G3N
GES · 188 topics

Ghanaian Language

G3N tutors you through the full GES Ghanaian Language syllabus offline — from Strand 1: Oral Language (Listening and Speaking) — Rhymes, Strand 1: Oral Language (Listening and Speaking) — Listening and Story Telling, Strand 1: Oral Language (Listening and Speaking) — Dramatisation and Role Play and more — with adaptive lessons, instant quizzes, flashcards and exam-ready summaries.

Study Ghanaian Language now All GES subjects
Syllabus

What you’ll cover in Ghanaian Language.

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

Basic 1

28 topics
Strand 1: Oral Language (Listening and Speaking) — Rhymes
  • Demonstrate
    • Sing familiar songs of more than six lines and recognise place names heard in the song. Use a recorder to play some popular songs in the community. Ask learners to sing some of the popular songs in the community and dance to it with the gestures they can do Let learners sing and dance to the song. Learners should listen to a song which has names of animals, things and places. Let learners sing and enjoy the song. Let learners mention names of people and animals in the song they have heard
  • Demonstrate an
    • Explore rhymes about seven or more lines and recognise names of places and people heard in the rhyme. Using actions and gestures, teacher explores rhymes for pupils to imitate. Learners explore rhymes accompanied by tapping, clapping and other sound making actions. Ask learner to explore some rhymes they know. Teacher explores rhymes to learners and help them to mention names of things and places heard in the rhymes etc. Write the names of things mentioned on the board and say them aloud Discuss some of the words with the learners
Strand 1: Oral Language (Listening and Speaking) — Listening and Story Telling
  • Exhibit
    • Discuss the characters of the story Show a clip or tell a story to learners. Use questions to elicit names of characters in stories watched or told in class from learners
    • Discuss the events in the story Show a movie/play to learners. Tell or read an interesting story to learners. Discuss the story with the learners by talking about key issues. Encourage learners to retell the actions in the story
    • Role play the story Let learners watch the clip again. Read the story line to the learners and direct them to role play the story
Strand 1: Oral Language (Listening and Speaking) — Dramatisation and Role Play
  • Demonstrate
    • Role play a character in a story Ask a learner to tell a story. Let learners discuss issues in the story told. Direct learners to role play the story
Strand 1: Oral Language (Listening and Speaking) — Conversation
  • Demonstrate
    • Recognise the various categories of people to greet Revise the lesson on greetings. Ask learners to mention the people they greet. Discuss the categories of people in the community and how they are greeted. Demonstrate greetings of people of various categories in class. Assist learners to recognise the various categories of people to greet. E.g. Friends, parents, elders, etc
    • Discuss the correct terms for the various categories of people Discuss with learners, various terms for greeting. Demonstrate greetings of various categories of people using the correct terms. Assist learners to recognise the correct terms of greeting the various categories of people
Strand 1: Oral Language (Listening and Speaking) — Talking about Oneself, Family, People and Places
  • Talk about
    • Describe themselves Put learners into groups and let learners talk about themselves. Call learners individually to talk about themselves to the class. E.g. Their names, age and where they live etc
    • Describe their family Call learners out one by one to stand in front of the class to talk about their mothers, fathers and siblings. Write a few of the said sentences on the board for learners to copy into their books after reading them aloud. E.g. their names, where they live, and where they come from
    • Describe their classmates Describe a friend or colleague to learners. Ask learners to tell you what they heard. Call learners out one by one to stand in front of the class to talk about their classmates. E.g. their names, where they live, and where they come from
Strand 1: Oral Language (Listening and Speaking) — Listening Comprehension
  • Show an
    • Produce what the story is about and answer simple questions on the story Show a movie to learners. Lead learners through discussion to tell them what the story is about. Tell learners an interesting story. Ask learners questions about the story and let them answer. Write some of the key words in the story on the board and some of the answers also on the board. Read them aloud for learners
    • What is the story about? Mention a character in a story
Strand 1: Oral Language (Listening and Speaking) — Asking and Answering Questions
  • Demonstrate
    • Recognise and use the question words "where" and "when". Engage a learner in a conversation using the question word "who" and "what." Let learners also converse in pairs using the question words / tags "who" and "what." Ask learners questions to find out if they can recognise when to use question word. "What?" and "who?". Ask learners to say a sentence each using the question words
    • Recognise how to answer questions on, `who", "what" "where" and" when". Arrange the class in a horse shoe formation and engage learners in a group conversation using the question tags. "who", "what", "where" and "when." Ask learners questions to find out if they can recognise when to use question tags. "what?", "who?", "where" and "when". Ask some learners to write some questions consisting of the question words on the board. Ask another learner to read and identify the question words
Strand 1: Oral Language (Listening and Speaking) — Giving and Following Commands/Instructions
  • Exhibit knowledge of
    • Explain what a command is Write some commands on a flashcard. Lead learners to read the commands on the flashcard. Direct learners to demonstrate the commands they have read. Assist learners to recognise commands. E.g: Stand up! Sit down! etc
    • Respond to four or five commands Revise the commands with learners. Call learners in pairs and let one issue a command while the other does what the command says. Ask learners to tell you the reaction of the other learner when the command was issued. Let learners know why they should obey commands
Strand 1: Oral Language (Listening and Speaking) — Presentation
  • Demonstrate
    • Discuss the times of the day Write the different times of the day on a flashcard. Lead learners to read the different times of the day. Assist learners to recognise and mention the different times of the day. E.g.: morning, afternoon and evening
    • Say the names of the days of the week Write the names of the days of the week on the board. Lead learners to read the names of the days of the week. Assist learners to recognise and mention the names of the days of the week. E.g. Monday, Tuesday, Wednesday, etc
    • Say the time by the hour Ask a learner to tell the time for assembly and for recreation time in the school. Discuss time with the learners using a model clock. Assist learners through discussion to tell time by the hour. E.g.: The time is 1 o'clock. The time is 12 o'clock, etc
STRAND 2: Reading — Pre-Reading Activities
  • Recognise and
    • Say the names of items in the home and the school Show some concrete items to learners and ask learners to mention the names. Write the names of some items in the home and school on a manila card. Lead learners to mention the items on the manila card
    • Recognise and discuss the items in the home and school Draw some items in the home and school on a manila card. Show some concrete items that can be found in home and school. Lead learners to recognise the items by mentioning the names of the items and group them under the following: "School Items" and "Home Items". Lead learners to apply their knowledge on colours, shapes and sizes to discuss the items. For example: School: chairs tables, arm board, pencils, chalk, books, cupboards, chalkboard, etc. Home: cups, plates, bed, mat, shoes, dress, television, radio, spoons etc
    • Demonstrate the uses of the items Learners should mention names of items in the home and school. Display some of the items in the class and call learners one by one to demonstrate how the item is used for. Lead learners through questions and answers to tell what each of the items are used for
STRAND 2: Reading — Print Concept
  • Demonstrate
    • Turn over the pages of a book gently from right to left (handle a book appropriately). Tell learners not to fold a book; that will break the spine. Discuss with learners how to keep the print material neat. For instance, by not writing/ drawing in the book
    • Move fingers across tables and books from left to right (do picture walk) and top to bottom (Handle a book appropriately). Demonstrate how reading is done holding the book appropriately for learners to observe. Learners demonstrate how reading is done holding the book correctly
STRAND 2: Reading — Phonological and Phonemic Awareness
  • Demonstrate
    • Recognise the location of individual sounds in one and two-syllable words (beginning or end). Write the letters of the alphabet on the board. Teach learners the corresponding sounds. Assist learners to recognise the individual sounds in one-syllable and two syllable words. E.g. Go, come, eat, etc. E.g. Paddle, cradle, parrot, carrot, bucket, corner etc
    • Recognise and create rhyming words Write rhyming words on the board. Say them aloud for learners to repeat. Lead learners to create rhyming words with one and two syllable words. Let learners write the rhyming words on the board. Put learners in groups and do creating rhyming words game among the groups
STRAND 2: Reading — Phonics: Letter and Sound Knowledge
  • Show an
    • Blend sounds to produce syllables Write the letters of the alphabet on the board. Say the sounds aloud to learners. Let learners say the sounds of the letters. Lead learners to use the sounds of the letters on the board to produce syllables. Eg: /b/ + /a/ = ba; /t/ + /o/ = to etc
    • Blend syllables to produce simple words Write letters on the board and create some syllables from them. Write the syllables on the board. Lead learners to use the syllables on the board to produce simple words. Say the simple words aloud to learners. E.g: /ba/ + /se/ = base /cry/ + /ing/ = crying
    • Segment syllables and words into sounds and words. Revise sounds and syllables with learners. Write some words on the board and lead learners to segment the words into syllables and sounds. Ask learners to write a word and divide it into syllables and then into the sounds. E.g. Pencil = /pen/ + /sil/, Pen = /p/ + /e/ + /n/, cil = /s/ + /i/ + /l/
  • Demonstrate
    • Listen and say and read words with identical sounds from list of words. Write words with identical sounds on a flashcard. Mention the words for learners to listen. Lead learners to say words with identical sounds from the list of words one by one. Allow learners to write two words with identical sounds and read to the class. Play an audio with identical words in them and talk about the words in the audio. Write words with identical sounds on a flashcard/board. Read the words for learners to listen. Lead learners to read words with identical sounds from the list of words one by one
    • Listen, say and recognise rhyming words in poems Explore a poem. Invite a resource person explore a poem to learners. Learners to listen and say rhyming words in the poems. Write the identified rhyming words on the board. Explain some of the rhyming words
    • Listen and say diagraphs correctly Write list of words that consist of both diagraphs and non-diagraphs on the board. Discuss the words and explain diagraphs to learners. Write some of the diagraphs on a manila card. Example... Read the diagraphs aloud for learners to listen. Call learners one by one to pronounce the diagraphs correctly in words
  • Demonstrate
    • Read two-syllable words Write some two-syllable words on a manila card and display the card on the board. Lead learners to read the words. Call learners one by one to read the two syllable words. Use some of the words to form sentences and ask learners also to form sentences with some of the words
    • Recognise and say consonants in a language Write the consonants on flashcards. Show it to learners and lead them to say the consonants in a group. Call learners one by one to recognise and mention the consonants. Let learners write some consonants in their books
STRAND 2: Reading — Vocabulary (Sight and Content Vocabulary)
  • Show an
    • Match pictures or objects with words Draw some objects on the board and write their names beside them. Lead learners to match pictures or objects with their names. Draw more objects on the board and provide their names. Call learners one by one to match the pictures with the names written
    • Read labelled objects and pictures Draw some objects on the board and write their names under them. Lead learners to read the names written under the pictures. Draw more objects on the board and provide their names. Call learners one by one to read what is written under the pictures
    • Recognise and read simple words on cards Write some simple words on cards and display it on the board. Lead learners to read the words on the card. Call learners one by one to read the words as you point them (the words)
    • Group cards bearing the same words together Use flash cards with words on them. Put learners into groups and charge them to group cards bearing the same words together. NB: Teacher supervises the groups
STRAND 2: Reading — Comprehension
  • Exhibit
    • Answer questions based on pictures Display a large picture on the board. Ask learners questions based on the picture displayed for learners to answer. E.g. What is the colour of the mango? What shape is the watermelon? How many human beings did you see in the picture? etc. Write some of the answers on the board
    • Answer questions based on simple sentences Read short sentences aloud. Lead learners to read the short sentences. Ask questions based on the sentences read for learners to answer
    • Answer questions based on text read by teacher Read a short text aloud. Encourage learners to ask questions based on the text read for their friends to answer. Ask learners questions based on the text you have read for learners to answer
STRAND 2: Reading — Silent Reading
  • Demonstrate
    • Do picture reading Put learners into groups and provide them with a picture book. Encourage learners to discuss the pictures among themselves while you go around to monitor. Call leaders of the various groups to read their pictures to the whole class
    • Read simple sentences about four to five words Write simple sentences made up of four or five words on a card and display it on the board for learners to see. Lead learners to read the sentences as a group. Call learners to read and point to the sentences one by one
STRAND 2: Reading — Fluency
  • Exhibit
    • Blend syllables to form words Revise syllables with learners. Write some syllables on the board and lead learners to read them. Lead learners through discussion to blend the syllables to form words. E.g.: /ba/ + /se/ = base /cry/ + /ing/ = crying
    • Read aloud words and simple sentences using correct pronunciation. Read aloud a text or simple sentences with correct pronunciation. Let learners say the simple sentences after you. Call learners to read the sentences with correct pronunciation of the words in the text and simple sentences
Strand 3: WRITING — Penmanship/Handwriting
  • Make given
    • Control wrist in letter writing and pattern drawing. Using a sand tray, demonstrate to learners the correct way of moving the wrist when writing letters and drawing patterns. Call learners one by one to write the letters and draw patterns in the sand tray while you control them. Make sure they move their wrist correctly
    • Trace given shapes Draw broken lines on papers. Give the papers to learners and lead them to trace the broken lines to form shapes. Let each learner show his/her work to the class and discuss it
    • Write patterns of letters in continuous form Write the letters of the alphabet on a manila card and show it to learners. Lead learners to practice how to write letter patterns in continuous form
    • Model various objects that interest them Provide learners with different objects. Let learners recognise the objects and talk about them. Talk about their uses and where the objects can be found. Lead learners to model various objects that interest them individually
Strand 3: WRITING — Writing Letters-Small and Capital
  • Show an
    • Combine strokes to form shapes Draw strokes of lines on papers. Give the papers to learners and lead them to trace the strokes of lines to form shapes. Let each learner show his/her work to the class and discuss it
    • Write lower and upper-case letters Write the lower and upper case letters on the board. Talk about the letters written on the board. Say the sounds of the letters aloud to the learners. Lead learners to write the lower- and upper-case letters correctly
    • Copy and trace letters and words from given letter cards on the board. Provide learners with letter cards. Lead learners to trace the letters on the cards. Charge learners to write the letters without tracing. NB: Teacher to go around to monitor this activity
    • Trace from a given templates Provide learners with templates with objects drawn on them. Put learners into groups and lead them to trace the objects on the templates
Strand 3: WRITING — Writing Simple Words/Names of People and Places (Proper Nouns) Labelling Items in the Environment/Classroom
  • Show an
    • Combine strokes to form shapes of the letters of the alphabets correctly. Draw strokes on papers and give them to learners. Ask learners to combine the strokes on the papers. Let learners show their work to the class and discuss it with them. Draw the strokes on the board and call learners to combine them to form letters of the alphabet
    • Combine strokes to form shapes of the lower-case letters Draw strokes on papers and give them to learners. Ask learners to combine the strokes on the papers. Let learners show their work to the class and discuss it with them. Draw the strokes on the board and call learners to combine them to form shapes of the lower-case letters
    • Combine strokes to form shapes of the upper-case letters Draw strokes on papers and give them to learners. Ask learners to combine the strokes on the papers. Let learners show their work to the class and discuss it with them. Draw the strokes on the board and call learners to combine them to form shapes of the upper-case letters
    • Copy and trace letters and words from a given letter cards on the board. Provide learners with letter cards. Lead learners to trace the letters on the cards. Guide learners to write the letters without tracing. NB: Teacher to go round to monitor this activity
  • Show an
    • Label and mention items in the classroom/environment Draw some of the items in the classroom and the environment on the board. Ask learners to label the items and tell their uses. Guide learners to mention the items one by one
Strand 3: WRITING — Copying/Writing Simple Sentences with Correct Spacing
  • Exhibit
    • Copy short meaningful sentences with correct spacing Ask a learner to give a simple sentence and write it on the board. Say the sentence aloud. Explore and write a short meaningful sentence on the board with the correct spacing. Let learners copy the short meaningful sentences with correct spacing
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Capitalization)
  • Exhibit knowledge of
    • Learn to write capital letters correctly Write the letters of the alphabet in upper case on cards and show it to learners. Guide learners through modelling to say them. Ask learners to write the capital letters correctly
    • Use capital letters to write names Write names of some objects using capital letters on flashcards. Lead learners to read the words. Let learners use capital letters to write names of the objects correctly
    • Use capital letters to write proper nouns Ask learners to mention their names; write them on the board and discuss with them. Ask them to say what they see about the letters in the names. Write names of persons and places on manila card in capital letters. Guide learners to read the names and discuss the names with them. Let learners use capital letters to write the proper nouns
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Action Words)
  • Show an
    • Write two letter action words Ask learners to mention some action words on the board. List the words on the board and say them loudly for learners. Write two-letter action words on a manila card and show it to learners. Lead learners to read the words. Let learners write some two-letter action words correctly
    • Write three letter action words Write three-letter action words on a manila card and show it to learners. Lead learners to read the words. Let learners write some three-letter action words correctly
    • Write a sentence with an action word correctly Write a simple sentence on the board. The sentence must have an action word already treated. Discuss the action word with learners. Let learners write the sentences with an action word in their exercise books
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Qualifying Words)
  • Demonstrate
    • Recognise adjectives in sentences Show some concrete objects to learners with different colours and size. Discuss the objects with them and ask them to describe the objects. Write down the qualifying words that learners mention on the board. Write group of words on flashcards and show it to learners. Lead learners to read the words and recognise the adjectives in the group of words. Help learners to recognise adjectives
    • Colours: red, yellow, blue, etc Sizes: small, big, etc
    • Recognise comparative words/adjectives in short sentences Write simple sentences on flashcards and show it to learners. Lead learners to read the sentences. Lead learners to recognise the adjectives in the sentences
    • Use comparative words/adjectives in sentences Write the adjectives on a flashcard and show it to learners. Lead them to read the words aloud. Form simple sentences with the adjectives. Ask learners to also use the adjectives to form short sentences
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Postpositions)
  • Exhibit knowledge
    • Use postposition such as in, on, into in context Place some objects at locations in the class and discuss with the learners these locations. Write the postpositions mentioned during the discussion on the board. Write the postpositions on a flashcard/board. Lead learners to read them. Form simple sentences with the postpositions. Let learners form their own sentences with the postpositions
    • Recognise postpositions in short sentences Write the postpositions on a flashcard. Lead learners to read them. Lead learners to recognise postpositions such as in, on, into in short sentences
    • Use other forms of postpositions to form short sentences Write the postpositions on a flashcard. Lead learners to read them. Lead learners to recognise postpositions in short sentences. Let learners form their own sentences with the postpositions
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Spelling)
  • Exhibit knowledge of
    • Write two letter words correctly Write two letter words on flashcards and show it to learners. Lead learners to mention the words. Put learners in groups and do spelling game or competition among the groups. Let learners write the two letter words correctly
    • Write three letter words correctly Ask learners to say some words they know. List the words on the board. Write the three-letter words at one side and say them aloud to learners. Write some of the three-letter words on flashcards and show it to learners. Lead learners to mention the words. Let learners write the three-letter words correctly
    • Fill in blank spaces with simple words Write some words on the board. Lead learners to read the words. Delete some of the letters of the alphabet from the words and let learners fill in the blank spaces created with the correct letter(s). Creativity
Strand 6: Extensive Reading — Building the Love and Culture of Reading
  • Demonstrate
    • Read simple sentences about three to four words Write sentences made up of three or four words on the board. Lead learners to read the sentences. Call learners to read the sentences one by one. Allow other learners to point to the word /sentence as another learner reads
Strand 6: Extensive Reading — Read Aloud With Children
  • Demonstrate
    • Read simple sentences about three to four words Write sentences made up of three or four words on the board. Lead learner to read the sentences. Call learners to read the sentences one by one. Communication BASIC 2 Basic 2

