ensure learners take turns, use facial expressions appropriately and maintain eye contact when in conversation. Put learners in groups to identify and discuss social values (e. g. honesty), what they are and behaviours that portray these values. STANDARDS PRACTICES AND
  • Use knowledge
    • Demonstrate turn taking in conversation in different topics and follow agreed- upon rules for conversation
    • E.g. listening to others, speaking one at a time Through discussion, guide learners to identify some events that happened in the day or recently Invite some individual learners to discuss with the class some experiences
    • E.g. The learner was late and had to help somebody on the way to school. Have a pair of learners converse on a given topic (e.g. a football match) as others watch. Learners in pairs then converse, talking about different topics after the example presented.. Guide the use of appropriate vocabulary by showing vocabulary cards and indirectly dropping hints of a correct word. Encourage learners to take turns in the activity
    • E.g. What did you just say? Say that again. Can you repeat what you said, sorry, excuse me. Learners demonstrate the use of this in pairs in front of the class. STANDARDS PRACTICES AND
  • Use knowledge
    • Respond to questions to give further clarification of an opinion Revise the activity on the talk show. Learners give examples of some vocabulary learnt. Together with learners, choose a topic and initiate a conversation. Encourage learners to ask questions for clarification, and use appropriate expressions. Put pupils into groups. Have each group choose a theme and initiate a conversation on their theme. Have the others listen and ask questions. Have the group respond to the questions to give further clarifications
STRAND 1: ORAL LANGUAGE — Listening Comprehension
  • Use
    • Employ the Think-Aloud strategy to convey meaning from level- appropriate texts. Have learners listen to an audio text or a teacher-read text. Model Think-Aloud strategy to make meaning from the text. Have learners practise the Think-Aloud strategy to construct meaning
    • Make connections with events in drama Have learners listen to an audio drama or watch a video. Guide learners to identify the sequence of events in the story, i.e. events at the beginning, middle and ending. Ask relevant questions to guide learners to relate the events in the drama to their lives
    • Relate to lessons in stories Assist learners to revise the sequence of a story familiar to them. Have learners identify the characters in the story and the roles the characters played in the story or text. Learners again identify the setting of the story. Learners identify the moral lessons from the story. Help them discuss and relate the moral lessons to their lives using an example to illustrate that. Read a short story to learners and in groups, have them relate to the lessons in the story by repeating the above activities. and Global Citizenship STANDARDS PRACTICES AND
  • Use
    • Use background knowledge to understand and build new knowledge while listening to drama Have learners listen to a drama. Learners in groups identify, discuss and relate the plot of the drama to a familiar text. Have learners listen to the drama a second time. In groups, learners share what they have learnt in the text
    • Ask relevant questions to expand comprehension of details of texts Through discussion, learners identify some interesting stories or texts they have heard or read. Assist learners to talk about the content of the stories/texts after re-telling the story. Encourage learners to ask relevant questions to expand their comprehension of the details of the text
    • Distinguish between causes and effects of events in a story Select an appropriate story to be read in class. Have learners read the story and re-tell it to the class. Work together with learners to identify the events in the story and link them sequentially by identifying cause and effect. Learners in their groups choose stories and identify the causes and effects of events. Let learners present their work as the rest listen to them. and Global Citizenship STANDARDS PRACTICES AND
  • Use
    • Draw conclusions from main ideas, key details and specific examples from texts Revise the lessons on identification of cause and effect using Think-Pair-Share. Select an interesting story to guide the learners do this exercise. Build on this activity by working together with learners to identify specific examples to help bring out main ideas and the key details. With this example, guide learners to draw conclusions. and Global Citizenship
Strand 1: Oral Language — Asking and Answering Questions/ Question Tags
  • Identify and use
    • Use the various forms of `do', `be', `have' appropriately in questions and responses Revise Wh and Yes/No questions by having learners respond to several of such questions. Use the various forms of `do' to construct sentences as learners listen to you. e. g. Do you like lots of pepper? Does he teach here? Did we sleep there? Answer each question yourself. Ask the questions again and have learners give the answer. In pairs, learners ask questions for their partners to answer. Repeat the procedure to introduce the various forms of `be' (is, am, are etc.) and `have' (has, have, had)
    • Use positive tags, negative tags and auxiliaries in speech Play a recorded dialogue containing positive tags or get two learners to engage in a dialogue prepared by the teacher containing positive tags. Learners listen and in pairs, use positive tags in dialogues. Do the same with negative tags. Go through the same procedure to get learners to use the tags in speech. (Explain that question tags are short questions that follow statements). Together with learners, discuss the formation of tags by listening and practising using them in speech
    • E.g. The bad boys aren't in school today, are they? In a Question and Answer Drill, pairs of learners ask and answer questions round the class
Strand 1: Oral Language — Giving and Following Commands/ Instructions/Directions
  • Use verbs in
    • Give and respond to commands, instructions; give and follow directions with clear landmarks Revise the concept of giving commands and making requests In pairs, have learners role-play giving and obeying or following commands/instructions. Model giving simple directions to places in the school and important places in the community or environment. Provide situations for learners to practise giving directions. E.g. Showing direction
    • E.g "A stranger meets you at the school gate. Direct him or her to the chief's palace, Central Mosque etc. Learners work in groups to give directions
    • Make and respond to polite requests for help from familiar adults Revise how to make requests by giving examples. In a discussion, help learners to identify the need to use `please' when making simple requests. Through demonstration, guide learners to make polite requests in the classroom
    • E.g i. Please sir/madam, may I go out? ii. Yes, you may. Invite learners to the front in pairs to dramatise/role-play situations/scenes where they make requests and respond to them. Provide and teach vocabulary and expressions to guide them make requests and respond to them. Citizenship
Strand 1: Oral Language — Presentation
  • Demonstrate
    • Demonstrate awareness of the features of spoken language, e.g. use of discourse markers- well, also, finally Revise important features of spoken language such as use of contractions and ellipsis. Help learners to use contractions and ellipsis in speech
    • E.g 1. Contraction: i. Kofi cannot come today. ii. Kofi can't come today. 2. Ellipis: A: When will you come? B: Tomorrow
    • Demonstrate awareness of the differences between spoken and written forms of language, e.g. formal and informal register Revise some differences between spoken and written forms of language, e.g. simplicity in spoken sentences and complexity of written sentences
    • E.g. written: I have not gone there spoken: I haven't gone there. Demonstrate simplicity of spoken language by giving short and simple speeches on a topic
    • E.g. introduction of a chairman Encourage learners to give short and simple speeches on chosen topics, e.g. My Favourite Meal Commitment and Collaboration Commitment and Collaboration STANDARDS PRACTICES AND
  • Demonstrate
    • Demonstrate awareness of how meaning is conveyed through appropriate pace, stress, tone through reciting poems. Perform a familiar poem as learners listen and observe. Have learners discuss the recital with focus on intonation, stress and rhythm. Perform it again and have the class or groups do same. Individuals, pairs and groups now choose and perform their favourite poems. Have the class critique each effort
  • Demonstrate
    • Speak audibly and coherently, using the appropriate voice qualities (pace, tone etc.) Have learners listen to a conversation or speech in which the speaker speaks fluently and clearly and another audio where the speech is neither clear nor fluent. Discuss the differences and ask learners to tell the importance of clear speech. Create situations for learners to engage in dialogue (a pair at a time) or speech delivery. Encourage them to maintain a good pace and tone. Invite comments from the class after each delivery. STANDARDS PRACTICES AND
  • Demonstrate the ability to communicate with accurate pronunciation and appropriate intonation (cont.)
    • Read aloud clearly, at a good pace and with expression Have learners listen to audio recordings of speeches or listen to news read in English. Learners listen to the speech in meaningful bits to guide them identify appropriate expressions as well as identify what a good pace is. Use further samples to show that good speeches are presented with the appropriate expression and at a good pace. In groups learners pick topics for their speeches. They prepare and deliver in turns. Let them deliver the speeches in about five (5) minutes each. Have the class discuss the pace and use of appropriate expressions
  • Plan and
    • Present information about personal experiences Model presenting a speech on a topic or have them listen to a to guide learners to identify the purpose and audience of speech. Discuss the importance of purpose and audience in speech. Put learners in groups to plan a parallel speech and present to the class. Each group should select a purpose and an audience for their speech. citizenship STANDARDS PRACTICES AND
  • Plan and
    • Draw on prior knowledge to identify organisational structure of speech Have learners listen to a speech and give the written text to them to read taking note of the features. Discuss the structure of a model speech with learners:
    • E.g i. Heading ii. Vocative Address iii. Introduction iv. Body In groups have pupils write and present a parallel speech. Have the class to critique each group's work based on the discussed structures
    • Gather and select facts and ideas from one or multiple print and/ non-print sources, appropriate to the purpose, audience, context and culture Review the organizational structure of speech with pupils by giving a short speech and asking them to identify the various structures Provide sample speeches for discussion to help learners generate ideas for their speeches. Use the internet to guide the learners to download important speeches. Together with learners discuss the organizational structure of the speeches. Have learners choose and write speeches. STANDARDS PRACTICES AND
  • Plan and
    • Support ideas and points of view by integrating selected visual and/ audio resources, verbal and non-verbal cues (e.g. gestures, facial expressions) Through discussion, guide learners to select facts and ideas from one or more sources such as print sources and non- print sources (e.g. resource person) appropriate to the purpose, audience, context and culture. Encourage learners to ask questions for clarity
    • Use discourse markers to signpost stages in a presentation (e.g. "For the next part", "For example", "In summary") Select a sample written speech and through discussion help learners to identify discourse markers to signpost stages in a presentation
    • E.g. "Let us look at," Also, " To sum up," "Finally" Learners write and use the appropriate words in both formal and informal situations
    • Elaborate on points using concrete examples Through model discussion help learners to elaborate on their points and substantiate them through the use of details, concrete examples, experiences and feelings Have learners present their works to the hearing of others. Encourage the class to make input in one another's work. citizenship STANDARDS INDICATORS AND
  • Plan and
    • Speak with confidence before different audiences and maintain appropriate posture Through role play and frequent practice in presentation, build confidence in learners to enable them stand before different audiences. Let them demonstrate various postures, maintain eye contact and use verbal and non-verbal signs to convey meaning. Let them practice these in pairs and groups
STRAND 2: READING — Phonics
  • Connect
    • Apply common phonic generalisations (e.g. hard and soft 'c' and 'g') when reading continuous texts
    • E.g 'c' as in country and cell 'g' as in gain and age Review the hard form of the sound, e.g. `c' as in cut; `g' as in get Introduce the soft form using lots of examples, e.g. `c' as in centre, cent, circle; `g' as in gent, gin, etc. In groups, encourage learners to come out with words in which the sounds occur. Have each group read their words to the class and then publish it on the walls of the classroom for learners to go round to read. STANDARDS INDICATORS AND
  • Connect
    • Read two syllable words with suffixes and "r" controlled words (or, er, ar, ur) when reading continuous texts. Introduce learners to the "r" controlled words
    • E.g or as in lord, ford er as in her, fern, term, herb ar as in arm, car, park ur as in burn, turn, purse Invite learners to give their examples. Put learners into groups and assign each group sounds. Using dictionary and the internet, have members of each group search for words that contain the sound. Have each group read their words to the class. Get learners to read two syllable words that contain suffixes and `r' controlled words (e.g. return) in sentences
STRAND 2: READING — Word Families: Minimal Pairs and Common Digraphs
  • Identify
    • E.g. sh- fish, dish, sash, wash th both, tooth Drill pronunciation of words Learners read the words containing minimal pairs, e.g. church, search, perch, fetch Work together with learners to write simple sentences with the minimal pairs. Learners in pairs identify more words from reading passages and make a list on a chart. Let each pair read the words
    • Use words with digraphs to make meaningful sentences Revise the activity in B5.2.3.1.1 and show the chart containing words. Let learners think-pair-share and select a paragraph with words containing digraphs e.g. wh, th, both at initial and end positions e.g. that, those, these, with, sixth, teeth. Put learners into groups. Let them identify and read words containing digraphs and use them in sentences. The group that produces ten words and uses them in sentences correctly is the winner
STRAND 2: READING — Blends and Consonant Clusters
  • Identify and use
    • E.g. dr-hundred, dr-drumstick, bl-problem, nd-handcuff B5.2.5.1.2.Use the spelling-sound correspondences for common consonant digraphs. Revise digraphs. Have a simple presentation of digraphs by writing examples of words that begin or end with them on the board. Have learners read the words and identify the letters at the beginning and the end
    • E.g. taught, watch, splash, photographs Together with learners use the internet to identify words containing specific digraphs. Learners write examples of words, find their meanings and use them in sentences
    • Lt- belt, fr- fresh, pl- play Reading Reading and Writing
STRAND 2: READING — Vocabulary
  • Understand
    • E.g. The sly brown fox jumped over the lazy dog In groups learners identify and work out the meanings of content words in texts read. Have them use these words in sentences. B5.2.6.1.2.Use the following terms: synonym, antonym, pre-fix, suffix, phrasal verb etc. in spoken and written expressions. Choose a text to guide learners identify synonyms, antonyms, idioms or phrasal verbs etc. Create a scenario where learners can use idioms, antonyms, prefixes, suffixes and phrasal verbs, synonyms, etc. in meaningful sentences in written and spoken languages. Listening and Speaking STANDARDS PRACTICES AND
  • Use words
    • E.g. micro -microscope in - insert con- connect re- return Learners should find meaning to these affixes and write more examples of affixes. Play a game where learners identify affixes in words. The group with the highest number of words is declared the winner. Introduce acronyms and clipping
    • E.g.: acronyms - WHO = World Health Organisation clipping - telephone = phone Put learners into groups and have them research on acronyms and clipping, using dictionaries or online resources, to build more vocabulary B5.2.6.4.2.Recognise the playful use of words in spoken and written language (jokes, riddles, puns etc.) Demonstrate the playful use of words (jokes, riddles etc.)