Basic 2

28 topics
Strand 1: Oral Language (Listening and Speaking) — Songs
  • Demonstrate an
    • Sing work and play songs and discuss their importance Revise traditional occupations with learners. Lead learners to sing a popular work song. Introduce a new work and its song. Teach learners the song. Let learners sing the song in groups and individually. Introduce a new play and its song. Lead learners to discuss how the play is performed and the song associated with the play. Let learners sing a popular play song as a group and individually. Discuss the importance of work and play songs with learners
    • Work songs: reduce fatigue, removes boredom, provides enjoyment, allows systematic work, inspires fellow workers to work harder, builds vocabulary etc. Play songs creates unity, develops one's creativity, provides enjoyment and inspiration
  • Demonstrate an
    • Relate types of play songs to everyday activities in their environment. Show a picture of a playground to learners. Lead learners to talk about the picture. Discuss the various traditional plays in the community with learners. Pick one traditional play and teach how it is performed. Teach the song that is sung when playing the game. Let learners sing song again. Put learners into groups to perform the play. E.g. Moonlight play songs etc
    • Look at pictures and learn how to stay safe: water like rivers, ponds and the sea is dangerous to go near alone
Strand 1: Oral Language (Listening and Speaking) — Rhymes
  • Demonstrate
    • Explore rhymes with correct rhythm Ask learners to sing a popular traditional occupational song. Explore a rhyme. Lead learners to learn how to explore the rhyme with correct rhythm. Lead learners to explore the rhyme with gestures. Call learners individually to explore the rhyme with correct rhythm
    • Explore rhymes with problematic sounds Let learners explore a popular rhyme they know. Explore a rhyme made up of sounds that pose problems to learners. Teach learners how the rhyme is explored. Let learners explore rhymes with problematic sounds in groups and in pairs. Lead learners to explore the rhyme with gestures. Let learners explore the rhyme individually with gestures. NB: Please take note of the sounds and correct learners where necessary
Strand 1: Oral Language (Listening and Speaking) — Listening and Story Telling
  • Exhibit knowledge of
    • Retell part of a story Tell or show a clip of an interesting story of not more than ten minutes long to learners. Discuss the clip with learners. Ask learners to retell it
    • Recognise the morals/values in a story Tell an interesting story. Show video of an interesting story. Discuss with learners the morals/values in the story they have heard or watched
    • Dramatise part of the story Let learners watch the video again. Assign roles to them and let them dramatise the first three scenes. Direct learners to dramatise the story
Strand 1: Oral Language (Listening and Speaking) — Dramatisation and Role Play
  • Perform a
    • Dramatise a story a story and discuss key issues and lessons in the sketch Tell or read an interesting story to learners. Lead learners to discuss the story in groups. Call the groups to tell the class their thoughts on the story. Assign roles to learners. Direct learners to dramatise the story. Lead learners through discussions to recognise key issues and lessons in the story
Strand 1: Oral Language (Listening and Speaking) — Conversation
  • Exhibit
    • Discuss occasions to greet and talk about the importance of greetings Ask learners to tell you what they do when they meet a teacher in school in the morning. Demonstrate different greeting to learners. Lead learners through discussions to recognise the various occasions to greet. Pick about three occasions and discuss their greetings with learners. E.g. Festivals, birth, death, etc. Lead learners to discuss the values of greetings. E.g.to show respect, politeness, concern, friendliness, phatic communion, etc
    • Discuss the greetings associated with different occasions Let learners mention some occasions they know. Write the occasions on the board. Write the various occasional greetings on the board and lead learners to connect the occasions with the greetings. Allow learners to practice the greetings in pairs
Strand 1: Oral Language (Listening and Speaking) — Talking about Oneself, Family, People and Places
  • Narrate
    • Narrate an experience at the market Show a picture of a market to learners. Discuss the picture with learners. Discuss what goes on at the market with learners. Ask learners to tell their experiences at the market
    • Narrate an experience at the hospital Show a picture of a hospital to learners. Discuss the picture with learners. Discuss what goes on at the hospital with learners. Ask learners to tell their experience at the hospital
    • Narrate experiences at school Let learners talk about their homes. Show a picture of a school to learners. Let learners talk about the picture. Discuss what goes on at the school with learners. Ask learners to tell their experiences at school
    • Narrate experiences at the church/mosque, palace etc Show a picture of a palace to learners/ look at pictures or a short video (or look outside from a window with a grown-up) to a palace/church. Discuss what goes on at the church or palace with learners. Ask learners to tell their experiences at the church or palace
Strand 1: Oral Language (Listening and Speaking) — Listening Comprehension
  • Show an
    • Recount what a story is about and answer simple questions on the story Revise the lesson on learners' experiences at the market, school and palace. Tell an interesting story or show a movie of a short story. Lead learners to discuss the story or movie. Let learners tell what the story is about. Ask questions based on the story for learners to answer. E.g.: What is the story about? Mention a character in the story. Where did the story take place?
    • Explain the meaning of some key words in the story Write some key words of the story you told. Let learners discuss the meaning of some of the key words contextually
Strand 1: Oral Language (Listening and Speaking) — Asking and Answering Questions
  • Demonstrate knowledge on understanding and answering of questions correctly using question words
    • Recognise and use the question words, "what", "who", "where", "when." Write some questions on a flashcard using the question words "what", "who", "where", "when" and show them to learners. Lead learners to read the questions. Let learners form their own questions using the question words under discussion. Assist learners to recognise when to use question words/tags `what' and `who,'" where" and" when". E.g. What is your age? Who is your mother? Where is your teacher? When will you come?
    • Recognise when to use the question word, "how." Write some questions on flashcards using the question word "how" and show them to learners. Lead learners to read the questions. Let learners form their own questions using the question word under discussion. Assist learners to understand when to use the question word "How"
    • Recognise and use the question word, "why." Write some questions on flashcards and show them to learners. Lead learners to read the questions. Let learners form their own questions using the question word under discussion. Assist learners to recognise when to use the question word "why". Let learners form their own questions using the question word under discussion
  • Demonstrate knowledge on understanding and answering of questions correctly using question words (CONT'D)
    • Answer questions on, `who", "what", "where" and "when." Write questions on flashcards and show them to learners. Call learners individually to read the questions. Let learners understand when to use the question words "who," "what," "where" and "when". Ask learners questions using the question words under discussion and call them to answer the questions (correct learners where necessary)
    • What is your age? Who is your mother? Where is your teacher? When will you come?
Strand 1: Oral Language (Listening and Speaking) — Giving and Following Commands/Instructions
  • Exhibit knowledge
    • Say what a command is Revise the lesson on greetings with learners. Demonstrate command and respond with a learner in class. Discuss what a command is with learners
    • Respond to six to seven commands Call learners in pairs and let one issue a command for the other to respond to the command. E.g. Stand up! Sit down! Keep quiet!
    • Discuss the importance of commands and instructions Write some commands on the board and lead learners to read them. Let learners read the command as a group and then individually. Call a learner to come out and issue a command for the class to respond. Lead learners to recognise the importance of commands and instructions. E.g. to get work done on time; to draw your attention; for safety, peace, success, etc
Strand 1: Oral Language (Listening and Speaking) — Presentation
  • Demonstrate
    • Say the time by the hour Discuss the various times of the day with learners, e.g., morning, afternoon and evening. Show a clock to learners and ask learners to tell you what the clock is used for. Use the clock to assist learners to tell the time by the hour. E.g. The time is 3 o'clock
    • Say the time by half hour Use the clock to assist learners to tell time by half hour. E.g. The time is 2:30pm. The time is 30 minutes past 4 o'clock
    • Recognise the days of the week in chronological order Revise the lesson on telling the time with learners. Write the days of the week on the board and lead learners to mention them. Call learners to mention the names of the days of the week individually. Lead learners to mention and arrange the names of the days of the week in a chronological order. E.g. Monday, Tuesday, etc
Strand 2: Reading — Phonological and Phonemic Awareness
  • Demonstrate
    • Recognise and create words with the same sounds initial and final position. Let learners explore a rhyme. Write some words on the board. Lead learners to mention the words. Call learners to mention the words individually. Assist learners through discussion to recognise and create words with the same sounds in word initial and final positions
Strand 2: Reading — Phonics (Blend and Connect Sounds)
  • Show an understanding
    • Blend syllables to produce simple words Let learners explore a rhyme. Write some syllables on a manila card and show it to learners. Lead learners to read the syllables. Lead learners to blend syllables to produce simple words
    • Use alphabetic knowledge to decode words Revise the letters of the alphabet with learners. Write some words on a manila card and assist learners to use alphabetic knowledge to decode the words
    • Read simple short sentences Write some simple sentences on the board. Lead learners to read the sentences. Call learners to read the simple sentences on the board as a group. Let learners read the sentences individually and correct them where necessary
  • Recognise and read
    • Listen and say words with identical sounds from simple sentences. Write some words on the board and lead learners to read the words. Lead learners to recognise the words with identical sounds among the words you have written. Let learners listen and say words with identical sounds from simple sentences
    • Read simple poems and recognise rhyming words Let learners explore a rhyme. Write a simple poem on the board. Lead learners to explore the poem. Call learners to explore the poem individually. Lead learners to explore the poem again with gestures. Assist learners to read simple poems and lead learners to recognise rhyming words
    • Recognise diagraphs from letters of the alphabet Let learners explore a poem. Write some diagraphs and the letters of the alphabet on the board. Let learners say the letters of the alphabet. Assist learners to recognise diagraphs from the letters of the alphabet
    • Read three-syllable words Let learners say the letters of the alphabet as a group and individually. Write some three-syllable words on the board and lead learners to read them. Call learners one by one to read the words
Strand 2: Reading — Vocabulary
  • Show an
    • Recognise sounds that make up words Revise sounds with learners. Write some words on the board and lead learners to read them. Assist learners to recognise sounds that make up the words
    • Make picture dictionaries Let learners cut pictures of different objects and arrange them in alphabetical order in their books. Lead learners to write the names of the images in the pictures under them
    • Match action words with corresponding pictures Display a picture showing actions of various kinds. Write the actions on the board and lead learners to match the action words with the pictures. Allow learners to do some actions
Strand 2: Reading — Comprehension
  • Exhibit knowledge
    • Interpret meaning of pictures Show learners a picture story. Lead learners through discussions to interpret the pictures
    • Make predictions of what will happen next Discuss the first picture in a story book with learners. Lead learners to brainstorm on what they think would happen in the next pages or pictures in the story. Continue to discuss the other pictures with learners making learners keep predicting what they think will happen next
    • Recognise the titles and authors of books Show books to learners. Help learners recognise titles and authors of the books through discussion
    • Explain simple vocabulary Write some simple words on a card. Let learners pick the cards and mention the words written on it. Pick the cards at random and show it to learners and ask them to mention the words on the card. Lead learners to find the meaning of the words
    • Answer simple questions Read the first paragraph of a short passage to learners aloud. Pause and ask them questions based on the paragraph read. Continue reading and asking questions intermittently until the whole passage is read
Strand 2: Reading — Silent Reading
  • Demonstrate
    • Read four to five sentences consisting of eight to ten words Give learners story books consisting of four to five sentences. Lead learners to read the sentences in the story books. Call learners to read the sentences on individual bases. Let learners tell what they understand from what they have read
Strand 2: Reading — Fluency
  • Exhibit knowledge
    • Read aloud words and sentences about four to five words using correct pronunciation. Share Readers or reading books with sentences of four to five words to learners. Let learners scan through the book to look for new vocabulary. Lead learners to mention the words. Lead the class to read and call learners to read as well using correct pronunciation
STRAND 3: Writing — Penmanship/Handwriting
  • Understand how to
    • Write letters clearly and boldly Write the letters of the alphabet boldly on the board. Lead learners to say the letters of the alphabet aloud. Call learners individually to say the letters of the alphabet aloud. Assist learners to write letters boldly and clearly
    • Write words clearly and boldly Lead learners to say the letters of the alphabet aloud. Call learners individually to say the letters of the alphabet aloud. Write short words boldly on the board. Lead learners to mention the words aloud. Call learners individually to mention the words. Assist learners to write the words boldly and clearly
    • Copy simple sentences clearly and boldly Write simple sentences boldly on the board. Lead learners to read the sentences. Assist learners to write the sentences boldly and clearly
    • Practise saying letters or words that present difficulty to them. Write the letters of the alphabet and simple words on the board. Lead learners to say the words and the letters of the alphabet and call learners to say them one after the other. Let learners keep practicing those they have difficulty with
STRAND 3: Writing — Writing Simple Words/Names of People and Places (Proper Nouns) Labelling Items in the
  • Practise saying words which they have difficulty in pronouncing
    • Show understanding of items in the environment/ classroom
    • Write and practise saying letters they have difficulty with Write the letters of the alphabet and simple words on the board. Lead learners to say the words and the letters of the alphabet and call learners to say them one after the other. Let learners keep practicing those they have difficulty with
    • Write and practice saying words they have difficulty with Write the letters of the alphabet and simple words on the board and lead learners to say them. Call learners to say them one after the other. Let learners keep practicing those they have difficulty with
    • Label and mention items in the classroom and in the school Draw some items in the home and school on a manila card. Let learners use their knowledge on sorting to sort the items into those found in the home and in the school. Lead learners to label and mention items in the classroom and in the school. Point to some items in the class and let learners mention the names and draw and label them
STRAND 3: Writing — Copying/Writing Simple Sentences with Correct Spacing
  • Exhibit knowledge of
    • Write short sentences with correct spacing about objects and pets. Draw objects and pets on a manila card and display it to learners. Lead learners through discussion to mention the things drawn on the card. Use the words to form simple sentences and lead learners to read them aloud. Let learners read the simple sentences aloud individually. Let learners write simple sentences with correct spacing about objects and pets
    • Write short sentences with correct spacing about people and places. Show a picture of people and places to learners. Lead learners to discuss the picture. Use the names of the people and places in the picture to form simple sentences. Lead learners to read the sentences aloud. Let learners read the sentences aloud on their own. Call individual learners to read the sentences. Let learners form their own sentences using the names of people and places in the picture. Let learners write short sentences with correct spacing about the people and places in the drawing
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Capitalization)
  • Exhibit knowledge of
    • Write proper nouns with capital letters Let learners say the letters of the alphabet as a group. Call individual learners to say the letters of the alphabet. Write names of persons and places on manila card in capital letters. Lead learners to read the names and discuss the names with them. Call learners to read the names on their own. Let learners use capital letters to write the proper nouns
    • Use capital letters to start sentences Revise the lesson on the letters of the alphabet with learners. Write simple sentences on the board and ask learners to recognise the first letter in every sentence. Lead learners to read the simple sentences aloud. Call individual learners to read the sentences. Let learners write the sentences making sure that each sentence is started with a capital letter
    • Use capital letters after full stops Revise the lesson on the letters of the alphabet with learners. Write simple sentences on the board and ask learners to recognise the first letter in each sentence. Lead learners to read the simple sentences aloud. Call individual learners to read the sentences. Let learners write the sentences making sure that each sentence is dotted at the end, and another started with a capital letter
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Punctuation)
  • Show an understanding
    • Know what the full stop and the comma are Let learners demonstrate the morning greeting. Write simple sentences that are well punctuated on a card (the sentence should have full stops and comma). Lead learners to read the sentences aloud. Call learners to read aloud the sentences individually. Discus what a full stop is with learners. Discuss what a comma is with learners. Assist learners to tell what full stop and commas are
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Action Words)
  • Show an
    • Write two-letter present tense action words Give a command for learners to respond. Call learners in pairs to demonstrate a command and its response. Write two-letter present tense action words on the board. Lead learners to read the words. Let learners read the action words as a group. Let learners read the action words one after the other. Demonstrate the action words with the class. Let learners write two-letter present tense action words
    • Write three-letter present tense action words Write three-letter present tense action words on the board. Lead learners to read the words. Let learners read the action words as a group. Let learners read the action words one after the other. Demonstrate the action words with the class. Let learners write three-letter present tense action words
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Qualifying Words)
  • Demonstrate
    • Recognise comparative words/adjectives in sentences Write sentences with adjectives underlined on flashcards. Lead learners to read the sentences. Let learners read the sentences on their own and correct them where necessary. Use the flashcards to assist learners to recognise comparative words/adjectives in sentences
    • Use comparative words/adjectives to form short sentence Let learners sing a popular song. Write sentences that show comparison and underline the word that show this on flashcards. Lead learners to read the sentences. Let learners read the sentences on their own and correct them where necessary. Help learners to use adjectives to form comparative words in sentences
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Postpositions)
  • Exhibit knowledge of
    • Write and use some postpositions in sentences Let learners mention some traditional occupations they know. Lead learners to sing songs associated with the traditional occupation. Write sentences with postposition words underlined on flashcards. Call learners individually to pick a card, show it to the class and read the sentence aloud to the class. Use the flashcards to help learners to recognise the postpositions in the sentences and write the postpositions. Let learners use postpositions to form simple sentences
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Simple and Compound Sentences)
  • Exhibit knowledge of
    • Know the structure of a simple sentence Let learners mention names of places and people they know. Write simple sentences on flashcards. Let learners read the sentences on the flashcard. Discuss the various parts of the sentence with learners. Show learners the structure of simple sentences on a card. Lead learners through discussions to recognise the structure of a simple sentence
    • Recognise nouns in simple sentences Let learners mention names of people and places they know. Write simple sentences on flashcards and lead learners to read the sentences. Let learners read the sentences as a group. Call learners to read the sentences individually. Assist learners to recognise nouns in simple sentences
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Spelling)
  • Exhibit knowledge of
    • Fill in blank spaces in simple words Let learners say the letters of the alphabet. Write words on a flashcard. Let learners pick the flashcards in turns and let them mention the word on the card. Lead learners to spell the words as a group and on individual bases. Write the words on the board leaving out some letters. Call learners to fill the blank spaces with the correct letter. Write more words on the board leaving some letters out and call learners to fill the blank spaces with the missing letter. Guide learners to fill in blank spaces in simple words
    • Write four-letter words correctly Let learners say the letters of the alphabet as a group. Call individual learners to say the letters of the alphabet. Write four-letter words on the board. Lead learners to say the words aloud. Let learners say the words on their own. Help learners to write four-letter words correctly
Strand 6: Extensive Reading/Children's Literature/Library — Building the Love and Culture of Reading
  • Demonstrate
    • Read short passages of simple sentences about four to five words. Let learners sing a traditional occupational song they know. Provide learners with reading books (the book should have a short passage according to the number of words prescribed). Lead learners to read the passage in the book. Let learners read the passage in turns. Assist learners to read short passages of simple sentences about four to five words in other parts of the book
Strand 6: Extensive Reading/Children's Literature/Library — Read Aloud With Children
  • Demonstrate
    • Read short passages of simple sentences about five to six words. Let learners sing a traditional occupational song they know. Provide learners with reading books (the book should have a short passage according to the number of words prescribed). Lead learners to read the passage in the book. Let learners read the passage in turns. Assist learners to read short passages of simple sentences about five to six words in other parts of the book. BASIC 3 Basic 3