    • E.g. Riddle, riddle. I am something. I have four legs and a top. People write or eat on me. What am I? Have learners use appropriate language in jokes, riddles etc. Make them understand that these are ways in which language could also be used. Citizenship. Reading and Writing Citizenship STANDARDS PRACTICES AND
Strand 2: Reading — Comprehension
  • Process and
    • Note and recall main ideas in a sequence Using SQ3R guide learners to present facts and ideas in a sequential order. Citizenship STANDARDS PRACTICES AND
  • Process and
    • Scan texts for details Guide learners to skim and scan texts for details. Have learners skim/scan a text in a short period/time frame and write down their ideas. Discuss the answers together as a class
    • Read level-appropriate texts silently and closely for comprehension. Revise the Before Reading, During Reading and After Reading strategies introduced to learners. Provide appropriate texts and ensure that the strategies are used
    • Respond to a text with simple judgment Use appropriate questions to guide learners read, identify and present points of view in a text Learners create a mental image from the text read visualizing/ bringing the text to life by engaging the imagination and using all the senses e.g. use questions to guide them do this activity. Can you describe pictures or images you made in your head when you read the text? Through relevant questions, have learners respond to the text with simple judgment. Learners should present their points in written or oral form. Citizenship
  • Demonstrate
    • Relate two or more ideas in a text Through relevant questions, have learners make personal connections with a text read
    • E.g. Does the message in this passage remind you of something? Answer: This story reminds me of a holiday I spent with my grandfather. Have learners relate two or more ideas within the text or from different texts
    • Demonstrate awareness of the structure of texts (e.g. introduction, body, conclusion) Guide learners with questions to identify the main parts of a story. e.g. introduction, body and conclusion. Have learners use connectives to summarise each part of the text and use these to make a full summary
    • Use knowledge of prefixes and suffixes to read and interpret unfamiliar words
    • E.g. mis misunderstanding Revise affixes briefly and have learners identify them in words. Have learners use words in their own sentences Reading and Writing Listening and Speaking Listening and Speaking Reading and Writing Reading and Writing
Strand 2: Reading — Silent Reading
  • Construct
    • Infer meaning from level-appropriate texts Have learners read silently. Let them stop and think about something different from the text. This is to make them know what to do when meaning is disrupted. Have them read silently for the meaning from the text
    • Find the meaning of words as used in context Use examples to show that words have different meanings. Have a vocabulary lesson to help learners find meaning of words in a text. Have learners use Think-Pair-Share to discuss their meaning together
    • Answer questions based on the passage read Learners pose and answer questions that clarify meaning and promote deeper understanding of a text. Questions can be generated by the learner, a peer or an adult
    • E.g i. Why did the character do nothing? ii. How did it make them feel?
Strand 2: Reading — Fluency
  • Read fluently
    • Read grade- level texts with good speed and accuracy Use the three stage approach to a comprehension lesson and have learners prepare and read the text with purpose and understanding. Use different strategies to assist learners to come up with meaning of a text,e.g. The Herring Bone, KWL etc
    • Use context to confirm or self-correction strategies to confirm understanding of level appropriate texts Have learners read the grade appropriate texts paying attention to punctuation marks, words, sentences and paragraphs. Provide questions that will guide learners in understanding the passage e.g. What word connects paragraphs one and two? Learners use correction strategy to help them make meaning from the text as they read
Strand 2: Reading — Summarising
  • Read and
    • Summarise level-appropriate texts/passages orally Learners identify the most important ideas in texts/passages read and restate them in their own words
    • E.g i. Can you retell the story? ii. Who are the main characters? iii. What is the setting? iv. What are the main events? (use herringbone or story map as strategies)
    • Write a short summary of a level-appropriate text/passage read Have learners work in groups to write a summary of a text/passage read taking note of the main ideas. Let learners present their write-up for discussion and feedback from the class and teacher. Reading, Listening and Speaking Reading and Speaking
Strand 3: Grammar and Usage at Word and Phrase Levels — Nouns
  • Apply
    • Identify and use nouns or noun phrases to refer to quantities or units. Revise nouns briefly. Introduce quantities and units in context
    • E.g.: Please, give me a piece of paper. I have a pair of trousers. Have learners identify more examples of these in text and use them in sentences. Learners make up their own noun phrases and use them in sentences
    • Identify and use:
    • Proper nouns - refer to festivals
    • Count/non-count Singular Plural (regular, irregular) plural without plural marker Proper nouns Introduce the concept in context
    • E.g. Christmas is coming The people of Ga celebrate Homowo
    • In pairs have learners give more examples of festivals and write them as proper nouns. Listening and Speaking STANDARDS PRACTICES AND
  • Apply
    • E.g. I need a table. Can you give me one of these tables? This child looks sick, but those children look healthy. Have learners read the sentences and observe the underlined words. Show pictures of objects/people to help learners to identify regular and irregular nouns e.g. picture of a child, and a picture of children. STANDARDS PRACTICES AND
  • Apply
    • Regular count nouns take s or es to form their plural
    • E.g. table tables, chair chairs
    • Irregular count nouns are nouns that do not take s or es to form their plural
    • E.g. child children; ox oxen; man men; goose geese Plural nouns without plural markers Have learners discover the plural nouns without plural marker in context
    • E.g. The sheep are grazing outside I met a lot of people at the party
    • Identify and use collective nouns to refer to a group of objects and people Teach collective nouns in context. Introduce a text that contains examples of collective nouns
    • E.g. such as audience, congregation, a flock of sheep, a troop of monkeys Have learners discuss the meaning of these words in context. Put them into groups to provide more examples of collective nouns and use these nouns in sentences. Let the groups present their work to the class for feedback. STANDARDS PRACTICES AND
  • Apply
    • Identify and use abstract nouns to refer to concepts and ideas Revise concrete nouns. Introduce abstract nouns as nouns that cannot be touched, seen or felt. They include ghost, beauty, holiness, air, etc. Provide a passage with concrete and abstract nouns and let learners identify each category. Have learners use given concrete and abstract nouns in sentences. Writing Reading and Writing
Strand 3: Grammar and Usage at Word and Phrase Levels — Determiners
  • Apply
    • Identify and use indefinite and definite articles `a' and `an' to refer to a person, animal, event, time or objects in general Note: Teacher should use level-appropriate vocabulary to teach the articles. Provide an appropriate text containing abstract, concrete nouns. Revise the lesson on nouns. Use the same text to introduce definite, indefinites and zero articles. Guide learners with examples to list the articles in the passage. Help learners to form sentences using the articles
    • Identify and use quantifiers to show qualities: ordinal first, second etc.) a few/a little etc. both each/every Another, other Fewer, less, etc. Introduce other types of determiners like each, both, and all. Let learners read the sentences containing these determiners and explain the sentences. Provide a text and let learners identify the determiners in a group activity. Provide a context containing quantifiers. With examples help learners to identify them. e.g. ii. Ordinals (first, second, third...) iii. Some few/little etc. iv. No/both, all, each/every. Help learners to use the quantifiers in sentences. Reading PRACTICES AND
  • Apply knowledge
    • Identify and use possessive pronouns to show possession Provide an interesting story abundant in possessives, e.g. mine, yours, his
    • E.g. This is mine Let learners use possessives like mine, yours, his, hers, theirs in sentences
    • E.g. This story is mine
    • Identify and use demonstratives:
    • This/that, these/those people Have learners identify demonstrations like this/that, these/those in context. Guide learners with examples to write down the demonstratives. Have learners use them in sentences
    • E.g i. This is for John. ii. That is his plan
    • Identify and use interrogative determiners
    • E.g. which, whose -to find out which person something belongs to. Choose a text that illustrates interrogatives. With an example from the text, guide learners to identify the other interrogatives in the passage. Create a scenario for them to use the demonstratives appropriately in sentences
Strand 3: Grammar and Usage at Word and Phrase Levels — Pronouns
  • Apply
    • Identify and use indefinite pronouns e.g. someone anyone, everything etc. Possessive pronouns to show possession, e.g. mine, ours etc. Introduce indefinite pronouns with examples in sentences. Discuss the indefinite pronouns with learners. Provide a passage and group learners to identify indefinite pronouns, and use the pronouns identified in sentences. Repeat the procedure to teach possessive pronouns. Listening Speaking and Reading Sub- Strand 4: Adjectives STANDARDS PRACTICES AND
  • Apply the
    • Use comparatives forms of regular and irregular adjectives to make comparisons: Regular e.g. shorter Irregular: better Note: The teacher should use level-appropriate vocabulary to introduce these concepts. Revise the formation of the comparative adjective using er and the superlative using est.e.g. fat, fatter, fattest Introduce learners to formation of comparison for irregular adjectives Let them form the comparative forms for irregular adjectives
    • E.g good better Bad worse Introduce drills to give learners practice in their usage. Reading and Writing
Strand 3: Grammar and Usage at Word and Phrase Levels — Verbs
  • Apply the
    • Use different types of verbs in sentences: Main verb Helping verb (primary auxiliary and modal auxiliary Revise verbs using context. Let learners identify main verbs in sentences
    • E.g. The boy has bought a new football Provide a text and guide learners to identify auxiliary (Primary and Modal) verbs. e.g. is, was, have, has, had, etc. Create situations and introduce drills for learners to have practice using them
    • Use appropriate subject-verb agreement: Review subjects and verbs in simple sentences. Use examples to introduce and explain subject-verb agreement. Present sentences with missing subjects and others without verbs for learners to complete. Introduce drills e.g. a completion drill to give further practice. STANDARDS PRACTICES AND
  • Apply the
    • Use the simple present form of verbs to express:
    • Needs/preferences
    • Thoughts and ideas Revise the simple present form of verbs: For habitual actions For timeless and universal statements For facts which may change or hold true indefinitely For instantaneous present For scheduled future actions Introduce the simple present form of verbs in sentences to express needs/preferences, and thoughts/ideas express needs/preferences
    • I need new clothes
    • I like playing football more than volleyball thoughts/ideas
    • I think you are right Introduce these appropriately, one at a time and give practice. STANDARDS PRACTICES AND
  • Apply the
    • Use the simple past form of verbs to express past needs, interest and feeling: Review the simple present form of verbs by asking learners to use them in sentences to express needs/preferences, and thoughts/ideas. Review the simple past form of verbs by using them to indicate: Completed actions or events Regular actions in the past Introduce the use of the simple past form of verbs in sentences to express needs, interest and feelings
    • E.g. Yesterday, I needed some money.I felt his absence badly. I was interested in winning the competition last year. Introduce these in turns and provide activities for practice
    • Use irregular form of the simple past tense of verbs
    • E.g Irregular build-built Revise regular verbs in simple past forms Introduce the simple past forms of irregular verb in context. In groups, have learners come out with more simple past forms of irregular verbs. Let groups read their verbs to the class. Have learners use the verbs (past forms) in sentences Listening and Speaking Listening and Speaking STANDARDS PRACTICES AND
  • Apply the
    • Use the past continuous form of verbs to talk about actions/events that were going on when a second action/event took place. Introduce the concept by reviewing the present continuous form of verbs. Use the concept in context and have learners identify the time of the actions. Have learners construct similar sentences Explain that the past continuous form of verbs is used to talk about actions/events that were going on when a second action/event took place. In pairs let learners write sentences using the past continuous form of verbs
    • Use the imperative forms of verbs to give instructions and directions
    • E.g. Switch on the light Turn right. Revise commands and requests. Invite pairs of learners to demonstrate giving instructions and directions Create situations for learners to have practice. Reading and Writing
Strand 3: Grammar and Usage at Word and Phrase Levels — Adverbs
  • Apply the
    • Use adverbs to express manner Revise verbs and adverbs of place and time. Provide a passage with adverbs of manner. Have learners identify the adverbs and their functions modifying verbs
    • E.g. Mercy ate slowly Pair up learners to write short paragraphs using adverbs of manner. Have pairs present their work to the class for feedback. Listening, Speaking and Reading
Strand 3: Grammar and Usage at Word and Phrase Levels — Idiomatic Expressions
  • Understand