Basic 3

30 topics
Strand 1: Oral Language (Listening and Speaking) — Songs
  • Demonstrate an
    • Sing songs with the correct rhythms and discuss the meaning and moral values of the song. Let learners sing a familiar occupational song they know. Play familiar traditional songs on a tape/clip for learners to listen. Teach learners the song and let them sing the song alone. Allow learners to sing the song with correct rhythms. Lead learners to brainstorm the meaning of the song. Lead learners through discussion to tell the moral values in the song
Strand 1: Oral Language (Listening and Speaking) — Rhymes
  • Show an
    • Recognise rhyming words Let learners sing a popular play song they know. Read aloud a rhyme to learners. Let learners read aloud the rhyme in turns. Lead learners through discussions to recognise rhyming words in the rhyme
    • Produce own rhyming words Let learners sing a popular work song they know. Write your own rhyme and read it to the learners. Lead learners to read the rhyme in turns. Discuss the skills involved in writing a rhyme with learners. Encourage learners to produce their own rhyming words
Strand 1: Oral Language (Listening and Speaking) — Poems
  • Demonstrate
    • Explore poems and note the words and discuss what the poem is about. Explore poems to learners. As you read the poem, allow them to note words in the poem. Let learners explore poems and take note of the words. Lead learners to explore the poem with gestures. Let learners tell what the poem is about
Strand 1: Oral Language (Listening and Speaking) — Listening and Story Telling
  • Exhibit knowledge of listening to and reading simple and interesting stories
    • Mention some of the key words in a story Revise occupational songs with learners. Tell/show an interesting story. Discuss the story with learners. Help learners to mention some of the key words in the story
    • Mention issues and morals in a story Let learners sing a song they know. Tell/show an interesting story. Discuss the setting of the story with learners. Help learners to mention issues and morals in the stories
    • Dramatise the story Let learners demonstrate an occasional greeting in pairs. Lead learners to sing a popular traditional song. Tell/play an interesting story. Discuss the story with learners. Assign roles to learners. Direct learners to dramatise the story
Strand 1: Oral Language (Listening and Speaking) — Dramatisation and Role Play
  • Perform a sketch of
    • Give details of characters and costumes for a drama Lead learners to sing a song. Tell or read an interesting story to learners. Discuss the story with learners and assign roles to them. Direct learners to role play the story. Lead learners to discuss details of characters and costumes for the drama
    • State opinion and feelings on events and characters in stories. Let learners sing a popular song they know. Tell or read an interesting story to learners. Help the learners to state their opinions and feelings on events and characters in the story
Strand 1: Oral Language (Listening and Speaking) — Conversation
  • Exhibit an
    • Discuss and demonstrate non-verbal forms of greeting Revise greetings with learners. Demonstrate some non-verbal forms of greetings for learners to see. Let learners recognise the various non-verbal forms of greetings. E.g. Handshake, gestures for greeting and nodding of the head. Allow learners to demonstrate the various non-verbal forms of greetings in groups and in pairs
    • Say why we have non-verbal greetings Discuss with learners why we use non-verbal forms to greet
Strand 1: Oral Language (Listening and Speaking) — Talking about Oneself, Family, People and Places
  • Apply the use of
    • Describe one's self using personal pronouns Let learners say the letters of the alphabet. Write some words on the board and lead learners to say the words. Let learners form sentences with the words. Introduce pronoun to learners. Let learners describe themselves using personal pronouns. E.g. I, me, mine
    • Describe the family using the appropriate pronouns Use pronouns to talk about a family. Let learners describe their families using the appropriate pronouns
Strand 1: Oral Language (Listening and Speaking) — Listening Comprehension
  • Show an
    • Recount what the story is about and answer simple questions on the story. Lead learners to sing a song. Tell/show an interesting story. Discuss the story with learners. Lead learners to discuss what the story is about. Ask questions based on the story for learners to answer
    • Explain the meaning of key words and give simple summary of a short text. Lead learners to sing a song. Read a story. Let learners read the story as a group and in turns. Write the key words in the story on the board. Use keywords from the story in different contexts. Let learners also use the key words to form sentences. Allow learners to give contextual meaning of some key words. Give a summary of the text read. Let learners read the text again. Group learners and encourage them to write a simple summary of the short text
Strand 1: Oral Language (Listening and Speaking) — Asking and Answering Questions
  • Demonstrate
    • Answer questions on, `who", "what", "where" and" when" Let learners say the letters of the alphabet. Write the question words on flashcards. Lead learners to read the question words. Use the question words to form questions and lead learners to read. Use the flashcards to assist learners to recognise when to use question words. "what", "who"," where"," when". Let learners form their own questions using the question words discussed
    • Recognise and tell when to use the question words "how" and "why" Let learners say the letters of the alphabet. Write the question words on flashcards. Lead learners to read the question words. Use the question words to form questions and lead learners to read. Use the flashcards to assist learners to recognise when to use question words "how" and "why"
    • Answer and ask `who", "what", "where", "when", "how" and "why" questions. Let learners say the letters of the alphabet. Write the question words on flashcards. Lead learners to read the question words. Use the question words to form questions and lead learners to read. Use the flashcards to assist learners to recognise when to use question words. Write questions using the question words `what', `when and `how' and `why' on the board. Lead learners to read the questions. Let learners read the questions in turns. Help learners to recognise when to use question word "why". Let learners form their own questions using the question word "why."
Strand 1: Oral Language (Listening and Speaking) — Giving and Following Commands/Instructions
  • Exhibit knowledge
    • Understand instructions and carry them out Let learners say the letters of the alphabet. Instruct some learners to issue an instruction for the rest to carry out the instruction. Let learners discuss and understand instructions and carry them out
    • Understand directions and carry them out Let learners say the letters of the alphabet. Direct some learners to a given place in the school. Let learners discuss directions, understand and follow directions
    • Give directions accurately Direct some learners to a given place in the school. Help learners to give directions accurately to that place
Strand 1: Oral Language (Listening and Speaking) — Presentation
  • Demonstrate
    • Say the time by the hour and half hour Show a clock to learners. Discuss the use of a clock with learners. Introduce the hour and minute hands to learners. Discuss the functions of the hour and minutes hands with learners. Help learners to tell time by the hour and half hour. E.g. The time is 9 o'clock. The time is 9:30
    • Say the time by the hour and minutes Show a clock to learners and discuss its function with them. Revise the functions of the hour and minutes hands with learners. Help learners to tell time by the hour and minute. E.g. The time is 9:30. The time is 9:15
Strand 2: Reading — Phonological and Phonemic Awareness
  • Demonstrate
    • Recognise and separate syllables Lead learners to say the letters of the alphabet as a group. Call learners to say the letters of the alphabet in turns. Practice syllable recognition and separation with learners on the board. Allow learners to apply the knowledge to recognise and separate syllables in words
    • Add individual sounds in simple one-syllable words to make up new words. Lead learners to say the letters of the alphabet as a group. Call learners to say the letters of the alphabet in turns. Practice adding individual sounds to one syllabic words. Encourage learners to add sounds to one-syllabic words to form new words on their own. E.g. /ba/ + /g/ = bag /ba/ + /t/ = bat
    • Substitute one sound in two-syllable words to make up new words. Lead learners to say the letters of the alphabet as a group. Call learners to say the letters of the alphabet in turns. Demonstrate adding one sound to two-syllabic words to form new words on the board. Let learners apply the knowledge to substitute one sound in two- syllable words to make up new words. E.g. /table/ -/t/ + /c/ = /cable/ /carrot/ - /c/ + /p/ = /parrot/ /toffee/ -/t/ + /c/=/coffee/
Strand 2: Reading — Phonics: Letter and Sound Knowledge
  • Show an
    • Use alphabetic awareness to decode words Lead learners to say the letters of the alphabet as a group. Call learners to say the letters of the alphabet in turns. Practice alphabetic awareness to decode words on the board for learners to observe. Aid learners to use alphabetic awareness to decode simple words
    • Use alphabetic awareness to decode compound words Let learners say the letters of the alphabet as a group and individually. Practice alphabetic awareness with learners to decode compound words on the board. Assist learners to use alphabetic awareness to decode compound words
    • Read simple short sentences that include compound word Let learners say the letters of the alphabet. Write and read simple short sentences that include compound words on the board. Lead learners to read the sentences aloud. Underline the compound words in the sentences and encourage learners to use the words to form simple short sentences that include compound words
  • Recognise and read
    • Listen and say words with identical sounds from poems Let learners explore a rhyme they know. Read poems to learners. Ask learners to listen attentively and pick words with identical sounds. Let learners say the words with identical sounds from the poem. Let learners use the words to form their own sentences
  • Recognise and read
    • Read poems and recognise rhyming words Let learners explore a rhyme they know. Read or play a poem to learners. Lead learners through discussions to recognise the rhyming words in the poem. Ask learners to explore the poem and recognise rhyming words from the poem
    • Read two-syllable words Let learners say the letters of the alphabet. Form one-syllable words and lead learners to say the words. Join two of the one-syllable words to form a new word on the board. Lead learners to say the words. Assist learners to read two syllable words
    • Read three-syllable words and segment them into syllables Let learners say the letters of the alphabet. Form one-syllable words and lead learners to say the words. Join two of the one-syllable words to form a new word on the board. Lead learners to say the words. Write three-syllable words on flashcards. Show it to the learners to read the words and segment them into syllables
    • Read one-syllable words with consonant clusters Let learners say the letters of the alphabet. Form one-syllable words and lead learners to say the words. Join two of the one-syllable words to form a new word on the board. Read several one-syllable words with consonant clusters to learners. Allow learners to read one syllable words with consonant clusters
Strand 2: Reading — Vocabulary (Sight and Content Vocabulary)
  • Show an understanding
    • Read texts aloud with correct pronunciation and tone Let learners say the letters of the alphabet as a group and then individually. With correct pronunciation and tone read texts aloud. Let learners read texts aloud with correct pronunciation and tone as a group and then individually
    • Play a variety of words and sentence games Revise the lesson on traditional games with learners. Put learners into groups. Let them play a word and sentence game. Allow learners to play with a variety of words and sentence games. Let learners talk about their experiences group by group
Strand 2: Reading — Comprehension
  • Exhibit knowledge
    • Answer questions based on passage read to them Let learners say the letters of the alphabet as a group and then individually. With correct pronunciation and tone read texts aloud. Let learners read the text in turns. Ask questions based on the text read for learners to answer
    • Answer questions based on passage read by learners Let learners say the letters of the alphabet as a group and then individually. Give textbooks to learners. Lead learners to read the text on a given page as a group and individually. Ask questions based on the text they have read for them to answer
Strand 2: Reading — Silent Reading
  • Demonstrate
    • Read longer sentences Let learners say the letters of the alphabet as a group and then individually. Write long sentences on a card. Show the card with the sentences to learners. Read aloud the long sentences. Let learners read longer sentences as a group and the individually
    • Read short passages/text Let learners say the letters of the alphabet as a group and then individually. Write a short passage on a card. Show the card to learners. Read aloud the long passage. Let learners read the short passage as a group and the individually. Ask learners questions based on the short passage read for them to answer
Strand 2: Reading — Fluency
  • Exhibit knowledge by
    • Read short passages about six to ten sentences aloud using correct tone. Let learners say the letters of the alphabet as a group and then individually. Write a short passage about six to ten sentences. Read aloud the short passage about six to ten sentences using correct tone for learners to listen. Lead learners to read the passage. Let learners read aloud the passage as a group and then individually. Ask questions based on the passage read for learners to answer
STRAND 3: Writing — Penmanship/Handwriting
  • Write and practise
    • Write letters and words Let learners say the letters of the alphabet as a group and individually. Write letter and words boldly on the board. Give learners some letters and words to write on their own. Assist learners to write letters and words given them
    • Copy simple sentences boldly and clearly Let learners say the letters of the alphabet as a group and individually. Write simple sentences boldly on the board. Lead learners to read the sentences aloud as a group. Let learners read the sentences aloud in turns. Let learners copy the simple sentences boldly and clearly in their books
STRAND 3: Writing — Writing Simple Words/Names of People and Places (Proper Nouns) Labelling Items
  • Write simple
    • Write simple words/names of people and places Let learners mention names of places and names of their friends. Create people and place names map on a cardboard. Show the map to learners and discuss it with them. Assist learners to write simple words or names of people and places in their books
  • Show understanding
    • Say and label items in the classroom and in the environment. Ask learners to sing a popular song they know. Display some items in the environment in the classroom. Call a learner to lead the class to discuss, recognise and name the items. Draw the items on the board and write their names on a card. Call learners to pick a card and fix it under the item the name written on the card refers to. Mention some items seen in the classroom and ask learners to point at the items mentioned. Let learners mention and label more items in the classroom and in the environment
STRAND 3: Writing — Copying/Writing Simple Sentences with Correct Spacing
  • Exhibit knowledge of
    • Write correct sentences with correct spacing from substitution table. Let learners explore a rhyme they know. Make a substitution table on the board. Lead learners to say aloud the words in the substitution table. Let learners say aloud the words in the substitution table individually. Demonstrate how sentences are formed from a substitution table. Help learners to write correct sentences with correct spacing from the substitution table
    • Use upper case or lower-case letters correctly in sentences with correct spacing. Let learners explore a rhyme they know or say the letters of the alphabet as a group. Create upper and lower-case letters game. Play the game with learners. Let one learner lead the other learners to play the game (supervision is necessary). Write sentences on the board using upper and lower-case letters. Help learners to use upper case or lower-case letters correctly in writing sentences with correct spacing
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Capitalization)
  • Exhibit knowledge of
    • Understand the use of capital letters to write proper nouns. Let learners sing any play song they know. Create a game that helps to use capital letters to write proper nouns. Through the game help learners to understand the use of capital letters to write proper nouns
    • Comprehend the use of capital letters to write sentences. Let learners sing any play song they know. Create a game that helps learners to use capital letters to write sentences. Help learners to understand the use of capital letters to write correct sentences
    • Understand and use capital letters after sentences and full stops. Let a learner lead the class to sing a popular song they know. Tell learners why we use capital letters after sentences and full stops. Help learners to understand the use of capital letters after sentences and full stops using illustrations on the board
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Punctuation)
  • Show an
    • Understand and use full stops and commas Let a learner lead the class to sing a popular song they know. Create a game on the Show an understanding of the use of full stops and commas. Play the game with learners. Help learners to understand the use of full stops and commas
    • Understand the use of full stops at the end of sentences Let the class sing a popular traditional occupational song they know. Create a game on the use of full stops. Play the game with learners and let learners play the game in groups. Help learners to show an understanding of the use of full stops at the end of sentences
    • Recognise and use punctuation marks in sentences Let the class sing a popular traditional occupational song they know. Create a game on the use of punctuation marks. Play the game with learners and let learners play the game in groups. Help learners to recognise and use punctuation marks in sentences
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Action Words)
  • Demonstrate
    • Recognise present continuous action words in sentences Write sentences in continuous action on cardboards. Discuss it with learners. Help learners to recognise present continuous action words in sentences. E.g. going, coming, eating and drinking
    • Write present continuous action words correctly Write present continuous action words on flashcards. Lead learners to say the words as a group and then individually. Use the flashcards to help learners to write present continuous action words in sentences. Give learners some action words and let learners write the present continuous forms. E.g. Sitting, walking, jumping and thinking
    • Use present continuous action words in simple sentences Let learners sing a popular play song they know. Through games help learners to use present continuous action words in sentences. E.g. I am sitting on a chair. I am walking home. Kojo is jumping
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Qualifying Words)
  • Demonstrate
    • Know and use comparative words/adjectives in sentences Let learners say the names of the days of the week. Use simple adjectives to form simple sentences and lead learners to read. Underline the adjectives and discuss the adjectives with learners. Help learners to understand and use adjectives to form simple sentences. E.g. Kofi is taller than Yaw. Ama is smaller than Adwoa
    • Demonstrate knowledge of the use of adverbs Revise the lesson on command and response with learners. Write some action words on a card and lead learners to say the words aloud. Discuss the action words with learners. Use the action words to form sentences (the sentences should have adverbs in them). Through that help learners to understand adverbs and how they are used
    • Recognise adverbs from a group of words Let learners mention some action words they know. Write simple sentences with adverbs on the board/ card. Lead learners to read the sentences. Help learners to recognise adverbs from a group of words. Put learners in groups to write about four adverbs and form sentences with them
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Postpositions)
  • Exhibit knowledge of
    • Recognise postpositions in sentences Let learners mention names of objects in the classroom and the environment. Use postposition to form simple sentences on a card. Lead learners to read the sentences aloud. Let learners read the sentences in turns. Encourage learners to recognise postpositions in sentences. Let learners write the postpositions in their books
    • Explore the use of postpositions such as above and below in sentences. Let learners mention names of objects in the classroom and the environment. Use postposition in simple sentences. Lead learners to explore the use of postpositions such as above and below in sentences. Put learners into groups and let them form a given number of sentences using the postpositions "above" and "below." Let learners read aloud their sentences to the class and discuss the sentences with learners
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Use of Simple and Compound Sentences)
  • Exhibit knowledge
    • Recognise conjunctions in compound sentences Let learners mention names of objects in the classroom and the environment. Use conjunctions to form simple sentences on the board. Call learners to read aloud the sentences. Lead learners to discuss and recognise conjunctions in the sentences. Let learners form their own sentences using a chosen conjunction
    • Use conjunctions to form compound sentences from simple sentences. Let learners mention names of objects in the classroom and the environment. Write compound sentences on the board and lead learners to read the sentences. Lead learners to underline the conjunctions in the sentences. Help learners to use conjunctions to form compound sentences from simple sentences. Put learners into groups and let them form a given number of sentences using conjunctions. Let learners read aloud their sentences to the class and discuss the sentences with learners
  • Exhibit knowledge
    • Use conjunctions such as but and because in forming compound sentences. Let learners mention names of objects in the classroom and the environment. Write compound sentences on the board and lead learners to read the sentences. Help learners to use conjunctions such as, "but" and "because" to form compound sentences. Put learners into groups and let them form a given number of sentences using conjunctions "but" and "because." Let learners read aloud their sentences to the class and discuss the sentences with learners
Strand 5: Writing Conventions/Usage — Integrating Grammar in Written Language (Spelling)
  • Exhibit knowledge
    • Write four and five letter words correctly Let learners say the letters of the alphabet. Write four and five letter words on flashcards. Show the cards to learners and lead them to mention the words. Use the flashcards to encourage learners to write four and five letter words correctly in their books
    • Write five and six letter words correctly Let learners say the letters of the alphabet. Write five and six letter words on flashcards. Show the cards to the learners and lead them to mention the words. Use the flashcards to encourage learners to write five and six letter words correctly in their books
    • Write more than five and six letter words correctly Let learners say the letters of the alphabet. Write five and six letter words on flashcards. Show the cards to learners and lead them to mention the words. Encourage learners write more five and six-letter words correctly in their books. Let learners say the words to the class
Strand 6: Extensive Reading/Children's Literature/ Library — Building the Love and Culture of Reading
  • Demonstrate
    • Read short stories aloud correctly Let learners explore a popular rhyme they know. Read a short story aloud and correctly to learners. Discuss the short story with learners. Call them out one by one to read short stories aloud correctly. Ask them questions based on the story read
Strand 6: Extensive Reading/Children's Literature/ Library — Read Aloud with Children
  • Demonstrate
    • Read short stories aloud correctly Sing a popular song with learners. Read a short story aloud and correctly to learners. Discuss the story with learners and read the story again. Call them out one by one to read short stories aloud correctly. Call learners to read a sentence each from the story
Strand 6: Extensive Reading/Children's Literature/ Library — Reading Short Texts/Poems/Narratives/Short Stories and Respond to Them
  • Exhibit knowledge of
    • Read stories with correct intonation Sing a popular song with learners. Read a story with correct intonation to the class. Lead learners to learn how to read stories with correct intonation. Call learners out one after the other to read the story. Ask questions based on the story read for learners to answer
    • Say the title and author of the book read Discuss with learners where to locate the title and author of a book. Let learners bring out any reading book from the cupboard and lead them to mention the titles and authors of the books they have
    • Discuss and explain the meaning of some words and pictures in the passage. Let learners scan through the reading book and write down the words that are unfamiliar to them. Put learners into groups to compare the words that they have written and come out with one list. Let each group write their words on the board and lead them to pronounce the words as a group and individually. Discuss the meaning of some of the words with learners and encourage them to find the meaning of the other words
    • Answer questions based on a passage read Lead learners to read a passage from the class reader and let learners read the passage as a group and then individually. Ask questions for learners to answer. GHANAIAN LANGUAGE SUBJECT PANEL MEMBERS AND REVIEWERS SN NAME INSTITUTION WRITING PANEL 1 Prof. Charles Owu-Ewie Faculty of Ghanaian Languages, UEW 2 Dr. Emmanuel Amo Ofori Department of Ghanaian Languages and Linguistics, UCC 3 Mr Patrick Wonkyi Faculty of Ghanaian Languages, UEW 4 Dr Kafui Genevieve Ofori Faculty of Ghanaian Languages, UEW 5 Ms Cecilia Tomekyin Faculty of Ghanaian Languages, UEW 6 Mr Mark K. K. Ali Faculty of Ghanaian Languages, UEW 7 Mr Richard Logogye Faculty of Ghanaian Languages, UEW 8 Mrs Henry Afari Twako Faculty of Ghanaian Languages, UEW 9 Mr David Sarpei Nunoo Kaajaano Presby School, La 10 Mr Emmanuel Asubonteng Department of Ghanaian Languages and Linguistics, UCC 11 Mr W. G. Tenkorang S.D.A COE, Asokore 12 Mr Albert Djangmah Faculty of Ghanaian Languages, UEW 13 Mr Alhassan Issahaku Faculty of Ghanaian Languages, UEW 14 Miss Monica Mantebea Dwamena Akenteng SHS REVIEWERS 15 Mr. Simon Tsadidey Retired Educationist 16 Daniel Hammond Centre for Reading and Research, Ghana 17 Dr Yvonne A. A. Ollennu Faculty of Ghanaian Languages, UEW CURRICULUM ADVISOR 18 Dr. Sam Awuku OPM (Oxford Policy Management) SUPERVISORS GRAPHIC DESIGNERS

Basic 4

34 topics
STRAND 1: Oral Language (Listening and Speaking) — SONGS
  • Exhibit
    • Sing and discuss songs connected to traditional occupations and their importance. Let learners sing a familiar traditional song. Show learners a video of a traditional song being performed. Discuss the lyrics of the song with learners. Let learners sing songs connected to the traditional occupation in their locality (Pick one occupation at a time). After watching a video on a performed traditional occupation, allow the learners to discuss some importance of traditional occupation songs. Work songs: reduce fatigue, boredom provides enjoyment allows systematic work, inspires fellow workers to work harder etc
STRAND 1: Oral Language (Listening and Speaking) — Poems
  • Demonstrate knowledge and understanding of selected poems by discussing them
    • Explore the poems about five lines correctly and discuss the moral lessons in the poem. Let learners sing a popular traditional song. Explore a poem to learners. Let them listen and take note of keywords words in the poem. Ask learners to mention the words they heard. Write the words on the board. Lead learners to say the words aloud. Let learners say the words and use them to form their own sentences. Let learners explore the poem correctly. Put learners in groups. Let them discuss the moral lessons in the poems in groups and tell the class
STRAND 1: Oral Language (Listening and Speaking) — Listening and Story Telling
  • Demonstrate knowledge on the structure and features of folktales
    • Retell a folktale about three scenes and recognise its beginning and end and discuss the features of the folktale. Let learners sing a popular song. Play a video of someone telling a folktale. Encourage learners to take note of whatever they see and hear. Teach learners what a folktale is. Call learners individually to retell what they saw and heard in the video. Put learners into groups and ask them to compose a folktale on any topic of their choice. Let learners present their folktales to the class. After watching the video on someone telling a folktale, lead learners to discuss what they saw and heard. Tell learners a folktale. Discuss the beginning and end of the folktale with learners. E.g. Beginning or opening, middle or body and end or conclusion. Let learners discuss the features of the folktale. E.g. People, animals, spirits, tress, river, mountains, etc. It has a moral lesson and is very interesting. It is usually a comedy or tragedy. PRACTICES AND
STRAND 1: Oral Language (Listening and Speaking) — Dramatisation and Role Play
  • Demonstrate an
    • Narrate a story line of a story about five characters and recognise and discuss the characters and setting of the story. Let learners sing any traditional work song they know. Invite a guest teacher to tell a short story made up of five characters. Discuss what a story line is with learners. Lead learners through discussion to find out the story line of the story they have heard. Let learners listen to the story again from the guest teacher. Discuss what a setting and a character is with learners. Allow learners to recognise the characters and setting of the story
    • Perform the drama about five characters Discuss the story that the guest teacher told the class again with learners. Assign roles to them and direct learners to perform the drama. Discuss the performance with learners. The strengths and weaknesses must be emphasized in order to improve on subsequent performances
STRAND 1: Oral Language (Listening and Speaking) — Conversation
  • Talk about
    • Narrate any interesting experiences in life Ask learners to mention some traditional plays they know. Ask learners to sing the songs associated with the plays. Give an account of any interesting experience you have had in life as a teacher. Discuss the narrated experience with learners. Allow learners to also narrate any interesting experience they have had in life
    • Respond/react to other peoples' stories or narratives Let learners narrate their experiences in life (it could be an experience at the hospital, school, home or the playing field). Discuss the experience narrated with learners. Let learners express their views on the experiences narrated. Lead learners to recognise the various positive reactions to other people's experiences
STRAND 1: Oral Language (Listening and Speaking) — Talking about Oneself, Family, People and Places
  • Show an
    • Talk about the environment and recognise and discuss things that destroy the environment. Take a stroll with learners. Tell them to take note of the things they see as you take the stroll. Let learners mention the names of things in their environment. In class, discuss what an environment is with learners. In class, discuss the trip with learners and lead them to recognise some of the actions of man that destroy the environment. Let learners recognise other things that destroy the environment. E.g. Bushfires, erosion, de-forestation, pollutions in various forms, etc
    • Describe how to prevent things that destroy the environment Discuss the actions that destroy the environment again with learners. Group learners and ask them to brainstorm in their various groups on what they think must be done to prevent the destruction of the environment. Let each group present whatever they have written down to the class. Let learners discuss the points raised by their friends and select the major ideas that they bring out (the teacher can add more ways of preventing the destruction of the environment in case the points raised by learners are not very strong). Show learners a video on how to prevent things that destroy the environment. Discuss the video with them. STANDARD
STRAND 1: Oral Language (Listening and Speaking) — Asking and Answering Questions
  • Demonstrate knowledge on understanding and use of polar question
    • Recognise polar question markers Revise the lesson on giving and responding to commands with learners. Call one learner and use the questions and answers strategy to get information from him or her as the rest of the learners listen. Discuss what polar question markers are with learners. markers Lead learners to recognise polar question markers in a group of questions written on the board. Eg. Have you eaten? Yes/No. Are you from this town? Yes/No
    • Recognise anduse polar question markers correctly Let learners come out in pairs. Let one ask a polar question for the other to answer and vice versa (supervise the questioning so that you provide an assistance where necessary). Use question and answer strategy, to get information from one of the learners on the use of polar question markers. Let them recognise polar questions in your question. Lead learners to recognise how to use polar question markers correctly
STRAND 1: Oral Language (Listening and Speaking) — Giving and Following Commands/Instructions
  • Exhibit
    • Recognise landmarks in your area and use them to give directions Revise the lesson on the environment with learners. Show learners map of Ghana with the landmarks very visible. Discuss the map with learners telling them what a landmark is and how to recognise the landmarks. Let the learners mention some of the popular landmarks they see on the map. Let learners recognise landmarks in their locality. Let learners mention some of the popular landmarks they know ones again. Use the landmarks to give directions. Let learners use landmarks on the school compound to give directions to specific places in the school. Let learners use landmarks to give directions to key places in the locality. STANDARD
STRAND 1: Oral Language (Listening and Speaking) — Presentation
  • Demonstrate knowledge and understanding of the names and sequence of days of the week and months of the year
    • Say the time by hour, half hour and minutes Revise the lesson on telling the time with learners. Show a wall clock to learners. Discuss the various parts of the clock with learners (i.e. numbers, hour hand, minute hand and the second hand). Use the clock to teach the time by hour. Place the hour and minutes hand properly on the numbers and call learners to tell the time by hour. Use the clock to tell the time by hour, half an hour and in minutes. Let learners tell time by hour, half hour, and minutes. Lead learners to know when to write the time with "am" and "pm"(am for morning and pm for afternoon till eleven in the night). E.g. The time is 6 o'clock. The time is 7:30am. The time is 7:12pm
    • Say the names of the week in sequence Let learners say the letters of the alphabet. Create a game with the names of the days in a week. Play the game with learners in the classroom. Let learners mention the names of the week in sequence and use the names of the days of the week to form simple sentences. Write the names of the days of the week on the board and lead learners to mention them. Let learners say the names of the days of the week in turns. E.g. Sunday, Monday, Tuesday etc. B4.1.11. 1.3 Say the names of the months in sequence. Create a game with the names of the months of the year. Play the game with learners in the classroom. Help learners to mention the names of the months in sequence. Let learners form sentences with the names of the months of the year. E.g. January, February, March, April, etc
STRAND 2:Reading — Phonics: Letter Sound Knowledge
  • Demonstrate knowledge in listening and pronouncing words with identical sounds from a list of words
    • Read and recognise sounds at word initial Let learners say the letters of the alphabet as a group and then individually. Write a number of words on the board. Lead learners to say the words as a group and then individually. Let learners use the knowledge they have on letters and sounds and sorting to group words with the same initial sounds together in a group. Let learners show their works to another group. Through this, help learners read and recognise sounds at word initial
    • Read and recognise diagraphs in sentences Let learners say the letters of the alphabet as a group and individually. Write a number of sentences on the board. Lead learners to read the sentences as a group and individually. Lead learners to recognise the diagraphs in the sentences. Let learners read the diagraphs in the words that are in sentences
    • Blend two-syllables to form words Revise the lesson on syllables with learners. Write two syllable words on the board and help learners to read them. Put learners into groups and ask them to form as many words as they can by blending two-syllable words and mention their words to the class
    • Recognise and read consonant clusters in sentences Let learners say the letters of the alphabet. Write words with consonant clusters in them (where applicable) and lead learners to say the words as a group and individually. Use words formed with consonant clusters to form sentences on the board and lead learners to read the sentences. Let learners read the sentences and as they read, lead them to recognise the consonant clusters in the sentences and write them down. STANDARD
STRAND 2:Reading — Vocabulary (Sight and content vocabulary)
  • Show an
    • Find meanings of unfamiliar words from context Read aloud the passage again. Mention some words and write them on the board. Lead learners to find the meaning of the words in context. Let learners find the meanings of more unfamiliar words in context
    • Find meanings of figurative expressions Read a passage aloud. Write the figurative expressions in the passage on the board. Lead learners through discussions to find the meanings of the figurative expressions. Let learners find the meanings of more figurative expressions. STANDARD PRACTICES AND
STRAND 2:Reading — Comprehension
  • Exhibit
    • 1 Explain the meanings of unfamiliar words Let learners sing a song they know. Read aloud a passage. Read the passage again while learners repeat after you. Let learners read the passage as a group and individually. Let learners read a paragraph of the passage in turns. Ask learners to mention unfamiliar words they see in the passage and write the words on the board. Discuss the words with learners to get the meanings of the words. Group learners and let them find the meanings of given unfamiliar words. Let learners explain the meanings of unfamiliar words
    • Explain the meanings of figurative expressions Read aloud a passage. Write the figurative expressions in the passage on the board. Lead learners to read the figurative expressions as a group and individually. Lead learners through discussion to find the meanings of the figurative expressions. Let learners find the meanings of more figurative expressions
    • Answer factual questions Let learners read the passage again in turns. Call a learner to ask a question based on the passage read for the other learners to answer. Ask questions for learners to answer. STANDARD
STRAND 2:Reading — Silent Reading
  • Demonstrate in knowledge on reading for comprehension
    • Explain the meanings of unfamiliar words in a text Lead learners to sing a song. Read a passage silently. Ask learners to recognise and write unfamiliar words down. Let learners mention the words to the class. Write the words on the board and group learners to find the meanings of the given words. In groups, let the learners explain the meanings of the unfamiliar words in a text among themselves
    • Explain the meanings of figurative expressions in a text Read a passage. Write the figurative expressions in the passage on the board. Lead learners to read the figurative expressions as a group and individually. Lead learners through discussion to find the meanings of the figurative expressions. Let learners find the meanings of more figurative expressions
    • Answer questions on a passage Let learners read the passage again in turns. Call a learner to ask questions based on the passage read for the other learners to answer. Ask questions for learners to answer. STANDARD
STRAND 2:Reading — Fluency
  • Exhibit
    • Read short passages observing punctuations Give learners short passages to read in silently. Call learners to read the passage in turns (correct learners where necessary). As they read, let them observe the punctuations in the passage. STANDARD PRACTICES AND
STRAND 2:Reading — Summarising
  • Show an
    • Select topic sentences in paragraphs Let learners sing a traditional occupational song. Let learners read a number of paragraphs from a book. Lead learners to discuss what a topic sentence is. Lead learners to recognise some topic sentences in the passage they have read. Let learners continue with the reading of the passage and write down the topic sentences in each paragraph read. Let learners compare their topic sentences in their groups. Let learners compare their final group works to those of other groups. Discuss their findings with them
  • 2 Give titles to passages
    • Read about 125 to 150 words per minute Give learners a passage to read (the passage should be about 125 to 150 words to be read in a minute.) Group learners and let them play a reading game at 120 words or more per minute
STRAND 3: Writing — Penmanship/Handwriting
  • Exhibit
    • Recognise that, full stop is used at the end of a complete sentence Write a number of sentences on a cardboard. Use full stops at the end of each sentence you write. Lead learners to read the sentences as a group and in turns. Ask learners to tell you the punctuation marks they see at the end of the sentences and tell them that the full stop is used at the end of a complete sentence. Write more sentences on the board without full stops and ask learners to use the full stop to punctuate them
    • Recognise that a comma is used to separate a list of items. It serves as a pause in sentences and speech. Draw some items on a cardboard. Call learners to mention the names of the items you have drawn on the board and write the names down horizontally. Use commas to separate the items you have written. Let learners recognise that a comma is used to separate a list of items in a row. Let learners also know that the comma serves as a pause in sentences and speech as well (show an example of this in a passage). Group learners and assign a leader. Let learners mention names of items for the group leader to write. Let the group now separate the items with a comma and show their work to other groups and discuss their findings
    • Recognise that a question mark is used at the end of a question Revise command and response with learners. Write some questions on a cardboard. Lead learners to read the questions. Use question marks at the end of each of the questions. Let students read the questions again in turns. Let learners recognise that question marks are used at the end of a question. Write more questions on the board and call learners to come out to punctuate them using the question mark
    • Write simple sentences Put learners into groups and help them to write simple sentences on their own as you monitor. Let each group write one of their sentences on the board. Discuss the sentences they have written with them to see if it is a statement or a question
STRAND 4: Composition Writing — Narrative Writing
  • Show an