    • Identify, explain and use idiomatic expressions correctly Revise idiomatic expressions such as: i. Take after (to resemble) ii. To pull down(to destroy the reputation of someone) Provide a number of idiomatic expressions and discuss their meaning (in context) with learners. Help learners to interpret given idiomatic expressions in contexts. E.g. i. Kofi takes after his father. ii. They pulled down the old school building. Have learners use idiomatic expressions in their own sentences
Strand 3: Grammar and Usage at Word and Phrase Levels — Conjunctions
  • Apply the
    • Identify and use simple conjunctions-because, since
    • Give reasons
    • Link contrasting ideas
    • Show results Revise simple conjunctions. Provide simple sentences and let learners join them using and, or/nor, but. Introduce because, since, so, although in context
    • E.g.: I'm late because I missed the bus. Although Afi is has eye problems, she doesn't wear glasses. He eats well, so he is healthy. Guide learners to discover the functions of these conjunctions. Have them practise using these conjunctions in their own sentences. Provide a passage and have learners identify the conjunctions in the passage. Let learners form pairs of simple sentences and join them with the conjunctions identified. Reading and Writing
Strand 3: Grammar and Usage at Word and Phrase Levels — Prepositions
  • Apply the
    • Use prepositions to convey a variety of meanings: Position, e.g. by Direction, e.g. towards Time, e.g. at Purpose, e.g. for Possession, e.g. for Comparison, e.g. taller than Support or opposition, e.g. for you, against you Provide a text and guide learners with examples to identify prepositions used to show different meanings. Let learners construct sentences to convey the following meanings using appropriate prepositions. i. Position she is standing by the car. ii. Direction They went towards the East. iii. Time He left at dawn. iv. Purpose I bought this hoe for weeding my garden. v. Possession The shirt is for Kofi. vi. Comparison She is taller than her brother. vii. Support or opposition My views are against his plans. Reading and Writing
Strand 4: Writing — Penmanship and Handwriting
  • Copy and
    • Copy sentences clearly in joint script maintaining legible handwriting Select sentences from texts learners have read and write them on the board, using joint script
    • E.g Have learners read out the sentence. (in pairs, small groups, large groups) Have learners copy the sentences into their exercise book. Go round to support struggling pupils. STANDARDS PRACTICES AND
  • Copy and
    • Write compound sentences clearly and correctly Review simple sentences by asking learners to construct them using given verbs Construct compound sentences and discuss their structure with learners (they are sentences that have at least two subject and predicates joined by a coordinating conjunction). Give out texts to small groups of learners to search for compound sentences Have the groups write them into their exercise books. Have individual learners write parallel simple sentences (They should follow the structure of the sentences identified by the groups. Reading and Writing Reading and Writing
Strand 4: Writing — Paragraph Development
  • Develop
    • Choose appropriate ways and modes of writing for a variety of purposes, audience and contexts and organise facts, ideas and/or points of view in a way appropriate to the mode of delivery, using appropriate text features Work with learners to select sample texts from a variety of models of writing from learners' readers and Teacher's resources e.g. newspapers, magazines etc. You may take learners to the library for this exercise. Examples of modes of writing. i. Process ii. Narration iii. Description iv. Comparison v. Problem solution vi. Classification vii. Argument Note: Refer to B4 Strand 4, Sub strand 2, Indicators 1 3 for explanation of the modes of writing. Put learners into small groups and assign each group a mode of writing. Note: Present one mode of writing at a time and in different lessons. Have learners study the sample text. Guide them through appropriate questions to identify the: i. Mode of writing/types of essay ii. Purpose iii. Audience Collaboration and Communication Reading and Writing STANDARDS PRACTICES AND
  • Develop
    • Identify the main idea and minor ideas/supporting details in a paragraph Display a Model Paragraph, e.g. The children of Boti go to great lengths to seek the power of education and reading. For example, they build their own school at the beginning of the year! To do this, they use mud to make bricks to build the walls and desks. They use grass and saplings and make a roof. Also, the children of Boti work very hard studying during the school year. Every day they learn something new. Finally, at the end of the year, their minds become fat with knowledge. This is how the children of Boti work hard to seek the power of education and reading. Have learners read it (or read it to them). Have them do Think-Pair-Share and answer the questions: i. What is this paragraph about? ii. How do you know? Guide learners towards the idea that the main idea of the paragraph is revealed in the first sentence. Underline the first sentence of the paragraph and write "Topic Sentence" in the margin next to it. Collaboration and Communication Reading and Writing Writing and Reading STANDARDS PRACTICES AND
  • Develop
    • Elaborate on, explain and or justify the main ideas of a paragraph by providing explanation and examples Display a model paragraph preferably the one above (Refer to B5. 4.3.1.2) By way of revision, have learners identify the main idea and supporting ideas. Think-Pair-Share: Have pairs of learners discuss why a main idea in a paragraph needs elaboration/explanation/examples, and share their views with peers and the whole class. Give learners a topic sentence for them to elaborate on by providing details (explanation/examples). Topic sentence: Kofi is a boy. Details................................................................................................................ Collaboration and Communication STANDARDS PRACTICES AND
Strand 4: Writing — Writing as a Process
  • Develop and
    • Select a topic of choice on issues in their community, brainstorm and organise ideas before writing Scaffold the writing process. i. Pre-writing Have learners select and discuss topics of interest on issues in their community with their partners. Have learners use strategies such as brainstorming and mind map to generate as many ideas as possible about the topics. Have them organize the ideas into a writing plan using an outline, a chart or appropriate graphic organizer
    • E.g. line diagram Poor sanitation What is poor sanitation causes/effects solution
    • Develop ideas into a two-paragraph draft without considering the writing conventions, using appropriate linking words within and across paragraphs to aid cohesion and avoid ambiguity, e.g. firstly, then, after Put learners into groups to develop their ideas in B5.4.9.1.1 into a three- paragraph draft. Collaboration and Communication Reading and Writing STANDARDS PRACTICES AND
  • Apply
    • Review, and revise the draft by proposing grammar for improvement Have learners review their first draft by reading it slowly and critically several times to identify words/expressions that need to be cancelled. Guide learners with the questions below: i. Are your ideas in order and easy to understand? ii. Are all the sentences talking about the main idea of the paragraph? iii. Are all the paragraphs talking about the topic? Have learners read their partners' draft and offer suggestions. Encourage learners to feel free to make as many changes as possible to improve their drafts. Have learners make a clean draft for publishing
    • Edit/proofread draft, checking capitalization, usage of punctuation and spelling Have learners pick up their clean draft (Refer to B5 4.9.3.1) and check for conventions. E.g. errors in capitalization, punctuation and spelling. Tips for learners i. Do my sentences have proper punctuation? E.g. full stop, question mark, exclamation mark. ii. Have I used commas correctly? iii. Do my sentences start with capital letters? iv. Have I capitalized proper nouns? Have learners do peer editing. Have them prepare neat final copies. Guide them to proofread the final copies before publishing. Collaboration and Communication Writing STANDARDS PRACTICES AND
  • Apply
    • Display writing piece for peers to read and publish it in the class magazine Have learners share their writing with their peers classmates and families. Encourage learners to copy neatly their writing and submit them for publication in the class magazine, school magazine or notice board, The Junior Graphic Collaboration and Communication Writing
Strand 4: Writing — Narrative Writing
  • Narrate
    • Create settings, characters and at least one plot in a narrative text, using appropriate linking words within and across paragraphs to aid cohesion, and using simple literary devices, e.g. direct speech Revise the stages of the writing process with learners. e. g. prewriting, writing, revising, editing and publishing. Guide learners through the process to write about real or imagined experiences or events. e. g. personal narrative Discuss personal narrative with learners: Note: A personal narrative is a true story told from the writer's point of view. It is the retelling of an event or experience that has affected the writer's life. The story should be told naturally to allow readers to experience the event(s) for themselves. Reading and Writing STANDARDS PRACTICES AND
  • Narrate
    • E.g. Topic: How I spent my Christmas holidays Purpose: to share an important experience. Audience: Classmates Guide learners to individually use appropriate graphic organizers to generate, gather and organize ideas and details for writing. E. g. Time Line, 5 Ws Chart. Time Line Organiser Use Time Line for personal narratives to list actions or events in the order in which they occurred
    • E.g. Topic Events in Chronological Order 1. Event 1 2. Event 2 3. Event 3 5 W's Chart Use 5 W's Chart to collect the" who? what? when? where? and why?" details for personal narratives and news stories. How could be added to the list. STANDARDS PRACTICES AND
  • Narrate
    • E.g. Topic____________________ Who? What? When? Where? Why? Guide learners to organize their details into writing plant (beginning, middle and ending). Writing stage Learners then revise their first draft by ensuring the writing has a beginning, middle and ending. Learners should ensure they have used descriptive words. They have written about what they saw, heard, smelled, tasted and touched. Revising: checklist for narrative writing i. Does my essay have beginning, middle and ending? ii. Have I used descriptive words? iii. Are my ideas/events arranged in the order in which they occurred? iv. Does my narrative sound natural? v. Do I express how I feel about what happened? Editing Have learners use the checklist above to edit their first draft for the conventions of punctuation, capitalization, spelling and grammar. Publish Have learners share their work with peers. Reading and Writing
Strand 4: Writing — Creative/ Free Writing
  • Create texts B5.4.11.1.1. Write freely on topics of choice on issues in
    • Write poems and imaginative narrative stories using knowledge of features of poems and imaginative texts Discuss elements of narrative stories with learners
    • Characters
    • Setting
    • Plot/story line
    • Conflict dialogue etc
    • Create characters
    • Create conflict
    • Establish a setting
Strand 4: Writing — Descriptive Writing
  • Demonstrate
    • Use descriptive words/expressions/sound devices/ figurative language to describe places, personal experiences and events. Revise descriptive writing with learners. Talk about sensory details that allow a reader to visualize a person, a place, a thing or an idea. Guide learners through the stages of writing. Write to describe events/situations/places of their choice and personal experiences. Focus on the use of:
    • Descriptive (adjectives)
    • Figurative language e.g. simile metaphor
    • Sensory details (sensory details that are experience through the senses: sight, smell, touch, taste Collaboration Communication
Strand 4: Writing — Persuasive/Argumentative Writing
  • Write
    • Write explanations to support opinions Present a motion to learners
    • E.g. A teacher is more important than a doctor Discuss the meaning and implication of the motion with pupils and invite them to take a stand either for or against the motion. Put learners into two groups: for the motion and against the motion to write down what they think about it. Groups read out their opinions to the class for discussion
    • Introduce claims and support them with clear reasons and evidence using credible sources Working in groups (as in B5.7.1.1), learners provide reasons for the opinions they hold on a topic. Guide groups to provide evidence for the opinions they hold. Have groups present their work for discussions
    • Use words, phrases, and clauses to clarify the relationships between claim(s) and reasons Lead learners to discuss appropriate language for arguments e. g. use of adjectives in their various forms. You may read out models of argumentative essays to guide learners. Collaboration Communication Listening and Speaking Collaboration Communication Listening and Speaking STANDARDS PRACTICES AND
  • Write
    • Establish and maintain a formal style Using models, discuss the basic structure of an argumentative piece:
    • Introduction
    • Reasons for the stand taken
    • Conclusion Have groups present full compositions using this structure for class discussions and feedback
    • Provide a concluding statement that follows from the arguments presented Revise persuasive writing. Have them go through the writing process to present/state an opinion, explain and justify it so as to persuade the reader to accept their opinion or point of view. Teach the features of a debate. Guide learners to select a controversial or debatable topic. Divide the class into two to prepare using the writing process as a guide, and debate on the topic. Collaboration Communication Listening and Speaking
Strand 4: Writing — Informative/Expository Writing
  • Write the
    • Write sentences to describe a process of doing something Use pictures showing the stages of how some dishes are prepared. Learners in groups observe the picture sequences and write words that give information on the activity. Each group presents its work for discussion. Let learners in groups choose a domestic activity they would want to give information on. (They should be able to compose expository pieces of between 90 and 120 words)