    • Demonstrate the use of commas in narrative writing Revise the lesson on the use of commas with learners. Discuss what a narrative writing is with learners. Group learners and ask them to write a short narrative essay. Let the groups read their essays to the class for the class to discuss (the discussion should focus on the parts in the essay that learners think a comma had been used or left out)
    • Write sentences using full stops effectively Revise the lesson on the use of the full stop as a punctuation mark with learners. Write a number of sentences on a cardboard. Use full stops at the end of each sentence you write. Show the cardboard to learners and call them to read the sentences individually. Help learners recognise that full stop is used at the end of a complete sentence. Allow learners to construct some sentences in groups. Let them show their sentences to the class and discuss the sentences with the class
    • Recognise and use the question marks appropriately in narrative writing Give learners a narrative writing that has question marks used in the right way. Let learners read aloud the narrative writing in turns. As they read, let them take note of how question marks have been used. Let them recognise and use the question marks appropriately in narrative writing. Allow learners to read with the correct intonation. Write a four sentence paragraph on the board and allow learners to put the question marks at the appropriate positions. STANDARD
STRAND 4: Composition Writing — Creative/ Free Writing
  • Show an
    • Write a one paragraph story describing a past event Let learners sing a popular traditional song they know. Share the class Readers/Reading books to learners and ask them to open to a page where there is a passage made up more than one paragraph. Lead learners to read the passage. Use the passage to assist learners to recognise a paragraph. Narrate a past event to learners and put them into groups to write a one paragraph story describing the event narrated to them
    • Create a scene and write a short story on it Show learners a short video. In groups, let learners discuss the scenes they saw in the movie. Let learners write a short story on the scene they saw and read their story to the class. Discuss their stories with them. STANDARD
STRAND 4: Composition Writing — Descriptive Writing
  • Exhibit the
    • Describe pictures using controlled composition Let learners mention some landmarks in the locality. Show learners a number of pictures. Let learners pick any of the displayed pictures and describe it. Using the controlled composition approach, let learners describe a picture
    • Give a description of a building or a structure using controlled composition. Let learners mention some traditional occupations they know. Write the points you will use to describe a building or structure on the board and lead learners to read them. Describe the building you live in to learners using the points you have written on the board. Let learners also give a description of buildings or a structure using the points on the board
    • Describe objects within the environment on their own Let learners mention some things in the environment. Show a couple of objects to learners. Use some words to describe the objects. Encourage learners to describe objects within the environment on their own. STANDARD
STRAND 4: Composition Writing — Persuasive Writing
  • Exhibit
    • Write a persuasive essay on cleanliness using controlled composition Let learners mention some actions that destroy the environment. Discuss cleanliness with learners. Allow the learners to talk with each other about cleanliness. Let learners write a persuasive essay on cleanliness using controlled composition
    • Compose a persuasive essay based on a picture description Let learners mention some actions that destroy the environment. Show learners some pictures. Let learners describe the picture. Lead learners to compose a persuasive essay based on a picture description
    • Write a persuasive essay on responsibility Let learners mention the names of their parents and friends. Let learners tell you what they think are the responsibilities of their parents (you can touch on the responsibilities of other people as well). Write a model persuasive essay with learners on the board. Let learners write a persuasive essay on responsibility. STANDARD
STRAND 4: Composition Writing — Argumentative Writing
  • Show an
    • Understand the process in writing good argumentative essays Raise an issue and ask learners to tell you what they think about it. Discuss what an argumentative writing is with learners. Discuss the process of writing a good argumentative essay. Group learners and let them write an argumentative essay on a given topic. Let learners read their essays to the class and discuss the essays with learners
    • Write simple argumentative essays Write a model argumentative essay with learners on the board. Help learners to write simple argumentative essays in groups. Let learners exchange their works. Let group leaders read the essay on behalf of the group. Discuss their essays with them
    • Write a simple argumentative essay on a given topic Write a model argumentative essay with learners. Help learners to write a simple argumentative essay on a given topic. Allow learners to write argumentative essay on a given topic in groups
STRAND 4: Composition Writing — Informative/Academic Writing
  • Show an
    • Write about personal experiences of the day Narrate an experience you have had in life to learners. Let learners also narrate an experience they have had in life before. Let learners narrate an experience they have had in the day. Help learners to write personal experience of the day
    • Write picture events Let learners mention some things in the classroom. Let learners cut out pictures from magazines. Let them create a picture book. With their own picture book, help learners to write picture events
    • Edit your writing Give learners a topic. Let learners write their own passage on the topic. Let learners do peer editing of their own writings. STANDARD
STRAND 4: Composition Writing — Literary Writing
  • Demonstrate knowledge of writing poems, prose and plays
    • Comprehend the process in writing poems, prose, and plays Let learners sing a song they know. Discuss with learners some features of plays, prose and poems. Through discussion, encourage learners to comprehend the process in writing poems, prose and plays
    • Compose short poems using controlled composition Let learners explore a rhyme they know. Use a controlled composition to write a short poem on the board. Let learners explore the poem with gestures. In groups let learners compose short poems using controlled composition
    • Create short plays and stories using controlled composition Let learners sing a familiar traditional song they know. Use a controlled composition to create a short story or play with learners. Put them in pairs and let them create short plays and stories using controlled composition
STRAND 4: Composition Writing — Letter Writing
  • Exhibit
    • Discuss the process in writing good informal letters Let learners say the letters of the alphabet. Discuss with learners what an informal letter is. Discuss with learners the process of writing a good informal letter. Let them comprehend the process in writing good informal letters. Discuss features of informal letters
    • Write informal letters using controlled composition Write an informal letter on the board and lead learners to discuss it. Let learners read the letter as a group and then individually. Using the letter on the board as a guide let learners write an informal letter
    • Write good informal letters Let learners say the letters of the alphabet. Give learners a topic and let them write an informal letter on the topic in groups. Let the groups present their essays to the class. Let learners write an informal letter on their own
STRAND 5 : Writing Conventions/ Usage — Integrating Grammar in Written Language (Capitalization)
  • Exhibit
    • Begin sentences with capital letters Let learners write their names on a paper and show it to the class. Create a game about using a capital letter to begin a sentence. Play the game with learners. Write the sentences on the board and let learners read the sentences. Encourage learners to begin sentences with capital letters
    • Use capital letters after full stops Create a game about using a capital letter after a full stop. Play the game with learners. Let learners use capital letters after full stops
    • Demonstrate an understanding of the use of capital letters after colons. Create a game about using a capital letter after a colon. Play the game with learners. Help learners to understand the use of capital letters after a colon. Encourage learners to use capital letters to begin a sentence after a colon
STRAND 5 : Writing Conventions/ Usage — Integrating Grammar in Written Language (Punctuation)
  • Demonstrate an understanding on the use of punctuation marks appropriately in writing sentences
    • Demonstrate the use of commas Use commas in sentences on the board. Let learners demonstrate the use of commas by writing sentences in groups. Let learners show their work to the class and discuss it with them
    • Write sentences using full stops appropriately Write sentences on cardboards and show it to learners. Let learners read the sentences as a group. Call learners to put the full stop at the right positions in the sentences. Let learners write sentences using full stops effectively
    • Recognise and use the question marks appropriately in writing Write questions on the board using question marks appropriately. Encourage learners to recognize and use the question marks appropriately in writing. Write a piece on the board and call learners to put in the correct punctuations. STANDARD
STRAND 5 : Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of action words)
  • Demonstrate knowledge on recognition and use of action words
    • Write past tense action words Revise the lesson on commands with learners. Write sentences using past action words. Lead learners to recognise the present tense action words in the sentences. Let learners write past tense action words on their own
    • Recognise past tense action words in short sentences Use past tense action words to write short sentences on the board. Call learners to read the sentences. Help learners to recognise past tense action words in the short sentences. Allow learners to narrate what they did yesterday. Let learners recognise the past tense action words in the narration
    • Use past tense action words in short sentences With the learners' contribution use past tense action words to write short sentences on the board. Let learners read the sentences on the board. Lead learners to recognise the past tense action words in the sentences. Let learners use past tense action words in short sentences on their own and read aloud for other learners to recognise the past tense action word. Let learners use the past tense action words to form sentences. STANDARD
STRAND 5 : Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of qualifying words)
  • Demonstrate knowledge on the use of adjectives and adverbs
    • Recognise the positive comparative words and superlative words of regular adjectives. Let learners sing a familiar song. In pairs, let learners compare their heights, sizes, nature, etc. Help learners to recognise the words that are used to express comparative and superlative forms
    • Differentiate between comparative and superlative words/adjectives In pairs, let learners differentiate between the comparative and superlative words/adjectives. E.g. Better, best more beautiful, most beautiful
    • Use comparative and superlative words/adjectives in sentences In groups let learners use comparative and superlative words/adjectives in sentences. Assist learners to recognise comparative and superlative words/adjectives in sentences. Let learners use these words to form sentences: more beautiful, most beautiful, e.g. Kofi is a better keeper but Ama is the best keeper
    • Demonstrate the use of comparative and superlative adverbs /words Let learners demonstrate the use of comparative and superlative words individually in class. E.g. better, best more beautiful, most beautiful. STANDARD
STRAND 5 : Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of postpositions)
  • Demonstrate knowledge in the use of postpositions
    • Explore the use of other postpositions such as below and under in sentences. Let learners explore a poem. Illustrate by putting an object above, below, etc. for learners to discuss where the object is. Use postpositions to write phrases and sentences. Guide learners to read the phrases and sentences as a group. Guide learners to explore the use of other postpositions such as below and under in sentences
    • Recognise and use other postpositions in sentences Use postpositions to write phrases and sentences on the board. Let learners read the sentences as a group and in pairs. Let learners recognise postpositions in sentences. Let learners form sentences using the postpositions
    • Demonstrate the use of postpositions such as below and under in context. Write phrases and sentences leaving out the postpositions. Let learners fill them with the correct postpositions. Help learners to demonstrate the use of postpositions such as below and under in context. Let learners form sentences using the postpositions discussed. STANDARD
STRAND 5 : Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of simple and compound sentences)
  • Exhibit
    • Form compound sentences from simple sentences Let learners form simple sentences. Let them read the sentences as a group. Use simple sentences to form compound sentences on the board. In groups, let learners form compound sentences from simple sentences. Let learners present their sentences to the class
    • Exhibit knowledge of different types of conjunctions in writing Let learners form simple sentences and read them to the class. Discuss conjunctions with learners. Write some conjunctions on the board and lead learners to say them. Use different types of conjunctions to form sentences. Let learners form sentences using the conjunctions. Let learners understand different types of conjunctions in writing
    • Form compound sentences with conjunctions Use different types of conjunctions to form sentences. In pairs, let learners form compound sentences with conjunctions and read their sentences to the class. STANDARD
STRAND 5 : Writing Conventions/ Usage — Integrating Grammar in Written Language (spelling)
  • Exhibit
    • Write seven and eight letter words correctly Let learners say the letters of the alphabet. Introduce learners to vocabulary words in a passage. Help learners to write seven and eight letter words correctly
    • Fill in missing letters from words Write some words on the board and lead learners to mention the words. Let learners mention and spell the words as a group. Call learners to mention the words individually. Introduce learners to words that have missing letters. Let students to fill in missing letters from words
    • Fill in missing words from a short passage Let learners narrate a short story they have heard before. Share the class Readers or Reading books to the learners and lead them to read a passage. Write the first paragraph of the passage on the board taking out some words. Let learners fill in missing the words from short passage
    • Write dictated short passages Let learners sing a familiar work song. Write some words on the board and lead learners to pronounce the words. Let learners pronounce the words individually. Introduce learners to a short passage and lead learners to read the passage. Dictate the first four sentences of the passage to learners to write. Let learners exchange their works and discuss their works with them. STANDARDS
STRAND 5 : Writing Conventions/ Usage — Integrating Grammar in Written Language(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 6 : Extensive Reading/Children Literature/Library — Building the Love and Culture of Reading in Learners
  • Exhibit
    • Read long stories aloud correctly Do a model reading of a long story. Allow learners to read aloud long stories correctly in groups and then individually
STRAND 6 : Extensive Reading/Children Literature/Library — Reading Texts, Poems, Narratives and Short Stories
  • Demonstrate knowledge on reading materials other than the reader provided in class
    • Read passages/stories from other materials with correct tone Read short passages to learners. Let learners read short passages from other materials with correct tone. Lead learners to discuss what they read
    • Answer question on the passage/stories read Read short passages to learners. Let learners to read short passages on their own and answer questions on the passages read. B.4.6.3.1.3 Explore the meaning of unfamiliar words from context or dictionary. Let learners read a text. Let them mention and find the meaning of unfamiliar words from context or dictionary. B.4.6.3.1.4 Summarise the passage read in a few words. Allow learners to read a text. Let learners answer about questions based on the passage read. Discuss the process of summarizing with learners. Allow them to summarize the passage read in few words. BASIC 5 BASIC 5

Basic 5

33 topics
STRAND 1: Oral Language (Listening and Speaking) — SONGS
  • Show an
    • Sing cradle songs/lullaby with the correct rhythms and discuss importance of cradle songs/lullaby to the baby, mother and caretaker. Show a clip of a baby crying to learners. Ask learners to tell you what a mother does when a child is crying. Discuss the answers with the learners and talk about what a lullaby is. Play a recorded cradle song or lullaby to the hearing of learners. Lead learners to sing cradle songs/lullaby with correct rhythm. Allow individual learners to sing a lullaby. Let learners brainstorm the importance of lullaby. Lead them to discuss the importance of cradle songs to the baby. Write some of the benefits discussed on the board, and allow learners to copy them into books
    • It makes the baby sleep It makes the baby happy. It enables the baby to play. Assist learners to discuss the importance of cradle songs to the mother and caretaker
    • It allows the mother to do her work. It helps the mother to rest etc Write the outcome from the discussion with the learners. Let learners role play mother singing a lullaby and holding a child
STRAND 1: Oral Language (Listening and Speaking) — Poems
  • Demonstrate knowledge and understanding of selected poems by discussing them
    • Explore a poem about six to seven lines correctly Ask a learner to explore a poem and listen to a poem accompanied by audio. Let the learners perform the gestures that accompany the poems. Explore a poem for learners to listen. Lead learners to explore poems correctly
    • Recognise the key words in the poem and discuss the theme of the poem. Let learners listen to a poem recital. Read a poem and discuss key issues in the poem. Let learners explore poems they know. Lead learners to recognise the key words in the poem they explore. Put learners into groups and let the groups discuss the key issues and present to the class. Allow a learner to explore a poem for learners to listen. Allow learners to write down what they think about the poem and let them discuss. In groups, help learners to discuss the theme of the poem
STRAND 1: Oral Language (Listening and Speaking) — Listening and Story Telling
  • Demonstrate knowledge on the structure and features of folktales
    • Retell a folktale about five scenes and discuss the moral/values of it Ask learners to say what is done in the evenings when there are no electrical gadgets around. Discuss answers with learners and talk about folktales. Tell a folktale to learners. Allow learners to retell the folktale. Allow learners to discuss the structure of, and the values/moral lessons in the folktale
    • Recognise the characters in the folktales Let a learner tell a folktale and discuss key issues among themselves. Allow learners to recognise the characters in the folktales. Let learners write briefly on the characters identified. STANDARD PRACTICES AND
STRAND 1: Oral Language (Listening and Speaking) — Dramatisation and Role Play
  • Demonstrate an understanding of how a story can be changed into a drama
    • Narrate a story about six to seven characters and recognise the characters, setting and stage. Assist learners to read a story about three paragraphs long. Discuss some unfamiliar words with learners. Let learner retell the story in groups. Discuss key considerations in issues in changing a story to a drama. Show a video clip to learners. Put learners in groups to retell the story. Discuss with learners the features of a drama. Show learners the processes involved in changing a story into drama. Assist learners to recognise the characters, setting, costumes and the stage in a drama composed from the story
    • Perform a drama about six to seven characters Revise the features of a drama and the processes or ways to change a story into a drama. Let learners mention some of the key points to be considered in turning a story into a drama. Direct learners to perform a drama piece with the story line
STRAND 1: Oral Language (Listening and Speaking) — Conversation
  • Name and
    • Recognise and discuss items used at home Show learners pictures or concrete objects of items at home. Ask learners to mention the names of the things and write them on the board. E.g. bucket, plates, stool, cooking pot, spoon, etc. Let learners discuss the uses of the items in the home. Ask learners to improvise the use of some of the home items to the class. Let learners describe some of the items to the class
    • Recognise and discuss things used at school Take learners round the school environment. Ask learners to tell you some items learners saw when they return to the classroom. Show learners pictures or concrete objects of items at school. Ask learners to mention the names of the things and write them on the board. E.g. books, chalk, pens, chairs, table, etc. In groups, let learners describe the items and their uses. Let learners tell which people use the items. Allow learners to put some of the names of the items into both oral and written sentences
    • Demonstrate how some of the items used at home and in school are maintained. Show learners items found at school and at home. Pick one of the items and show learners how the item is maintained. Help learners to demonstrate how some of the items used at home and in school are maintained. Put learners in groups and let learners present to the class how an item is maintained and its benefits that come with maintenance
STRAND 1: Oral Language (Listening and Speaking) — Talking about Oneself, Family, People and Places
  • Demonstrate knowledge on the recognition of expressions and behaviour that show courtesies
    • Demonstrate and say expressions that show courtesy Show a video that exhibits some courtesy behaviour. Discuss the video with learners. Let learners mention some of the words/ expressions heard from the video that indicate courtesy. Allow learners to write the expressions on the board. Call learners to read the expressions aloud. Saying "Please". "I am sorry." "thank you." "Excuse me." Ask learners to mention other courtesies known to learners. Let learners mention situations where courtesy is demanded. Demonstrate some behaviour of courtesy with some of the learners in a mentioned situation. Direct learners to demonstrate behaviours that indicate courtesy in other situations individually or in groups
    • Demonstrate non-verbal behaviour that depict courtesy Demonstrate some non-verbal behaviours of courtesy. Ask learners to discuss the non-verbal action performed. Listen and write some of the expressions that resulted from the discussion with learners. Direct learners to demonstrate non-verbal behaviours that depict courtesy. In groups, allow learners to tell what the non-verbal action depicts in groups
STRAND 1: Oral Language (Listening and Speaking) — Asking and Answering Questions
  • Demonstrate knowledge on understanding and use of polar question markers
    • Recognise and use polar question markers Discuss with learners ways of forming questions. Ask learners to form questions orally and write them on the board. Talk about the polar question type. Write more questions on the board. Lead learners to recognise polar questions markers from the writing on the board
    • Have you eaten? Yes/No Are you from this town? Yes/No
    • Explain and use polar question markers Write some polar questions on the board. Ask learners to recognise the polar question markers Lead learners to use polar question markers identified correctly in their speech or in their conversations. Ask learners to give more polar questions. Write some of the polar questions on the board. Help learners to recognise the polar question markers and tell where they occur in the structure. Ask learners to tell how to use polar question markers correctly. Allow learners to give examples on the board. STANDARD PRACTICES AND
STRAND 1: Oral Language (Listening and Speaking) — Giving and Following Commands/Instructions
  • Exhibit
    • Recognise landmarks in your area and other areas Discuss with learners what landmarks are. Display a sketch of an area on the board. Show them some of the landmarks on the sketch. Lead learners to recognise landmarks in their area and other areas. Allow a learner to give directions to their home making reference to any landmark in their area. E.g. post office, palace, church, mosque, school etc
    • Use landmarks to give directions Display a sketch of an area on the board. Ask the learners to mention some of the landmarks seen on the sketch displayed. Point to two locations on the sketch and ask learners to give directions from one location to another point on the sketch. Assist learners to use more landmarks on the sketch to give directions correctly
    • Take the route on your right. Turn to the left of the mosque and descend the hill near the post office. Expose learners to Global Positioning System (GPS), especially the Ghana Post digital address system. Show learners how to use it
  • Demonstrate an understanding of the process of cleaning the home
    • Discuss things that make the home unclean Display a picture of a rubbish dump and another picture of a neat house. Let learners talk about the pictures in groups. Lead learners to recognise and mention things that make the home unclean. Let learners draw some of the things that make the home unclean. E.g. Rubbish, stagnant water, unclean bowls etc
    • Discuss the items used in cleaning the home Display a picture of somebody sweeping. Let learners talk about the picture. Lead a discussion on cleanliness. Allow learners to recognise and mention items used in cleaning the home. Show some items for cleaning to the learners. Let learners demonstrate or improvise the use of these items in a cleaning exercise
    • Broom, mop, dusters, etc
    • Give reasons for cleaning the home Discuss with learners the consequences of an unclean home. Lead learners to discuss how to make the home clean. Help learners to recognise and mention the reasons for cleaning the home. E.g. To make the home healthy for living. To prevent sickness etc
STRAND 2: Reading — Phonics: Letter and sound knowledge
  • Demonstrate the ability to listen to and pronounce words with identical sounds from a list of words
    • Read and recognise words with familiar sounds Ask learners to mention some sounds of the letters of the alphabet. Write down some of these sounds on the board. Select one sound and lead learners to form words using that sound. Read to learners words with familiar sounds. Assist learners to read and recognise word with familiar sounds at word medial. Read to learners some simple poems. In groups, lead learners to read simple poems about ten lines. Ask learners to note the words in the poems that have similar sounds. Group the words identified and categorise them into words with similar sounds
    • Read and recognise diagraphs in words found in paragraphs Let learners mention some words and write them on the board. Group the words into two: those without diagraphs and those with diagraphs. Write out the diagraphs on the board and pronounce them to the hearing of learners. Assist learners to recognise diagraphs in the words in a given paragraph. Call learners to write the diagraphs identified from the words on the board. Group the diagraphs and put learners into groups and ask learners to form more words with the diagraph assigned to each group
    • Blend two or more syllables to form words and read them Let learners mention some words and write them on the board. Divide the words into syllables and discuss with learners. Allow learners to use some of the syllables to form new words. Let learners say the words to the class and write some on the board.. Assist learners to blend two or more syllables to form words and read them. Let learners use some of the words to form sentences orally
  • Cont'd
    • Recognise and say consonant clusters in words found in paragraphs Let learners mention some words and write the words on the board. Discuss the words on the board and bring out the sound combination differences. Write out the consonant clusters found in the words on the board and read them aloud. Let learners recognise words that contain consonant clusters in a given paragraph. Let learners use the consonant clusters found to form new words.. STANDARD
STRAND 2: Reading — Vocabulary (Sight and content vocabulary)
  • Show an
    • Read paragraphs of passages aloud with correct pronunciation and tone. Write some sentences on flashcards and show them to learners. Ask some of the learners to say the words and then read the sentences in full. In groups, guide learners to read sentences aloud with correct pronunciation and tone. Give a paragraph of a passage and allow learners to read in turns. With sentences card and learners in groups, help learners to read paragraphs aloud with correct pronunciation and tone. Give passages about three paragraphs, and let learners read in their groups. Call leaders of the groups to read the whole passage to the class
    • Read stories aloud with correct pronunciation and tone Put learners in groups to read sample notices, texts and use sentence cards to help learners read paragraphs aloud with correct pronunciation and tone
STRAND 2: Reading — Comprehension
  • Exhibit
    • Explain the meaning of unfamiliar words in context Put learners in groups and read a passage aloud to them. Ask learners to read the passage on their own and recognise unfamiliar words. Let learners say the unfamiliar words and write them on the board. Assist the learners to explain the meanings of the unfamiliar words from their context. Let learners use some of the unfamiliar words to form sentences orally. B 5.2.6.1.2 Answer factual and inferential questions. Read a passage aloud. Allow learners to read the passage on their own. Call learners to read a paragraph each of the passage aloud to the class. Let the learners answer factual and inferential questions based on the passage. STANDARD
STRAND 2: Reading — Silent Reading
  • Demonstrate knowledge on reading for comprehension
    • Explain the meaning of unfamiliar words in a text Read a passage about four paragraphs aloud in class. Let learners read the passage silently for a few minutes. Assist the learners to explain the meanings of unfamiliar words in the text
STRAND 2: Reading — Fluency
  • Exhibit the
    • Read longer texts with minimal mistakes Give learners longer passages to read aloud. Help learners read longer passages with minimal mistakes. Let learners recognise unfamiliar words and discuss with learners. Play a reading game with learners in groups and in pairs. B5.2.8.1. 2 Read naturally. Give learners longer passages to read aloud. Help learners read longer passages silently with minimal mistakes. Ask learners to note unfamiliar words and explain to learners individually as teacher moves from learner to learner during the reading. STANDARD PRACTICES AND
STRAND 3: Writing — Penmanship/Handwriting
  • Exhibit
    • Recognise the use of full stops at the end of a complete sentence, and to separate initials. Let learners write a sentences on the board and in their books. Go round and check the sentences written to see if full stops are at the ends. Discuss the punctuation, full stop, with learners. Write a passage on the board with all punctuations. Assist learners to recognise that a full stop is used at the end of a complete sentence, and to separate initials
    • Recognise that a comma is used to separate a list of items. It serves as a pause in sentences and speech. Write a passage on the board with all the appropriate punctuations. Discuss the passage with learners, and help them to recognize the punctuation comma. Assist learners to recognise that a comma is used to separate a list of items. It serves as a pause in sentences and speech. Let learners write sentences or short passages using the comma. Write a list of items on the board and ask learners to use the list to form sentences, using the comma to separate the items in the sentence written
    • Recognise that a colon is used to list and explain a statement, or to mention a list of items. Write a passage on the board with all the appropriate punctuations. Discuss the use of the colon in the passage. Assist learners to recognise that a colon is used to list and explain a statement, or to mention a list of items
  • (Cont'd)
    • Recognise that quotation marks are used when you want to write or quote the same words a person said or wrote. Call learners to make some utterances by asking questions. Write the utterance in quotation marks on the board and discuss with learners. Write a passage on the board with all punctuations. Assist learners to recognise that, quotation marks are used when you want to write the same words a person said or wrote
    • Write simple sentences Write words on the boards and explain the meaning of those words. Call learners in turns to form simple sentences with the words. Write sentences on sentence cards. Use the sentence cards to help learners write simple and meaningful sentences
STRAND 4: Composition Writing — Narrative Writing
  • Comprehend and use punctuation marks in narrative writing
    • Recognise and use commas, full stops, and question marks appropriately in narrative writing. Discuss with learners types of writing and explain what narrative writing is. Give examples of narrative writing to learners to examine. Discuss with learners the structure and features of narrative writing. Assist learners to recognise the use of commas, full stops, and question marks appropriately in narrative writing given. Allow learners to write a narrative about two hundred words
    • Understand and use exclamation mark in narrative writing appropriately Give a long narrative writing piece to learners. Discuss the content of the narrative writing with learners. Allow learners to recognise the exclamation marks used in the given piece. Let learners read the narrative piece in their groups. Assist learners to understand the use of exclamation marks in narrative writing appropriately
    • Know the appropriate use of colon and quotation marks in narrative writing With a given narrative writing piece. Allow learners to discuss in groups the punctuations used in the narrative writing. Assist learners to know the use of the colon and quotation marks in narrative writing appropriately through discussion
STRAND 4: Composition Writing — Creative/ Free Writing
  • Show an