    • Write about incidence or events of the day (e.g any event witnessed on their way to school) and make radio/TV presentations Let learners watch TV news at home and write their own news from the pictures they see. Put learners into groups. Let them brainstorm and write about events of the day. Each group chooses an interesting event and writes the news to broadcast to the class. Let each group choose one person to present the news. Have learners publish their works on the internet. Help learners to organize a radio or talk show Reading and Writing
Strand 4: Writing — Letter Writing
  • Write informal
    • Write to friends about events using appropriate letter formats In groups learners are given samples of friendly letters. Let them brainstorm and write the important features of the letter and other special things they identify in the letters. Learners present their information to the whole class to guide the class to learn about such letters. Guide learners in their groups to choose an imaginary friend they want to write to. Learners brainstorm and write down ideas on what they would want to include in their letters. Guide them to write their letters and let them edit their work. Learners exchange their product with other groups to edit. Learners read their letters to others. Solving
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Using Capitalisation
  • Use capital
    • Follow appropriate mechanical convention Ask individual learners to write a formal letter each on a given topic paying attention to correct use of capital letters, the full stop, comma, question mark, exclamation mark, quotation mark, apostrophe, hyphen etc
    • Writing of lower case and capital letters Guide learners to write about their friends by reading a sample essay on the topic to them. Guide learners to write one paragraph about their friends after listening to the teacher read a sample essay on the topic to them. Learners in pairs plan their writing. Let individuals write about their friends. Learners exchange their work with their partners and guide them to edit. Ask learners to begin their editing by looking at capital letters
    • E.g. Words that need to start with capital letters such as proper names and letters beginning sentences. Learners go round to help colleagues who have challenges. Let learners read some of the finished work in class. Listening, Speaking, Reading and Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Using Punctuation
  • Show
    • Use punctuations:
    • (the comma) to write an address
    • (the apostrophe) in contraction Revise the use of the comma before and after "Yes" and "No" in sentences; after addressing a person, e.g. Kofi, can you help me? Introduce the use of the comma to write an address, and the apostrophe in contraction in context. Provide sample sentences/texts for learners to identify the target punctuations. Introduce one punctuation at a time
    • E.g. I live at Adu Street, Adukrom They can't do the work. Have learners practise using the comma to write an address, and the apostrophe in contraction. Give pairs of learners unpunctuated sentences/texts to punctuate. Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Naming Words/Nouns
  • Apply
    • Identify and use nouns or noun phrases to refer to quantities or units. Introduce quantities and units in context
    • Please, give me a piece of paper I have a pair of trousers
    • Identify and use proper nouns to refer to festivals; common nouns: Count/non-count Singular Plural (regular, irregular) plural without plural marker Proper nouns Introduce the concept in context
    • E.g. Christmas is coming The people of Ga celebrate Homowo. Count and non-count nouns. Revise the concept of proper nouns and common nouns giving and eliciting several examples. (Proper nouns refer to particular nouns such as names of people, places, mountains, etc.) Provide a text and let learners identify count and non-count nouns. Have groups use the nouns identified in simple sentences. Invite groups to present their work. Solving STANDARDS PRACTICES AND
  • Apply
    • Regular count nouns take s or es to form their plural
    • E.g. table tables, chair chairs
    • Irregular count nouns are nouns that do not take s or es to form their plural
    • E.g. child children; ox oxen man men; goose geese Put learners into groups Have groups construct sentences with given singular and plural nouns and share their work with the class. Plural nouns without plural markers Have learners discover the plural nouns without plural marker in context. Reading and Writing STANDARDS
  • Apply
    • Identify and use collective nouns to refer to a group of objects and people Teach collective nouns in context. Introduce a text that contains examples of collective nouns
    • E.g. such as audience, congregation, a flock of sheep, a troop of monkeys, Have learners discuss the meaning of these words in context. Put them into groups to provide more examples of collective nouns and use these nouns in sentences. Let the groups present their work to the class for feedback
    • Identify and use abstract nouns to refer to concepts and ideas Revise concrete nouns. Introduce abstract nouns as nouns or names of things that cannot be touched, seen or felt. They include ghost, beauty, holiness, mercy, etc. Provide a passage with concrete and abstract nouns and let learners identify each category. Have learners use given concrete and abstract nouns in sentences. Reading and Writing Reading and Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Using action Words
  • Demonstrate
    • Differentiate between how the simple past and the present perfect tense forms are used in speech and in writing Distribute a sample story and let learners identify the simple past verbs to observe how they are used in sentences. Working in pairs, learners write their own story using the simple past. Guide learners to do their own editing paying attention to the correct use of the simple past. Follow the same procedure to guide learners to identify uses of the present perfect tense. Have learners compare how the two tenses are different
    • Use the simple past verb form to express past needs, feelings and interest Let learners write on a story. e. g. What happened after school on Monday? Discus the essay topic with learners and use the webbing strategy to help them write on the chosen topic. Learners write individually. Learners exchange their work and edit as teacher guides by focusing on the past verb form and past participle form.. Guide learners to rewrite the essay incorporating the corrections. Let learners write on another topic individually using the past verb form. Reading and Writing Reading and Writing STANDARDS PRACTICES AND
  • Demonstrate
    • Use past perfect in speech and in writing Narrate an event in the past. Discuss the narration and have learners identify sentences that are in the simple past and those in the past perfect. Put learners in groups to write their own narratives on a given topic making use of both simple past and past perfect sentences. Have groups share their work with the class
    • Use singular and plural subjects and the verb forms that go with them. Note: Let learners use the various tenses(simple, present perfect and past perfect) Revise work done on subject-verb agreement and give additional practice. Review the listed tenses. Demonstrate that more than one of these may be used in an essay e.g. the simple present and the simple past as well as simple past and the past perfect. Show samples of texts from their reader and elsewhere. Provide topics for learners to practise with their groups. Reading and Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Using Qualifying Words-Adjectives
  • Demonstrate
    • Use comparative forms of regular and irregular adjectives to make comparisons Show a picture of a family and guide the learners to talk about the people using the positive comparative and superlative forms of adjectives. In groups, learners write a description of the members in each group. Let them edit their work focusing on the use of forms of adjectives appropriately. Learners can add the group picture to their presentation and publish in their class magazine. Learners now write individually by describing the members of their nuclear families demonstrating their knowledge of the positive, comparative and superlative forms. Reading and Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Using Adverbs
  • Demonstrate
    • Use adverbs to express manner Revise verbs and adverbs of place, time and manner. Provide a passage with adverbs of manner. Have learners identify the adverbs and their functions modifying verbs
    • Mercy ate slowly Pair up learners to write short paragraphs using adverbs of manner. Have pairs present their work to the class for feedback. Reading and Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Using Simple Prepositions
  • Apply the
    • Use prepositions to convey a variety of meanings Use prepositions in sentences to convey the following meanings: Position e.g. on Direction e.g. to Time e.g. at Purpose e.g. for Possession e.g. for Comparison e.g. taller than Support or opposition e.g. for you, against you Provide a text and guide learners with examples to identify positions used to show the following meanings. Let learners construct sentences to convey the following uses of prepositions, to show: i. Position she is standing by the car. ii. Direction They went towards the East. iii. Time He left at dawn. iv. Purpose I bought this hoe for weeding my garden. v. Possession The shirt is for Kofi vi. Comparison vii. Support or opposition My views are against his plans. Have learners with a short paragraph containing examples of the prepositions discussed. Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Using Conjunctions
  • Apply the
    • Identify and use conjunctions- because since, so, although to
    • Give reasons
    • Link contrasting ideas
    • Show results Revise simple conjunctions. Provide simple sentences and let learners join them using and, or/nor, but. Introduce because, since, so, although, in context
    • E.g I'm late because I missed the bus. Although Afi is has eye problems, she doesn't wear glasses. He eats well, so he is healthy. Guide learners to discover the functions of these conjunctions. Have them practise using these conjunctions in their own sentences. Provide a passage and have learners identify the conjunctions in the passage. Let learners form sentences and join them with the conjunctions identified. Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Using Simple, Compound and Complex Sentences
  • Apply
    • Identify subjects and predicates in compound sentences Give learners an extract from a comprehension passage. Guide them to identify the simple and compound sentences. Let them identify the subjects and verbs in each compound sentence. Let learners write about an event they had participated in, demonstrating their understanding of subject and predicate sentences. Learners edit to demonstrate their knowledge of subject and predicate
    • Construct compound sentences correctly Review the use of coordinators in sentences. Learners write examples of sentences containing coordinates. Let them write sentences demonstrating their knowledge in subject and predicate. Learners in groups write a narrative exhibiting their knowledge of subject and predicate in compound sentences. Guide them to edit their work and encourage them to share the final products with the class. Reading and Writing
STRAND 5: USING WRITING CONVENTIONS/GRAMMAR USAGE — Spelling
  • Spell words
    • Use phonics knowledge to spell words In groups, learners plan a spelling activity. Each selects a number of words. Learners create a context
    • E.g i. It is eaten on Christmas. ii. It is made of flour, eggs, sugar etc. iii. It is baked. Learners identify the word, say it, spell and use it in a sentence. This is a writing activity that can be done among two groups. The scores are recorded and the champions rewarded
STRAND 6: EXTENSIVE READING — Building the Love and Culture of Reading
  • Read widely
    • Read a variety of age- and level appropriate books and present at least a-three-paragraph summary of each book read Have learners read independently books of their choice during the library period. Learners think-pair-share their stories with peers. Ask each learner to write a-two-three paragraph summary of the book read. Invite individuals to present their work to the class for feedback. BASIC 6 BASIC 6

Basic 6

50 topics
STRAND 1: ORAL LANGUAGE — Songs
  • Relate the central messages in songs to personal
    • Relate the central messages in songs to personal experiences Engage learners to sing some familiar songs from their cultural background. Write lines of songs on chalk board and have learners read through the lines. Demonstrate singing of the songs as learners listen attentively. Guide learners to sing song with stress and rhythm by clapping. Invite learners to sing individually and in groups
    • Compose songs around values discussed Have learners to identify some familiar songs taught. Guide them to sing identified songs with stress and rhythm. Discuss the meaning of the songs and morals they teach. Discuss values in the songs e.g. love, honesty etc. Ensure appropriate vocabulary and expressions are used to discuss the moral values. Put learners into small groups to compose songs around the values Citizenship Citizenship
STRAND 1: ORAL LANGUAGE — Poems
  • Appreciate
    • Relate the central messages of poems to personal experiences Engage learners in reciting some familiar poems. Introduce learners to an eight-line poem on the board. Read/recite the poem clapping/tapping its rhythm. Have learners read lines of the poem ensuring correct pronunciation of words. Let learners take turns to read in groups and individually. Have learners discuss the central message and relate it to their personal experiences
    • Discuss values in poems and talk about the importance of these values in society Engage learners to recite some familiar poems. Discuss the meaning of lines using appropriate expressions and vocabulary of a selected poem. Guide learners with questions to identify some values in the lines recited. Have them relate the values identified to day-to-day living
    • Compose eight-line poems Engage learners to recite some familiar poems. Discuss the process of poem composition and lead learners to write a "class" poem. Have learners work in groups to write some meaningful lines on a given topic. Guide learners to put the lines or sentences together to constitute a meaningful eight-line poem. Have groups recite/perform their poems to the class
STRAND 1: ORAL LANGUAGE — Story Telling
  • Respond to