    • Write a short story on their own Discuss with learners things that are considered in writing a story. In groups, ask learners to create a short story and read to the class. Give a few words on the board as a guide for learners to write a short story
    • Write an imaginative longer story on their own Ask a learner to tell a story. Discuss with learners what an imaginative story is. In groups, ask learners to write an imaginative story about three hundred words and present to the class. Write sentences on flashcards. Use the sentences on the flashcards to help learners to write an imaginative longer story on their own
    • Create a story that relates to their environment Discuss some environmental issues with learners such as flood, bushfire, climate change pollution, etc. Give learners some guiding sentences on the board. Put learners in groups and guide them to create a story about a selected issue on the environment for each group
STRAND 4: Composition Writing — Descriptive Writing
  • Exhibit
    • Write simple descriptive essays about human beings using controlled composition. Use controlled composition to write a short descriptive essay on a cardboard. Encourage and monitor learners to write simple descriptive essays about human beings using controlled composition
    • Give simple descriptive essays about objects using controlled composition. Use controlled composition to write a simple descriptive essay on a cardboard. Let learners write simple descriptive essays about objects using controlled composition
    • Write their own simple descriptive essays on given topics Use controlled composition to write a simple descriptive essay on a cardboard. Guide learners to write simple descriptive essays on given topics of at least three paragraphs and read some aloud in class
STRAND 4: Composition Writing — Persuasive Writing
  • Exhibit
    • Write a simple persuasive essay through controlled composition Use controlled composition to write a simple persuasive essay on a cardboard. Read the sample persuasive essays on the cardboard and discuss some of its structure and features. Let learners compose a simple persuasive essay through controlled composition individually and read some aloud to class
    • Write simple persuasive essays about domestic issues Discuss domestic issues with learners. Use controlled composition to write a simple persuasive essay on a cardboard. Allow learners to write simple persuasive essays about domestic issues
    • Write persuasive essays on given topics Use controlled composition to write a simple persuasive essay on a cardboard. Guide learners to write persuasive essays on given topics. STANDARD PRACTICES AND
STRAND 4: Composition Writing — Argumentative Writing
  • Exhibit
    • Gather information for the writing of good argumentative essays Discuss the structure of argumentative writing with learners. Use controlled composition to write a simple argumentative essay on a cardboard. Read the argumentative essay on the board pointing out the structure. Let learners understand and recognise how to gather information for the writing of good argumentative essays
    • Comprehend and discuss how to write for or against a motion in an argumentative essay. Give a topic to the class and put the learners into two groups. Let one group write for the topic and the other against the topic in class. Let each group read their write up in class. Discuss the ways of writing for or against a motion in a given motion in an argumentative essay. Let individual learners write for or against a given motion
    • Write a simple argumentative essay on a given topic Use controlled composition to write a simple argumentative essay on a cardboard. Guide learners to write a simple argumentative essay on a given topic about four paragraphs
STRAND 4: Composition Writing — Informative/ Academic Writing
  • Demonstrate knowledge of creating a journal
    • Write articles for a journal and edit the articles Show learners a copy of an article. Discuss with learners some types of articles and their structure. Discuss with learners what a journal is. Talk to learners about types of journals. Guide learners to write a simple article in their groups, and discuss in class. Create a class journal. Let learners write articles for their class journal. Show learners a copy of an article. Assist learners to edit the articles for their class journal by bringing out the features and structure of the article in the journal
    • Publish and appreciate the articles in the journal Look at the class journal created. In their groups, let learners write simple articles on topics on disability and equity, and let other learners edit them. Ask the learners to publish the article in the created class journal and display in the class. Put learners in groups and allow each group to read an article from the class journal and discuss the article, bringing out for instance, the moral and the theme
STRAND 4: Composition Writing — Literary Writing
  • Demonstrate knowledge of creating short literary works
    • Write short poems Write a simple short poem on a cardboard. Discuss some features of a poem with learners. Use flashcards with short poems on them to help learners compose their own short poems
    • Create short prose Show learners samples of prose and discuss some features of prose. Ask learners to write a simple prose to be read in class. Give an assignment of prose writing as a competition among learners
    • Write a short and simple play Allow learners to watch a simple play. Discuss the play with learners and bring out its features. Write out some of the features of a play on the board as a guide. Ask learners to write a simple play of at least three characters, one of the plays may be dramatised in class and be discussed
STRAND 4: Composition Writing — Letter Writing
  • Exhibit
    • Comprehend and discuss the process in writing good semi-formal letters. Discuss letter writing and its structure with learners. Show a sample of a letter to learners to point out the structure and features. Discuss the features and types of letters. Explain to learners the structure of semi-formal letters. Write a sample semi-formal letter on the board. Discuss the process involved in writing a semi-formal letter. Assist learners to understand the process in writing good semi-formal letters
    • Write semi-formal letters using controlled composition Write a semi-formal letter on the board. Assist learners to write semi-formal letters using controlled composition. Ask learners to point out the features and structure of the semi-formal letter written
    • Write good semi-formal letters Read a semi-formal letter to learners. Guide learners to write good semi-formal letters
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (capitalization)
  • Show an
    • Understand that capital letters begin proper nouns Write a list of words on the board comprising of common nouns and proper nouns. Ask learners to group the nouns. Discuss with learners the proper nouns. Let learners recognise the use of capital letters to begin the proper nouns. Ask students to write some more proper nouns on the board. Ask learners to use some of the proper nouns in sentences
    • Comprehend the use of capital letters after a colon Write a paragraph on flash cards with all punctuations used. Ask learners to recognise where capital letters occur in the paragraph. Discuss the colon and the use of capitals after the colon. Use flashcards to help learners understand the use of capital letters after a colon
    • Understand the use of capital letters after a question mark Allow learners to read a passage. Discuss with learners the occurrences of the question mark in the passage. Let learners recognise the words that occur after the question mark. Discuss the occurrence of the capital letter to begin the word after the question mark. Write a few sentences on the board and ask learners to write them out correctly, placing in them question marks and capital letters, etc
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Punctuation)
  • Demonstrate knowledge in the use of punctuation marks in passages
    • Recognise and use commas, full stops, and question marks appropriately in writing. Show a passage to learners and allow the learners to read. Read the passage aloud to learners. Let learners recognise the punctuation used in the passage. Write a paragraph on a flash card without any punctuations. Guide learners to use commas, full stops, and question marks appropriately in the writing
    • Understand and use exclamation mark in writing appropriately Allow learners to read a passage and discuss the punctuations with learners. Talk about the exclamation mark. Write a paragraph on a flash card without some punctuations, e.g. the exclamation mark. Read the paragraph aloud to learners. Assist learners to use exclamation marks to punctuate the writing appropriately
    • Use colon and quotation marks in writing appropriately Revise the lesson on colon with learners and discuss quotation marks with learners. Give a short passage and ask learners to put in the colon and quotation marks appropriately
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of action words)
  • Demonstrate knowledge on use of action words appropriately
    • Recognise and use simple present tense action words in sentences Ask learners to do some actions in the class like clap, jump, sit, etc. Write and read aloud some of the action words mentioned by the learners. Ask learners to form sentences orally with some of the action words. Write simple present tense sentences on flashcards. Call learners in turns to read out the sentences on the flashcards. Call a learner to say or point out the action word in the sentence on a flashcard. Give simple present tense action words to learners to form sentences and read out aloud, or show to the class by writing on the board
    • Use simple past tense action words in sentences Ask learners to recount what they did the day before. Write some of the action words mentioned by the learners on the board. Read aloud to learners the written action words. Talk to learners about the action and explain to them the action has happened already. Allow learners to give more action words orally and guide them to put the words in past tense. Ask learners to use the past tense action words to form simple sentences in writing, or orally
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of qualifying words)
  • Demonstrate knowledge in the use of adjectives and adverbs
    • Recognise and use the types of adjectives (dimension, colour, age) Show objects to the class and let learners touch the objects. Ask learners to describe the objects. Write on the board some of the words used in describing the objects. Read aloud the words to learners e.g. blue, big, small, round etc. Allow learners to use some of the qualifying words to form sentences either written or orally. Write sentences containing adjectives on flashcards. Use the flashcards with adjectives written on them to help learners recognise the type of adjectives. (Dimension, colour, physical propensity, age, etc.) Ask learners to mention adjectives and write them on the board. Allow learners to use some of the adjectives to form sentences. Ask learners to put the adjectives written on the board into the different types taught to the learners. Put learners into groups and give each group one type of adjective to form some sentences with them and read aloud to the class
    • Use of comparative and superlative words/adjectives forms in sentences Show two objects of the same type to learners. Ask learners to compare the objects in terms of size, colour, age, etc. Write out the words that are used in the sentences to compare the objects in addition to the verb denoting adjectival meaning or the adjective for example in Akan.....'kyen'/sen is a comparative word, Ga uses `fe' for comparing. Explain to learners that the comparative is done either with the use of a word, or the adjectival form changes depending on the language in question. Talk about the superlative and discuss the words used in a sentence to tell that the object that is described is superlative e.g. in Ga `fef' occurs in the sentence
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of postpositions)
  • Demonstrate the use of postpositions
    • Recognise and use postpositions in complex sentences Revise postpositions with learners. Let learners give some examples of postpositions. Write the postpositions on the board and read them aloud. Allow learners to form some sentences. Write sentences with postposition words on flashcards. Read aloud the sentences and allow learners to also read. Guide learners to recognise post positions in complex sentences. Allow learners to use some of the written postpositions on the board to form complex sentences. Explain the structure of a complex sentence to learners. Assist learners to use postpositions in writing complex sentences
    • Recognise postpositions in paragraphs Give learners a passage to read or read it to them. Assist learners to recognise post positions in paragraphs. Present learners with a mixture of words and allow them to select the postpositions
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of simple and compound sentences)
  • Exhibit
    • Recognise single conjunctions such as "but" and "because" in compound sentences. Ask learners to give simple sentences orally and write the sentences on the board. Discuss how some of the sentences can be put together as one sentence. Explain to the learners the use of conjunctions as words used to link the sentences. Give a sample compound sentence and guide learners to recognise the conjunction in it. Write out other conjunctions and read aloud to learners. Use flashcards with single conjunctions written on them to assist learners to recognise single conjunctions such as "but", "because" in compound sentences
    • Use single conjunctions in forming compound sentences Write a mixture of words on the board and lead learners to select the conjunctions. Ask learners to use the conjunctions to form compound sentences orally or written. Put learners in a group to write compound sentences and underline the conjunction
    • Form compound sentences with appropriate conjunctions Give learners simple sentences and ask them to form compound sentences with them using the appropriate conjunction. Use flashcards with conjunctions written on them to assist learners to form compound sentences with appropriate conjunctions. Allow learners to write some conjunctions on the board
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Spelling)
  • Recognise and spell out words correctly
    • Write eight and nine-letter words correctly Ask learners to mention words they know and write them on the board. Group the words according to the number of letters. Read the letters aloud and guide learners to spell out the words correctly. Use flashcards with eight and nine letter words written on them to help learners to write eight and nine letter words correctly
    • Rearrange letters to form new words Give learners some letters and ask them to form words from those letters. Say and write on the board eight, and nine letters and help learners rearrange the letters to form new words
    • Fill in missing words from passages Write words with some missing sounds. Let learners recognise them and fill in the missing letters. Using flashcards with sentences that have missing words written on them help learners fill in missing words from passages
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language(Conjunctions)
  • Apply the
    • Identify conjunctions (because, since, so, although etc.) appropriately in sentences to give reasons, link contrasting ideas and show results Revise the lesson on 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
STRAND 6: Extensive Reading/Children Literature/Library — Building the Love and Culture of Reading in Learners
  • Exhibit
    • Read aloud passages from novels and newspapers with correct pronunciation and tone. Read a passage aloud to learners. Use flashcards with three to four word sentences written on them to assist learners with correct pronunciation and intonation. Let learners bring other materials on literary works like magazines or newspapers to read. Call learners to read paragraph by paragraph to check the correct pronunciation
    • Demonstrate correct speech, rhythm and tone Read a newspaper or novel aloud to learners with the correct tone and rhythm. Allow learners to demonstrate correct speech, rhythm and tone
STRAND 6: Extensive Reading/Children Literature/Library — Read Aloud with Children
  • Exhibit
    • Read aloud passages with correct pronunciation and tone Read a passage about seven paragraphs aloud to learners. Lead learners to read aloud passages with correct pronunciation and intonation
    • Demonstrate correct speech, rhythm and tone Demonstrate correct speech, rhythm and tone. Lead learners to demonstrate correct speech, rhythm and tone
STRAND 6: Extensive Reading/Children Literature/Library — Reading Texts, Poems, Narrative, and Short Stories and Respond to them
  • Demonstrate knowledge in reading materials other than the reader provided in class with understanding
    • Read short texts, narratives or stories from other materials with correct intonation/tone. Read a text aloud to the hearing of learners. Guide learners to read short texts, narratives or stories from other materials with correct intonation. Let learners read paragraph each of the text to the class
    • Answer questions on the narratives/passage read Learners read a passage to the hearing of others learners. Lead learners to answer questions on the passage read orally then write them into their books
    • Retell the short stories or narratives read Read a passage to the hearing of learners. Guide learners to re-tell the short stories or narratives read
    • Read paragraphs, passages and stories of different texts Read a paragraph to the hearing of learners. Give learners the opportunity to read paragraphs, passages and stories of different texts to the class
    • Answer factual questions based on the passage read Read a passage to the hearing of learners. Help learners to read a text. Let them answer factual questions based on the passage read. Ask learners to narrate what they read
    • Write a summary of passage/text read Read a passage to the hearing of learners. Lead learners to read a text. Guide them to summarize the passage read