    • Make connections between texts or stories and personal experiences. Have the learners recall one or two stories read/heard. Tell or read a story to learners. Invite individuals to retell the story sequentially using story map/herring bone strategy. Lead the class to discuss the story and guide them to relate the story to their personal experiences
    • Tell stories around given themes Discuss themes in story telling. Tell a story to learners Guide learners with questions to identify the theme of the story e.g. love, honesty, patriotism, hard work, etc. Based on the example, have learners tell stories around given themes. With examples encourage the use of appropriate vocabulary to depict chosen themes
STRAND 1: ORAL LANGUAGE — Dramatisation and Role Play
  • Appreciate key
    • Dramatize/role-play whole/parts of stories/scenes events Guide learners through discussion to identify some stories/scenes, events etc. Discuss the plot of the chosen story i.e. events at the beginning, middle, and ending. Have learners prepare and dramatise/role-play whole/parts of stories/scene, events). Ensure the role-play/dramatization depicts selected theme. Ensure appropriate vocabulary use as well as correct pronunciation
    • Express personal opinion about moral lessons in sketches Guide learners with questions to identify the structure (beginning, middle and ending) of familiar stories, e.g. Maame Akua at the Market. Lead learners to discuss the plot of the particular story chosen. Guide learners to role-play the story as others listen and observe and relate them to real life situation. Using an example from the story guide learners to identify some moral values. Learners express personal opinions about the moral lessons identified. STANDARDS PRACTICES AND
  • Appreciate key
    • Write plays out of a story and perform them Learners read out a story from textbooks or readers. Through discussion, guide learners to tell the plot of the story. Show a sample, and guide learners to write a play with the story told. Have learners produce the written play around the identified themes and values
    • Justify the central messages in sketches performed Have learner discuss a sketch observed. Learners say what to look for to identify key issues in a sketch. Learners talk about lessons in the sketch. Solving
STRAND 1: ORAL LANGUAGE — Conversation - Talking about Oneself, Family, People, Customs
  • Explore certain
    • Describe/talk about objects/personalities/ events in the country and the world Revise previous discussions on the following: i. Objects objects found in class, at home etc. ii. Dates dates of birth iii. Time various times at school in the day e.g. break time. iv. Names of regions Central, Ashanti, Northern, etc. Lead a discussion on: i. Personalities e.g. role models, MPs, head of institution ii. Event festivals, games, special occasions e.g. Christmas Guide learners to use appropriate vocabulary in the discussion. Encourage learners to ask and answer questions for clarification of other learners' opinions
    • View and listen attentively and for a sustained period, (e.g., look at the person speaking and maintain eye contact) and record the key issues in the discussion Introduce and explain the activity. Demonstrate the activity/show or play it on the tape /video Have groups/pairs converse on given topics as others observe and critique/ask questions for clarification Encourage participants in a conversational to listen attentively and maintain eye contact. Citizenship. Solving STANDARDS INDICATORS AND
  • Use knowledge
    • Listen and view for the entire duration of text/speech/presentation/video etc. Together with learners choose an already read text from their readers. Discuss the text e.g. title, characters, simple literary terms Guide learners to discuss the character traits of some characters and role-play them. Pause to ask learners questions in the process e. g. Do you think the characters said that?
    • Engage in collaborative conversation with unfamiliar audience Sample topics: social issues, social values and manners Show a video of a talk show or introduce a talk show by drawing on learners' background knowledge of such activities on TV. Identify an interesting topic e.g. "Children should not do WhatsApp". Initiate a conversation using questions. Learners take turns to contribute to the conversation. Put learners in groups and let them choose topics for conversation. Go round to ensure learners take turns, use facial expressions appropriately and maintain eye contact when in conversation. STANDARDS PRACTICES AND
  • Use knowledge
    • Demonstrate turn taking in conversation on different topics and follow agreed-upon rules for conversation and express thoughts coherently Through discussion, guide learners to identify some current or recent events. Choose one such event and engage in a model conversation with a learner earlier prepared. Converse on a given topic with a learner as others watch. Let learners, converse in pairs on different topics after the example. Encourage them to follow the rules of conversation. Guide the use of appropriate vocabulary by showing vocabulary cards and indirectly dropping hints of a correct word
    • Ask and answer questions about key details on topics under discussion. Put learners into groups to discuss topics such as "How I spend my holidays; My future career" etc. Encourage learners to ask and answer questions for clarification about key details. Ensure appropriate vocabulary use by dropping hints and showing word cards. Citizenship Citizenship
STRAND 1: ORAL LANGUAGE — Listening Comprehension
  • Use
    • Employ Think Aloud and visualisation strategies to make meaning from level- appropriate texts Have learners listen to teacher-read texts or video/audio Model the visualisation strategy to make meaning from texts heard. Encourage learners to practise constructing meaning from the texts or play
    • Relate the sequence of events (E.g. beginning middle and end)stories/drama/texts Referring to a recently read story, assist learners to identify the sequence of events in the story
    • E.g. The beginning, middle, and ending Groups choose a story read or heard and identify the plot structure and list events at the beginning, middle and at the end
    • Ask relevant questions to improve on understanding of moral lesson in text. Revise the sequence of events in a familiar story/drama/text with learners. Together with learners, identify the characters/the settings and moral lessons in the story/drama/text read. Discuss the roles of characters, setting and the moral values in the text. Ask relevant questions to improve understanding of elements in the texts. Encourage learners to also ask question. Solving PRACTICES AND
  • Use appropriate
    • Use background knowledge to understand and build new knowledge while listening to informational text Present an informational text on a given topic. Use the K and W of KWL strategy to activate learners' background knowledge. Have learners listen to the text In groups, they identify and discuss the main ideas of the text. Have learners listen to the text a second time. In groups, learners share what they have learnt in the text
    • Express own opinions about the details of texts In pairs/groups, learners share the knowledge acquired from details of a story/drama/text heard. Put learners into groups to express personal opinions about details of texts
    • Identify the problems and solutions in texts Ask questions for learners to recall the events and values in stories read. Guide them to analyse these into cause(s) effect(s) and solution(s)
    • Make simple generalizations based on the main ideas and key details of a text Have learners listen to a story and identify the main ideas and key details. Use questions to guide learners to make generalizations based on the main ideas and key details
STRAND 1: ORAL LANGUAGE — Asking and Answering Questions
  • Identify and use
    • Use positive tags, negative tags and auxiliaries in speech Put learners in pairs to ask and answer simple questions in turns. Discuss positive tags (e.g. It is cold, isn't it?) and negative tags e.g. It isn't cold, is it? Demonstrate with learners the usage of positive tags, negative tags and auxiliaries in speech. Pair learners to take turns to practise positive tags, negative tags and auxiliaries in speech
STRAND 1: ORAL LANGUAGE — Giving and Following Commands/ Instructions/Directions
  • Explore the
    • Create and present simple instructions or a manual on how to play a game Give sample instructions on how to play a game Put learners into convenient groups to study and discuss the instructions. Have each group choose a game and create instructions on how to play it. Have learners present their work to the class for feedback. Learners role-play
    • Make and respond to polite requests for help from unfamiliar people Discuss requests e.g. as an act of asking politely or formally for something. Demonstrate making polite requests with two or three learners. Let learners role-play making and responding to polite requests. Guide learners with given situations for them to role-play making and responding to polite requests for help from unfamiliar people
STRAND 1: ORAL LANGUAGE — Presentation
  • Demonstrate
    • Demonstrate awareness of the features of spoken language e.g. the use of modal expressions to convey tentativeness e.g. probably, not too sure etc. Revise important features of spoken language such as contractions and ellipsis (contractions, ellipsis e.g. A: What's your name? B: Esi Let learners identify these features in their readers, story books, etc. Let them engage in pairs and group dialogue on given topics. B6.1.10.1.2.Demonstrate awareness of the differences between spoken and written forms of language (simplicity/complexity of sentence structures, formal/informal) Lead learners to discover differences between spoken and written forms of language. E.g. Formal and informal language: "I can't " vs "I cannot" Create situations for learners to practise both formal and informal forms. B6.1.10.1.3.Demonstrate awareness of how meaning is conveyed through appropriate pace, stress, tone through news reporting Revise how meaning is conveyed through appropriate pace, stress and tone. Model presenting news or have learners watch news presentation. Put learners into groups to discuss pace, stress and tone of news presented. Guide learners to prepare and present news on given topics. Collaboration and Communication Citizenship STANDARDS PRACTICES AND
  • Plan and
    • Speak at a good pace and with expression Demonstrate a model speech: Choose a familiar topic and make a short but moving speech on it. Have learners discuss the speech focusing on its pace and expressiveness. Let learners speak on very short and simple topics using appropriate voice quality. The class comment on the relevant features
    • Read aloud clearly, at a good pace and with expression Give a model reading by reading a short texts aloud. Have pupils read aloud in pairs and in small groups. Let them write and read out short speeches on given topics in groups. Groups may read out their speeches to the class
    • Research and deliver speeches on given informational topics Have learners select topics of interest from informational texts read. Help learners to identify the purpose and audience of sample speeches. Have learners look at pictures or a short video (or look outside from a window with a grown-up) to the library to research and plan their speeches. STANDARDS PRACTICES AND
  • Demonstrate
    • Demonstrate awareness of the features of spoken language e.g. the use of modal expressions to convey tentativeness e.g. probably, not too sure etc. Revise important features of spoken language such as contractions and ellipsis (contractions, ellipsis e.g. A: What's your name? B: Esi Let learners identify these features in their readers, story books, etc. Let them engage in pairs and group dialogue on given topics. B6.1.10.1.2.Demonstrate awareness of the differences between spoken and written forms of language (simplicity/complexity of sentence structures, formal/informal) Lead learners to discover differences between spoken and written forms of language. E.g. Formal and informal language: "I can't " vs "I cannot" Create situations for learners to practise both formal and informal forms. B6.1.10.1.3.Demonstrate awareness of how meaning is conveyed through appropriate pace, stress, tone through news reporting Revise how meaning is conveyed through appropriate pace, stress and tone. Model presenting news or have learners watch news presentation. Put learners into groups to discuss pace, stress and tone of news presented. Guide learners to prepare and present news on given topics. Collaboration and Communication Citizenship STANDARDS PRACTICES AND
  • Plan and
    • Draw on prior knowledge to identify subject matter and organizational structure of speech Help learners to draw on their prior knowledge about speech making. For instance, ensure that learners know the roles of participants, facilitators, advisors and time-keepers in the group. Learners must be conversant with subject matter and the (organizational) structure of their speech. Guide learners to choose their own topics for speech. B6.1.10.3.3.Gather and select facts and ideas from one or multiple print and/ or non-print sources, appropriate to the purpose, audience, context and culture Through discussion, let learners generate ideas and details appropriate to the purpose, audience, context and culture on given topics. Provide model speeches (e.g. downloaded from the internet) for discussion. These will help learners to generate ideas for their speeches. Guide the learners to download important speeches from the internet. Discuss the organizational structure of the speeches with them. STANDARDS PRACTICES AND
  • Plan and
    • Elaborate on points using experiences and feelings Provide topics and lead class discussions to: generate ideas. expand the points with such details such as facts, examples, explanations and personal experiences. Learners repeat the activity in pairs and in groups. B6.1.10.3.7.Speak with confidence before different audiences using appropriate verbal and non-verbal cues to convey meaning Through discussion, explain the need to be able to speak with confidence before an audience. Show video clips of well-known persons delivering speeches for learners to observe and comment on. Let learners practise these in pairs and groups
Strand 2: Reading — Phonics
  • Connect
    • Read words with ending sounds like "sure" as in measure; "ture" as in creature and "tch" as in Stretch Use word games to introduce words with ending sounds like "sure" as in measure; "ture" as in creature and "tch" as in Stretch. Guide learners to play the Pick and Read game to practise reading the target words. Have groups write sentences with the target words and read out the sentences to the class
    • Read ccvcc, cccvc words and multisyllabic words when reading continuous texts. Provide texts having multisyllabic words for regular practise by learners Model the production of the ccvcc and the cccvc words Ask learners to repeat the ccvcc and the cccvc words after you while you check in correct discrepancies in the pronunciation of the words
    • E.g. : ccvcc words - trust, striped etc. cccvc words - scrap, sprite etc. Multisyllabic words - communication, immediate etc
Strand 2: Reading — Word Families, minimal pairs and Common Digraphs
  • Identify
    • Use common minimal pairs to decode words Give examples of minimal pairs Using "think-pair-share", let learners come up with more examples of minimal pairs
    • Use words with digraphs to make meaningful sentences Have learners identify words having specific digraphs and form meaningful sentences with the words
    • E.gs. of digraphs: ch-chair ck-duck ph- phone ng- sting sh- ship qu- queen wh-whale
Strand 2: Reading — Diphthongs
  • Identify and
    • Use words with centering diphthongs ( e.g. / i e, ) to make meaningful sentences In a discussion have learners talk about diphthongs. Give several examples and elicit examples from them. /i/ - fear, ear, near, clear /e/ - prepare, there, stairs // - pure, secure Have learners use words with diphthongs in meaningful sentences
Strand 2: Reading — Blends and Consonant Clusters
  • Identify and
    • Use the spelling-sound correspondences for common consonant digraphs In a discussion talk about digraphs as a whole class, group and in pairs. Have learners try to establish some rules in forming and spelling words having digraphs
    • E.g. ch as in church sh as in shirt gh as in tough Solving
Strand 2: Reading — Vocabulary
  • Understand
    • Use the following terms: compound words, idiom simile, synonym, antonym, pre-fix, suffix, phrasal verb etc. in spoken and written expressions Introduce the terms one at a time using several examples. Let learners identify the terms in the texts and stories they read. Have learners use idioms, similes, compound words, synonyms, antonyms etc. in meaningful sentences
    • Develop a rich vocabulary stock through extensive reading of age-appropriate text; substituting selected nouns verbs and adjectives in a text with synonyms /near synonyms. Have learners regularly play several vocabulary games such as "Word hunt", "Lucky Dip", "I know it", etc. Let them build a portfolio on vocabulary and use them in meaningful sentences. STANDARDS PRACTICES AND
  • Demonstrate
    • Deduce meaning of words from how they relate to one another
    • E.g. Hyponyms fruits apple Meronyms hand finger Meaning from context Explain and demonstrate that the meaning of words can be deduced from other words in its environment
    • Philip is glad He is really happy. Aku is tall but her brother is short. Put learners in groups. Let them read a text and l give the contextual meaning of selected words from the text. Engage learners in activities such as: Matching words with their meanings/synonyms/antonyms. Reading a text and finding replacements for certain words in the text. Using other strategies such as the synonym or antonym tree or synonym or antonym `bingo', have learners build a portfolio of antonyms and synonyms. Meaning from word relationships hyponyms: fruit - apple meronyms: hand - finger Have learners use the vocabulary tree and mother to child to build words using hyponyms and meronyms. STANDARDS PRACTICES AND
  • Use words
    • Recognise how words are formed through compounding Have learners refresh their knowledge on affixes prefixes and suffixes -, acronyms and blending using examples. Learners choose words with given affixes and use them appropriately in sentences. Introduce compound words in context and have learner identify their components. E.g. breakfast = break, fast; classroom = class, room. Put learners into groups to build more compound words. B6.2.6.4.2.Recognise the playful use of words in spoken and written language (jokes, riddles, puns) Introduce these one at a time. Provide and discuss examples. Learners play games with the activity in pairs/groups. B6.2. 6.4.3.Use words suitable for purpose, audience, context and culture in relation to: type of texts (exposition/explanation, persuasive language, argumentative), medium (spoken/written), register (formal/informal) etc. Choose appropriate texts to guide learners identify the key elements in writing. E.g. purpose, audience, setting, characters, etc. Have them role play a simple story to bring out the importance of these elements and their usage. Solving
Strand 2: Reading — Comprehension
  • Process and
    • Construct meaning from texts Select level-appropriate texts for learners. Based on background knowledge and other factors, have learners predict what a text will be about and actively adjust comprehension while reading/viewing or listening. Learners connect their background knowledge to help them make meaning of the text as they read. Assist learners with a variety of questions to make meaning during and after reading the text. Lay emphasis on the need to use the environment of a word to get its meaning
    • Note and recall main ideas in sequence Guide learners to present facts and ideas in a sequential order. You could also adopt other strategies like the SQ3R. SQ3R strategy Have learners: S Survey the text- (learners skim by going through the chapter, note heading/sub-heading and other features. Q Question generate questions about the content of the text. 3R Read read for more information. Recite retrieve information from text. Review go over the main ideas in the text to consolidate understanding Reading STANDARDS PRACTICES AND
  • Apply critical
    • Read level- appropriate texts silently and closely for comprehension Give frequent and regular practice in silent and close reading using the Directed Reading Activity (DRA) strategy
    • Respond to a text with reason, simple judgment and personal interpretations Have learners read a short text. Learners create a mental image from the text read. (This visualization will help bring life to the text for learners to interpret and give their opinion and personal interpretation to the write up). Lead a discussion of each text read with questions. Questions should elicit : Factual information Implied meaning Judgment Evaluation Personal Response Reading STANDARDS PRACTICES AND
  • construct
    • Compare and contrast two or more events in a text Put learners into groups to identify, compare and contrast two or more events within a text or in different texts read or heard. They may also compare and contrast other elements like characters and setting
    • Demonstrate awareness of the structure of texts (e.g. introduction, body, conclusion) Guide learners systematically using given narrative texts to identify the introduction body and conclusion in it. Have learners summarize each of these parts and make a summary of the whole text using their part summaries
    • Determine the contextual meaning of words and phrases. Select a text for reading. Identify words and phrases and systematically, guide learners to work out their meanings in context. Put learners into groups and give each group a set of words and phrases to find their meanings. Each group presents its work
    • Read silently and reasonably for meaning from a level-appropriate text Have learners stop and think about the text and know what to do when meaning is not clear. By setting a target in the text for them. Have them read silently and at a reasonable pace for the meaning from the text. Direct learners' reading with "While Reading" questions. Reading
Strand 2: Reading — Silent Reading
  • construct
    • Find meaning of words as used in context Have learners play vocabulary games that involve meaning and usage of words. E.g. Lucky Dip, Fishing
    • Ask and answer questions based on a passage read Prepare learners adequately before reading activities. E.g. Discussion of background knowledge, title and accompanying pictures of the reading text, prediction. Provide "While-reading" questions. Have learners read the text silently. Assign learners to answer a variety of questions based on the text e.g. factual, inferential and applicative questions
Strand 2: Reading — Fluency
  • Read fluently to
    • Read aloud with expressions that reflect the author's purpose and meaning. Have learners read texts independently paying attention to punctuation marks, words, sentences and paragraphs. Learners use self-correction, word recognition and re-reading strategies to confirm comprehension
Strand 2: Reading — Summarizing
  • Read and
    • Summarize level- appropriate passages/text orally Learners identify the most important ideas and restate them in their own words. Begin from sentences and short paragraphs
    • What did you learn from this text?
    • Write short summary of a level appropriate passage/text read Have learners read the passage. Discuss it briefly with learners. Working in groups, learners write a summary of the passage taking note of the main idea(s). Let learners present their write up for discussion
    • Select main ideas from the passage without examples/illustrations/words in parenthesis. Learners use the sequence order to write down the events that took place in the correct order
Strand 3: Grammar Usage at Word and Phrase Levels — Nouns
  • Apply
    • Identify and use:
    • Proper nouns to refer to organisations/events
    • Count/non-count Singular Plural (regular, irregular) without plural marker Revise all the types of nouns (refer to B1-B5). Provide learners with opportunities to further practise using these nouns
    • E.g a. Learners take their reading books and identify and make a list of these nouns, use them in sentences and present their work to the class for feedback class. b. Use a language drill to help learners do practice activities
    • E.g. Pair Drill for singular/plural nouns Learner "A" gives a noun- mango Learner "B" gives its plural form "mangoes" and uses it in a sentence- I love mangoes. STANDARDS PRACTICES AND
  • Apply
    • E.g. a team of horses, a bevy of ladies, a flock of sheep d. Learners can look for types of nouns using the internet and use them in sentences. Provide further practice activities to build on learners' knowledge on nouns
    • Use "- ing" nouns and noun phrases to refer to activities
    • I enjoy singing I like swimming
  • Apply
    • Identify and use definite and indefinite articles Briefly revise nouns. Learners read/listen to a passage having several nouns. Have them identify the nouns stating their types. Learners identify the nouns noting words that precede them e. g. the, an Select sentences containing nouns and articles and use them to explain the use of the articles "a", "an" and "the" simply. In groups, learners write sentences and underline the articles. B6.3.2. 1.2.Identify and use quantifiers. ordinal first, second etc. Some, few/little etc. No/both, all each/every Another, other Fewer, less, etc. Revise nouns and articles briefly Introduce quantifiers in context. Learners listen to or read a text having several quantifiers. Learners identify the nouns and the words that go with them (quantifiers) Elicit examples from learners. In pairs, one says a sentence containing a qualifier/quantifier and the other identifies the quantifiers. Role(s) are reversed. STANDARDS PRACTICES AND
  • Apply
    • Identify and use possessive pronouns to show possession Revise personal pronouns by having learners identify them in sentences and use them in sentences of their own. Introduce possessive pronouns in context
    • Identify and use demonstratives: this/that these/those -concepts and ideas. Briefly revise nouns and articles by having learners identify them in sentences. Provide a text having the demonstratives with emphasis on the demonstratives (this, that, these, those). Read it out. List the demonstratives and have learners read out and observe the use of the demonstratives in the sentences. Working in small groups, each group writes a number of sentences with each of the demonstratives introduced
Strand 3: Grammar Usage at Word and Phrase Levels — Pronouns
  • Apply
    • Identify and use:
    • Reflexive pronouns to emphasis that an objects of a verb is the same person as the subject e.g. myself, yourself etc
    • Relative pronouns to link ideas or add information to a noun or a noun phrase e.g. which, where, whose etc
    • Reciprocal pronouns e.g. each other, one another Use a text to revise the different pronouns learnt in B1-B5. Introduce reflexive pronouns with examples in sentences. Discuss the reflexive pronouns with learners. Provide a passage and group learners to identify reflexive pronouns, and use the pronouns identified in sentences. Repeat the procedure to teach relative and reciprocal pronouns. Solving
Strand 3: Grammar Usage at Word and Phrase Levels — Adjectives
  • Apply the
    • Use comparatives forms of regular and irregular adjectives to make comparisons
    • E.g. regular: fastest irregular: better Revise the comparatives with learners. Use practical activities to guide learners to change the positive forms of regular adjectives into comparative forms by adding - er
    • Compare the heights of two learners: i. Musah is tall. Safianu is short. ii. Musah is taller than Safianu. Guide learners to form the superlative forms of regular adjectives by adding -est
    • Ali is the tallest Provide a text containing irregular forms of adjectives. Start with those that have different spelling for comparative and superlative
    • E.g. good better best Provide a text for learners to identify the examples. Learners use the irregular forms of adjectives in sentences Assist learners to use the adjectival forms position, more and most much more most intelligent more intelligent most intelligent For each type or form, guide learners with examples to compare classroom objects and things within the vicinity of the school and beyond. Solving Solving
Strand 3: Grammar Usage at Word and Phrase Levels — Verbs
  • Apply the
    • Use different types of verbs Main verb and Helping verb (primary auxiliary and modal auxiliary) Revise verbs generally. Have learners identify verbs in sentences and use them in their own sentences
    • Helping verb (primary auxiliary and modal auxiliary E.g. can might, would, ought, is, are, is, are, was, were). Choose a text (story) and have the learners work in groups to identify the main verbs. Let each group select five of the verbs and use them in sentences. Introduce auxiliaries (primary and modal) in context one at a time. Learners listen to/read a text having several of them. Guide learners with examples to identify and distinguish them from the main verbs and use them in sentences
    • Use appropriate subject-verb agreement (indefinite pronouns, Singular/plural and Collective nouns Revise subject-verb agreement concept learners have learnt in B4 and B5 by writing examples of sentences on the board and discussing them with learners. Have groups of learners discuss and exemplify the following:
    • A singular subject goes with a singular verb
    • A plural subject goes with a plural verb
    • A collective subject goes with singular or plural verb Present a text. Put the class into groups to identify sentences as subjects. Each group presents its work. Conduct suitable drills for learners to have practice. Learners sit in groups to converse on a topic. E.g. "What the people in my family do daily". Solving STANDARDS PRACTICES AND
  • Apply the
    • Use different forms of verbs:
    • Irregular
    • Infinitive to talk about personal activities
    • I asked my friend to read the story
    • Use the simple present form of verbs in sentences: For scheduled future actions. for future possibilities or plans Revise the simple present in context. Present an on-going situation to learners for them to report on it. E.g. A football game/match. Present similar situations for learners to describe using the simple present, in groups. Groups may write and present their work to the class. Use texts/sentences to introduce the use of the simple present for: scheduled future actions
    • The bus leaves early tomorrow future possibilities or plans
    • E.g. If he doesn't come early, we shall go without him
    • Use the simple present form of verbs in sentences: For scheduled future actions. for future possibilities or plans Revise the simple present in context. Present an on-going situation to learners for them to report on it. E.g. A football game/match. Present similar situations for learners to describe using the simple present, in groups. Groups may write and present their work to the class. STANDARDS PRACTICES AND
  • Apply the
    • The bus leaves early tomorrow future possibilities or plans
    • E.g. If he doesn't come early, we shall go without him
    • Use the past continuous form of verbs to talk about actions/events which were going on when a second one took place
    • E.g. We were playing football when the fire broke out
    • Use the imperative form of verb to give warning and express prohibitions
    • Break the glass, and you will pay for it Solving
Strand 3: Grammar Usage at Word and Phrase Levels — Adverbs
  • Apply the
    • Use adverbs to express degree and reason Revise adverbs of time and manner in context: Have learners listen to/ read several sentences containing adverbs of time and manner. Use drills and games to provide practice in using adverbs of time
    • Game: Lucky Dip Drill: Substitution Table Drill Learners sit in groups to discuss issues involving use of adverbs of time. Repeat the procedure to introduce adverbs of degree and reason. e.g. Degree: The shirt is too small for me. You are making so much noise. Reason: I sing because I like singing
Strand 3: Grammar Usage at Word and Phrase Levels — Idiomatic Expressions
  • Understand and
    • Identify, explain and use idiomatic expressions correctly. Revise idiomatic expressions in context to guide learners identify their meanings
Strand 3: Grammar Usage at Word and Phrase Levels — Conjunctions
  • Apply the
    • Identify and use simple conjunctions - so that, when while, if etc. to:
    • Show purpose
    • Express time
    • Condition, etc Revise the coordinating conjunctions and, or, nor, but and subordinating conjunctions by having learners use them sentences. Provide sentences for learners to join them with coordinating and subordinating conjunctions. Provide passages and let learners identify conjunctions. Let them do other activities like filling blanks with suitable conjunctions and using conjunction in their own sentences. Introduce the conjunctions "so that, when, while, if etc" in context
    • E.g. Take a hot bath so that you can sleep well I drank the soup while my mother was in the kitchen. Provide opportunities for learners to use the conjunctions learnt
Strand 3: Grammar Usage at Word and Phrase Levels — Modals
  • Apply the
    • Use modals to express a variety of meanings Revise modal auxiliaries
    • Can: conveys ability
    • May: asks for permission, expresses politeness, possibility
    • Must: obligation or compulsion, necessity
    • Shall/will: prediction, intention, determination etc
    • Could: tentativeness, politeness
    • Would: politeness etc
    • Might: possibility
Strand 3: Grammar Usage at Word and Phrase Levels — Prepositions
  • Apply the
    • Use prepositions to convey a variety of meanings: Time Purpose Possession Comparison e.g. taller than Support or opposition
    • E.g. for you against you Revise prepositions such as those that convey meanings of position, time, direction, possession and comparison. Write examples of sentences to illustrate this. Have learners identify common prepositions (on, in, near, under) in sentences. Let them use these prepositions in sentences. Introduce prepositions that show support or opposition in context. E.g. for you, against you. Let them identify these prepositions in texts they have read e.g. reading passages, stories, etc. Learners now write their own sentences with the prepositions
Strand 3: Grammar Usage at Word and Phrase Levels — Adjective Phrases
  • show
    • Form and use adjective phrases correctly
    • E.g. this is a very beautiful flower Revise adjective in context by having learners identify them in sentences and use them in their own sentences. Introduce the adjective phrase as a grammatical structure with the adjective as head. Note: The adjective phrase can be a single adjective or more
    • A beautiful house, a strong African oven Provide sentences with adjective phrases and let learners identify the adjective phrases. In groups, learners form adjective phrases and use the phrases in sentences. Solving
Strand 3: Grammar Usage at Word and Phrase Levels — Adverb Phrases
  • show
    • Form and use adverb phrases correctly. E.g. He comes to the house everyday Revise adverbs of manner, place and time. Introduce the adverb phrase in context and get learners to understand that an adverb phrase is a grammatical structure that modifies a verb. It is usually a single word or more than a single word. Provide several examples in context for learners to read out. Provide short texts for learners to identify the adverb phrases. Let learners use the adverb phrases in sentences
    • He comes to the house every day Solving
Strand 3: Grammar Usage at Word and Phrase Levels — Direct and Reported Speech
  • show
    • Form and use reported speech appropriately Revision: Provide situations for learners to identify and use them in both present and past tenses. Introduce the direct speech with several examples of sentences
Strand 4: Writing — Penmanship and Handwriting
  • Copy and
    • Write with a legible, fluent and personal handwriting style Have learners select sentences from their readers. As learners observe, demonstrate the activity by writing the sentences in joint script on the board. Have individual learners read out the sentences. Let learners copy the sentences into their exercise books. Have pupils share their work with their partners
    • Write complex sentences clearly and correctly Revise simple and compound sentences. Introduce the complex sentence structure by combining pairs of simple sentences
    • You will come. We will go When you come, we will go. Elicit several such sentences from learners. Put learners into groups to identify complex sentences from texts they have read. Have learners copy complex sentences into their exercise books. Communication Collaboration Solving
Strand 4: Writing — Paragraph Development
  • Develop
    • Choose appropriate ways and modes of writing for a variety of purposes, audience, and contexts, and organise facts, ideas and/ or points of view in a way appropriate to the mode of delivery, using appropriate text features Work with learners to select sample texts from a variety of models of writing from learners' readers and Teacher's resources e.g. newspapers, magazines etc. You may take learners to the library for this exercise. Examples of modes of writing. (a) Process (b) Narrative (c) Descriptive (d) Persuasive (e) Argumentative (f) Letter Note: Present one mode of writing at a time and at different times (in different lessons). Put learners into small groups and assign each group a mode of writing. Have learners study the sample text. Guide them through appropriate questions to identify the: i. Mode of writing/types of essay ii. Purpose iii. Audience Jumble the paragraphs and have learners re-arrange the paragraphs into a coherent piece. iv. Encourage learners to use search engines to search for the different modes of writing they have studied
  • Develop
    • Use key words, phrases or clauses to introduce the main idea in the paragraph. Display a Model Paragraph. Put learners into groups to read the paragraph and identify what the passage is about or the main idea. Have them identify the sentence that contains the main idea. Let the group identify the supporting ideas and what each sentence says about the main idea. Ask each group choose a given topic and write five sentences about the topic. B6.4.6.1.3.Elaborate on, explain and/or justify the main ideas of a paragraph by providing relevant details and examples Display a model paragraph. By way of revision, have learners identify the main idea and supporting ideas. Think-Pair-Share: Have pairs of learners discuss why a main idea in a paragraph needs elaboration, explanation or examples and share their views with peers and the whole class. Give learners a topic sentence for them to elaborate on by providing details (explanation/examples)
  • Develop
    • Use cohesive devices pronoun references repeated key terms or grammatical structures to link ideas in a paragraph. E.g. use connectors to link contrasting ideas. Show results and purpose. Display a sample paragraph. Underline the cohesive devices/transitional words. Have learners read the paragraph and discuss with their peers what the underlined words are doing in the paragraph. Lead them in a general discussion on what the underlined words are and their roles in the paragraph
    • First, second, third, finally, again, also, and, besides further, in the first place, last, likewise, next, then, too. Provide a paragraph and leave out the cohesive devices. Have learners complete the paragraph with appropriate transitional words
Strand 4: Writing — Writing as a Process
  • Develop and
    • Develop ideas into a three-paragraph draft without considering the writing conventions, linking ideas within and across paragraphs with a wider range of cohesive devices, e.g. as a result, on the other hand, however. Put learners into groups to develop their ideas in
    • Into a three- paragraph draft
  • Apply
    • Review, and revise the draft to produce a coherent piece by proposing grammar and vocabulary for improvement. Have learners review their first draft by reading it slowly and critically several times to identify words/expressions that need to be cancelled. Guide learners with the questions below: i. Are your ideas in order and easy to understand? ii. Are all the sentences talking about the main idea of the paragraph? iii. Are all the paragraphs talking about the topic? Have learners read their partners' draft and offer suggestions. Encourage learners to make as many changes as are necessary to improve their drafts. Have learners make a clean draft for publishing
    • Edit/proofread draft, checking capitalization, usage punctuation and spelling
    • Have learners pick up their clean draft (Refer to B5 4.3.1) and check for conventions. E.g. errors in capitalization, punctuation and spelling. Tips for learners: (a) Do my sentences have proper punctuation? E.g. full stop, question mark, exclamation mark. (b) Have I used commas correctly? (c) Do my sentences start with capital letters? (d) Have I capitalized proper nouns? Have learners do peer editing. Have them prepare neat final copies. Guide them to proofread the final copies before publishing
  • Apply strategies
    • Publish writing piece for other peers to read and in the school magazine. Revise writing as a process. Have learners share their writing with their peers classmates and families. Encourage learners to type/copy neatly their writing and submit them for publication in the class magazine, school magazine/notice board. Other places to publish include "The Junior Graphic" or "The Daily Graphic" and other print media
Strand 4: Writing — Narrative Writing
  • Apply strategies
    • Review, and revise the draft to produce a coherent piece by proposing grammar and vocabulary for improvement. Have learners review their first draft by reading it slowly and critically several times to identify words/expressions that need to be cancelled. Guide learners with the questions below: iv. Are your ideas in order and easy to understand? v. Are all the sentences talking about the main idea of the paragraph? vi. Are all the paragraphs talking about the topic? Have learners read their partners' draft and offer suggestions. Encourage learners to make as many changes as are necessary to improve their drafts. Have learners make a clean draft for publishing
  • Narrate
    • Edit/proofread draft, checking capitalization, usage punctuation and spelling
    • Have learners pick up their clean draft (Refer to B5 4.3.1) and check for conventions. E.g. errors in capitalization, punctuation and spelling. Reflective Writing A reflective writing explores who you are now and who you were before now. It focuses on a change you have experienced and reflects on how that change makes you unique. Take learners through the writing process. Then Now chart Then Now Reasons for change Use questions to revise: Prewriting strategy Make a list of how things used to be and how they are now. Tell why they changed. Continue with the rest of the process: Writing, Revising, Editing and Publishing
Strand 4: Writing — Creative/Free Writing
  • Create texts B6.4.11.1.1. Write freely about topics of choice on national
    • Write poems and imaginative narrative stories using ideas from poems and imaginative texts read or viewed Select a narrative text or story to revise the elements of narrative:
    • Characters
    • Setting
    • Plot/storyline
    • Conflict, dialogue Collaboration Communication Solving STANDARDS PRACTICES AND
  • Create texts
    • Create characters
    • Create conflict
    • Establish a setting
    • Plan action and dialogue They write the first draft, revise, edit and publish their writing by following the stages of the writing process. Poems and Plays: Discuss sentences of poems and plays to guide learners through the writing process to define their own poems and plays. Collaboration Communication
Strand 4: Writing — Descriptive Writing
  • Demonstrate
    • Use descriptive words/sound devices/ figurative language to describe events/situations/places/personal experiences and events. Briefly revise the writing process by having learners name the stages and say what happens at each stage. Revise descriptive writing with learners Have learners select a topic e.g. "A Day I will never forget". Provide a sample text. Guide learners to identify the descriptive words and expressions: Discuss the descriptive words and expressions with learners. Put learners into groups and guide them through the writing process to describe events/situations/places of their choice and personal experiences. Focus on the use of:
    • Descriptive (adjectives) words
    • Figurative language e.g. simile metaphor, personification, sound devices Note: Sensory details are experiences through the senses: sight, smell, touch, taste
    • Sensory details (Allow a reader to visualize a person, a place, a thing or an idea). Collaboration Communication
Strand 4: Writing — Argumentative/Persuasive Writing
  • Write
    • Write explanations and examples to support opinions Present a motion to learners. E. g. A lawyer is more important than a doctor. Discuss the meaning and implication of the motion with pupils and invite them to take a stand either for or against the motion. Put learners into two groups: for the motion and against the motion and write down what they think about it. Groups read out their opinions to the class for discussions
    • Introduce claims and support with clear reasons in order of importance and evidence using credible sources and demonstrate understanding of the topic or text. Working in groups, learners provide reasons for the opinions they hold on a topic. Guide groups to provide evidence for the opinions they hold. Have groups present their work for discussions
    • Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Lead learners to discuss appropriate language for arguments e. g. use of adjectives in their various forms. You may read out model argumentative essays to guide learners
    • Establish and maintain a formal style Using models, discuss the basic structure of an argumentative piece:
    • Introduction
    • Reasons for the stand taken
    • Conclusion Have learners in groups to present full compositions using class discussions. Solving STANDARDS PRACTICES AND
  • Write
    • Provide a concluding statement that follows from argument presented and pose a rhetorical question on the topic. Have them go through the writing process to present/state an opinion, explain and justify it so as to persuade the reader to accept the opinion or point of view. Teach the features of a debate e.g. vocatives, taking a stand etc. Put learners in groups and have them select a controversial or debatable topic. Divide the class into two to prepare using the writing process as a guide, and to debate on the topic
Strand 4: Writing — Expository /Informative Writing
  • Write the
    • Write short paragraphs to describe incidents. E.g accidents, fire outbreak. Briefly revise the writing process by having learners recall the stages and explain the features and relevance of each stage. Have learners select a topic and brainstorm to generate ideas. Put them into groups to organise the points for the development of paragraphs. Assign learners to individually develop the points into outlines and then into a draft. Let them do self and peer-editing before finally presenting the final work. Learners present their finished work in groups
    • Write articles on varied topics
Strand 4: Writing — Letter Writing
  • Write
    • Write to friends to express their views on given topics using appropriate letter formats Discuss the features of informal letters with learners. Give examples of formal letters to them and let them talk about the similarities and differences between formal and informal letters. Brainstorm to guide learners generate topics they would want to write on and let each group choose a topic. Learners identify purpose and audience and make a mind map to guide the writing. Each group writes an informal letter and edits it. The letters are passed round the groups for editing
Strand 5: Using Writing Conventions/ Grammar Usage — Using Capitalisation
  • Use capital
    • Follow appropriate mechanical convention Ask individual learners to write a formal letter each on a given topic, paying attention to correct use of capital letters, the full stop, comma, question mark, exclamation mark, quotation marks, apostrophe, hyphen etc
Strand 5: Using Writing Conventions/ Grammar Usage — Using Punctuation
  • Show
    • The comma around a phrase for the modifying of the proceeding noun
    • Quotation marks to indicate direct speech
    • Apostrophe to show plural possession Revise punctuations with learners. Give out samples of relevant texts to groups of learners to identify the punctuation marks used
    • E.g. 1. Kofi, my friend, will help me do my homework 2. I like football," said Ama. 3. This is girls' work. 4. Mary: Kofi, do you like my pen? Kofi: Yes, I do. Write a text on the board, leaving out the punctuation marks. Have the whole class punctuate it. Have them study unpunctuated texts individually for a few minutes and then re-write the texts using appropriate punctuation marks where they have been omitted. Solving
Strand 5: Using Writing Conventions/ Grammar Usage — Using Naming Words/Nouns
  • Apply
    • Identify and use:
    • Proper nouns to refer to organisations/events Count/non-count Singular Plural (regular, irregular) without plural marker Gender Revise all the types of nouns with learners (refer to B1-B5). Provide learners with opportunities to further practice using these nouns
    • E.g a. Learners take their reading books and identify and make a list of these nouns, use them in sentences and present their work to the class for feedback. b. Use language drills and games to help learners to practice
    • E.g. a pair drill for singular/plural nouns Learner "A" gives a noun- mango Learner "B" gives its plural form "mangoes" and uses it in a sentence- I love mangoes. Provide further practice activities to build on learners' knowledge on nouns. STANDARDS PRACTICES AND
  • Apply
    • Use the "-ing" nouns to refer to activities
    • E.g. I enjoy singing I like swimming. B6.5.3.1.4.Identify and use abstract nouns to refer to concepts and ideas. Revise abstract nouns. Have learners identify abstract nouns in texts and use them in sentences e.g. intelligence, knowledge, idea, patience ii. I admire Ama because of her patience. He appears to have a good knowledge of what we are saying
Strand 5: Using Writing Conventions/ Grammar Usage — Using Action Words
  • Demonstrate
    • Differentiate between how the simple past and the present perfect tense forms are used in speech and in writing Revise the simple present and present perfect tenses by using examples and situations. Distribute copies of a sample story and let them identify the simple past verbs, how they are used in sentences and identify modals used. Use this as a guide to let learners write a story using the simple past. Learners in pairs write their own stories making sure they use both tense forms. Prepare a grid containing all that could be needed to guide the pairs to do their own editing paying attention to the correct use both tense. STANDARDS PRACTICES AND
  • Demonstrate
    • Explore the use of the simple past verb form and participle form Let learners write a story. E.g. about what happened after school on Monday. Discuss the essay topic with learners and use the webbing strategy to help them write on the chosen topic. Learners write individually. Learners exchange their work for editing as teacher guides by focusing on the past verb form and participle form. Assist those whose essays are only in the simple past to some in the past participle tense. Learners rewrite their essays incorporating the corrections. Have learners write on another topic individually using the simple past verb form as well as the past participle form. B6.5.4.1.3.Use a range of verb forms in speech and in writing. Guide learners, with examples, to form sentences in the past perfect tense. Learners narrate a short event using the simple past and past perfect tenses. Guide learners with examples to construct sentences using the past perfect form of verbs
    • When you came I had already finished the work STANDARDS PRACTICES AND
  • Demonstrate
    • Apply the use of the singular and plural subject and the verb forms that go with them. E.g. Let children explore the varied usage of the various tenses (simple, present perfect, and past perfect) Learners write on a topic using the simple present, present perfect and past perfect tenses. Discuss the topic with learners contributing with sentences containing the present perfect and past perfect. Let learners write in bits e.g. First start with introduction and guide them to edit. Learners then write a whole essay on a chosen topic individually
Strand 5: Using Writing Conventions/ Grammar Usage — Using Qualifying Words-Adjectives
  • Demonstrate
    • The green house is big. The blue house is bigger but the yellow one is the biggest. Put learners into groups to write short paragraphs containing the three forms of adjectives
Strand 5: Using Writing Conventions/ Grammar Usage — Using Qualifying Words- Adverbs
  • Understand
    • Use adverbs to express degree and reason Revise adverbs of time and manner in context: Have learners listen and read several sentences containing adverbs of time and manner. Use drills and games to provide practice in using adverbs of time
    • Game: Lucky Dip Drill: Substitution Table Drill Learners sit in groups to discuss issues involving use of adverbs of time. Repeat the procedure to introduce adverbs of degree and reason. e.g. Degree: The shirt is too small for me. You are making so much noise. Reason: I sing because I like singing. Have groups construct short paragraphs using such adverbs
Strand 5: Using Writing Conventions/ Grammar Usage — Using Simple Prepositions
  • Apply the
    • Use prepositions to convey a variety of meanings Time Purpose Possession Comparison e.g. taller than Support or opposition for you, against you Revise prepositions such as those that convey meanings of position, time, direction, possession and comparison. Write examples of sentences to illustrate this. Have learners identify common prepositions (on, in, near, under) in sentences. Let them use these prepositions in sentences. Introduce prepositions that show support or opposition in context. E.g. for you, against you. Let them identify these prepositions in texts they have read e.g. reading passages, stories, etc. Learners now write their own sentences with the prepositions
Strand 5: Using Writing Conventions/ Grammar Usage — Using Conjunctions
  • Apply the
    • Identify and use conjunctions - so that, when while, if etc. to: Show purpose - Express time Express condition Revise the use of conjunctions learners have learnt in B4, B5 and B6 Strand 3, Sub-strand 8 and, but, or, nor, so that, when, while, if, unless etc. to express purpose, time, condition etc. Learners write stories on topics of their choice using the conjunctions to link ideas in their sentences. Have learners peer-edit one another's work
Strand 5: Using Writing Conventions/ Grammar Usage — Using Simple, Compound and Compound Sentences
  • Apply
    • Identify subjects and verb in complex sentences Revise nouns and verbs by having learners identify them and use them in sentences. Revise simple subjects and predicates in sentences. Elicit sentences from learners and let them identify the subjects and predicates of their own sentences. Assign pairs of learners to supply extracts from comprehension passages and identify the subjects and predicates of the sentences. Let learners describe an event they had participated in using complex sentences. They edit it to demonstrate their knowledge of subject and predicate
    • Construct complex sentences correctly Review the use of coordinators in sentences. Learners write examples of sentences containing coordinators. Let learners join pairs of simple sentences into compound ones. Introduce complex sentences with several examples Elicit similar sentences from learners Have learners change compound sentences into complex ones. In groups learners study extract of reading passages to identify complex sentences. Solving Creativity and Originality Spelling
Strand 5: Using Writing Conventions/ Grammar Usage — Spelling
  • Spell words
    • Check pieces of literary work for spelling Give learners an extract containing wrongly spelt words. Guide them to correct the spellings. Have learners read a short story and write a continuation of the story
    • Cinderella wore the shoes and she was taken away to marry the prince. Let their story begin from this end. Use a variety of local stories. Each effort is followed by editing focused on spelling. Learners write their stories in groups and as individuals. Guide learners to create additional groups to correct spellings of words. Creativity and Originality Spelling
Strand 6: Extensive Reading — Building the Love and Culture of Reading
  • Read
    • Read and critique a variety of age- and level appropriate books and present a one-page critical commentary based on a set of criteria, on each book read Lead discussion on the importance of reading widely. Have learners read books of their choice independently during the library period. Learners think-pair-share their stories with peers. Ask each learner to write a-two-paragraph summary of the book read. Invite individuals to present their work to the class for feedback. Encourage them to look at pictures or a short video (or look outside from a window with a grown-up) to the local library to read and borrow books. Encourage them to share whatever they read with their mates. and Leadership ENGLISH LANGUAGE SUBJECT PANEL MEMBERS AND REVIEWERS SN NAME ADDRESS/INSTITUTION 1 Dr. Rev. Philip Gborsong (Lead) Department of English, UCC 3. Collins Amoako Classroom Practitioner 4 AmaNarko Marfo Early childhood Dep't, UCC 5 Freda Quao Accra College of Education 7 Faustina Cobson Classroom Practitioner 8 Comfort Dorvlo Accra College of Education 9 Thomas Ntumy Retired, Accra College of Education 10 Alfred Quaittoo Kaneshie Snr.High School REVIEWERS 12 Mr. Simon Tsadidey Retired Educationist 13 Daniel Hammond Centre for Reading And Research, Ghana CURRICULUM ADVISOR 14 Dr. Sam Awuku OPM (Oxford Policy Management) SUPERVISORS
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