Basic 6

35 topics
STRAND 1: Oral Language (Listening and Speaking) — SONGS
  • Investigate some traditional dances and their songs
    • Sing some traditional songs which are used for traditional dances and their correct rhythms. Play back a recorded traditional song in class, and help learners to sing traditional songs with their correct rhythms. Demonstrate how some of the dances are performed. Allow learners to dance to the rhythm of the song
    • Discuss the importance and some moral lessons of the songs and the dances. With a recorded traditional song played in class, let learners listen and sing along, and on their own. Lead learners to discuss some morals of the traditional song. Discuss some importance of traditional songs to the community and to the people. Lead learners to discuss the history or relevance of the songs. citizenship
STRAND 1: Oral Language (Listening and Speaking) — Poems
  • Demonstrate knowledge and understanding of selected poems by discussing them
    • Explore poems correctly and recognise the key words and talk about their themes. Give copies of poems to learners. Read the poem aloud and let learners read the poem in turns. Call a learner to explore the poem with the correct stress and rhythm. Let learners to explore poems in groups. With the given copies of poems, allow learners to read through the poem and discuss it. Lead learners to recognise the key words in the poem. With the copies of the poem, brainstorm and lead learners to say the theme of the poem. Bring a resource person to explore a poem, or play back a poem recital. Put learners into groups to bring out the issues discussed in the poem and the theme. Listen to each group's theme and discuss it. solving
STRAND 1: Oral Language (Listening and Speaking) — Listening and Story Telling
  • Demonstrate an understanding and comparison of folktales to stories
    • Indicate the similarities and differences between folktales and stories Ask a learner to tell a folktale and another learner to tell a story. Tell a folktale and a story. Revise the lesson on the structure of a folktale and a story. Let learners discuss the similarities between folktales and stories in their groups. Let a learner recount a folktale and another learner a story. Let learners discuss the differences between folktales and stories in pairs. Write out some of the differences on the board. Let learners debate to confirm the differences found from the discussion
    • Discuss the values or morals of folktales and of stories Let learners discuss the values or morals of folktales and stories in groups. Let each group present the findings to the whole class. citizenship STANDARD PRACTICES AND
STRAND 1: Oral Language (Listening and Speaking) — Dramatisation and Role Play
  • Demonstrate an understanding of how to change a story into a drama
    • Tell a story about eight to ten characters, and recognise the characters setting, costumes and the stage. Discuss a story line with learners. Let a learner tell a story and lead learners to recognise the storyline. Write out the story line on the board. Guide learners to recognise the characters, setting, costumes and of a play shown to them. Let the learners write the characters identified on the board and discuss their role in the story
    • Perform a drama Allow learners to read a story. Guide learners to re-tell the story. Let learners identify the characters and suggest costumes for the characters where necessary. Let learners discuss the setting for the story read. Discuss with learners some processes and key considerations in changing a story into a drama. Direct learners to perform the drama. solving
STRAND 1: Oral Language (Listening and Speaking) — Conversation
  • Exhibit
    • Explore and say the names of cities in Ghana Show learners a current map of Ghana and mention some of the capital towns. Let learners point to the cities on the map. Let learners mention the names of cities in Ghana. Discuss some of the locations of the cities
    • Explore or say some towns and villages in Ghana Ask learners to mention names of towns and villages they know. Show learners a current map of Ghana and mention some of the capital towns. Assist learners to mention the names of some towns and villages in Ghana. Let learners discuss the locations of these towns and villages. Ask learners to tell which villages they come from
    • Discuss the major rivers in Ghana and those close to the area Ask learners to mention the sources of the water that flow in the taps or boreholes in community. Write out some of the rivers mentioned by learners. Show learners a current map of Ghana. Let learners point to the rivers indicated on the map. Lead learners to mention the major rivers in Ghana after looking at the map. Talk about the locations of these rivers. Let learners look closely at the current map of Ghana. Help learners to recognise the names of rivers in or close to their area and mention and write the names on the board. Discuss whether these rivers serve as a source of water to the community. citizenship
STRAND 1: Oral Language (Listening and Speaking) — Talking about Oneself, Family, People and Places
  • Demonstrate knowledge on the differentiation between the nuclear and extended families
    • Recognise the nuclear family and mention the members in it Ask learners to mention the family members they live with. Discuss who a nuclear family comprises of. Display a picture of a family. Aid learners to recognise the nuclear family and mention the members in it
    • Recognise the extended family and mention some members in it Display a picture or watch a clip of an extended family in class. Discuss the members of the family seen in the video. Explain the concept of the extended family to learners. Aid learners to recognise the extended family and mention some members in it
    • Use the appropriate terms to describe families With flashcards, write terms used in describing members of the family. Discuss the terms used to describe members with learners. Ask the learners to talk about their family using the appropriate terms. In groups, ask learners to act like a family and let learners use the appropriate terms to describe the families
STRAND 1: Oral Language (Listening and Speaking) — Asking and Answering Questions
  • Exhibit
    • Discuss the intonation used in asking question words Write question words on flashcards. Let learners to use some of these question words to form questions orally. Listen to the oral answers and discuss the intonation with learners. Assist learners recognise the intonation used in asking questions
    • Answer questions using the correct pronunciations and intonation Say and write question words or tags on flashcards. Revise lesson on question formation with the words. Let learners come in pairs and use the question words to ask and answer questions with each other. Discuss some intonations in answering questions. Aid learners recognise how to answer questions using the correct pronunciations and intonations
STRAND 1: Oral Language (Listening and Speaking) — Giving and Following Commands/Instructions
  • Exhibit
    • Recognise landmarks in your area Explain to learners what landmarks are. Ask learners to mention some landmarks that they see in their communities. Show learners a picture of a town with some important landmarks like Bank, church, mosque, big tress etc. Let learners recognise landmarks in their area
    • Use the landmarks to give directions to a house Mention a landmark in the community. Show a picture of a town with some important landmarks like Bank, church, mosque, etc. Lead the learners to recognise the landmarks in the picture. Ask a learner to give directions from the landmark to the home. Assist learners to use other landmarks to give directions to their house
    • Use the landmarks to give directions to your school Show a picture of a town with some important landmarks like Bank, church, mosque, etc. Assist learners to use the landmarks to give directions to their school
STRAND 1: Oral Language (Listening and Speaking) — Presentation
  • Demonstrate knowledge on the need for safety measures in the environment
    • Recognise and discuss accidents that occur at home, school, roads, etc Show learners a picture of a vehicle involved in a road accident. Discuss the picture with learners. Let learners recognise and mention accidents that occur at home, school, and on the roads
    • Discuss causes of accidents in the environment Through brainstorming, ask learners to say some of the causes of accidents. Show learners a picture of a fallen tree. Ask learners what they think caused the tree to fall. Put learners in groups and give each group specific accident scene and ask the learners to brainstorm the causes. Each group should discuss with the class the causes for each given accident
    • Discuss some safety measures to prevent accidents that occur at home school and on roads. Put learners into groups to discuss the accidents that occur in school, home, road etc. previously allocated to them. Let the group discuss the preventive and safety measures for those incidents. Let each group discuss the safety measures of the given accident to the whole class
STRAND 2: Reading — Phonics: Letter and sound knowledge
  • Demonstrate the ability to listen and pronounce words with identical sounds from a list of words B6.2.4.1.1.Read and recognise words with diagraphs in sentences and paragraphs Revise the alphabet soun
    • Blend three or more syllables to form words and read them Revise the lesson on syllables with the learners. Write some words on the board and ask learners to form sentences with them. Show flashcards with syllables written on them to the learners. Help learners blend three or more syllables to form words and read them out aloud
    • Recognise and say consonant clusters in passages Ask learners to mention words they know and write the words on the board. Discuss the sounds in the words and discuss consonant clusters. Show flashcards with words that have consonant clusters written on them to learners. Help learners recognise and read the words with consonant clusters
STRAND 2: Reading — Vocabulary (Sight and content vocabulary)
  • Show an
    • Read dialogues aloud with correct pronunciation and tone Do a sample reading for learners to hear. In their groups, help learners to take turns to read dialogues, using correct pronunciations and tonations
    • Read long text/passages aloud with correct pronunciation and tone Do a sample reading of a passage about diseases, drought, weather, etc. for learners to listen. Select some of the unfamiliar words in the passage with the help of the learners. Pronounce the words with the correct tone aloud for learners to repeat. Help learners read passages aloud with correct pronunciation and tone in their groups
STRAND 2: Reading — Comprehension
  • Exhibit
    • Explain the meaning of unfamiliar words within their context Give learners text to read. Call learners in turns to read a paragraph each. Let learners recognise unfamiliar words from the passage. Write the words on the board and read out the words aloud. Let learners explain the meaning of unfamiliar words from their context. Call learners in turns to use the unfamiliar words to form sentences
    • Answer factual and inferential questions Give learners text to read. Ask learners some factual questions and call learners to answer orally. Let learners answer factual and inferential questions from a given text
    • Make predictions of a given text Give learners the text to read again. Discuss how to make predictions from a passage. Assist learners to make predictions from the given text
STRAND 2: Reading — Silent Reading
  • Demonstrate knowledge on reading for comprehension
    • Summarise a given story/text Give learners a text to read. Let learners read a paragraph silently. Discuss how to do summary with the learners. Ask a learner to summarise the paragraph read to the class. Make learners summarise a given short text and discuss the summary made from groups
    • Retell the story sequentially Give learners an interesting text to read. Let learners retell the story in the text in groups and then to the class
STRAND 2: Reading — Fluency
  • Show an
    • List the most important ideas from a paragraph Give learners longer passages that are interesting to read. Discuss ideas that can be derived from the text. Lead learners to recognise and list the most important ideas of the given text
    • Recognise topic sentences in each paragraph Give learners longer passages that are interesting to read. Allow learners to read and discuss the ideas in the passage. Discuss topic sentences with learners. Help learners recognise topic sentences in each paragraph
    • Re-write the main ideas in a passage in a logical order Give learners longer passages that are interesting to read. Put learners in groups and help them to recognise the main ideas in each paragraph of the passages. Let learners re-write the main ideas from a passage logically
STRAND 2: Reading — Summarising
  • Show an
    • List the most important ideas from a paragraph Give learners longer passages that are interesting to read. Discuss the ideas that can be derived from the text. Lead learners to recognise and list the most important ideas of the text from the paragraphs
    • Recognise topic sentences in each paragraph Give learners longer passages that are interesting to read. Allow learners to read and discuss the ideas in the passage. Discuss topic sentences with learners. Help learners to recognise topic sentences in each paragraph
    • Re-write the main ideas in a passage in a logical order Give learners longer passages that are interesting to read. Put learners in groups and help them to recognise the main idea in each paragraph. Let learners re-write the main ideas in a passage logically
STRAND 3: Writing
  • Write
    • Pay attention to ascending and descending letters that are not easy to write Give learners longer sentences on flashcards to read. Show the flashcards to the learners. Assist learners pay attention to ascending and descending letters that are not easy to write. Give list of words and allow learners to write correct sentences from them
    • Write sentences using joint scripts Give learners longer sentences on flashcards to read. Discuss joint scripts with learners. Use some joint scripts to write some sentences on the board. Show the flashcards to the learners. Help learners write sentences using joint scripts from the sentences on the flashcard
STRAND 4: Composition Writing — Narrative Writing
  • Show an
    • Write a report or account of a particular events or activity in which they were involved. Discuss with learners how to write a narrative composition. Show a sample of a narrative writing and discuss its structure and key points. Ask learners to narrate to the class an activity in which they took part. Discuss the narration from the learner. Assist learners to write a report or an account of a particular event or activity in which they were involved
    • Write a brief report on an event or activity they have witnessed Discuss with learners key points in writing a narrative composition. Ask a learner to narrate an event witnessed to the class. Assist learners towrite a brief report on an event or activity e.g. rainfall, storm, drought they have witnessed
    • Write a report or account of a particular event or activity Discuss with learners types of narrative writing. Put learners in groups to discuss an event that took place in the school, home or community etc. Assist learners to write a report or account of a particular event or activity. STANDARD PRACTICES AND
STRAND 4: Composition Writing — Creative/ Free Writing
  • Show an
    • Create and write a short imaginative story Show some creative works like stories to learners to see. Discuss the creative works with the learners. Discuss with learners how to create imaginative stories. Let learners create or narrate and write a short imaginative story
    • Write a long real story about five paragraphs Discuss with learners how to write stories. Show samples of stories to learners and talk about the stories. Let learners write or narrate a real story which is a little bit longer about five paragraphs
    • Write a longer imaginative or real story Revise with learners how to write stories and talk about the setting, characters and titles. Guide learners to write a longer imaginative or real story
  • Show an
    • Create and write a short imaginative story Show some creative works like stories to learners to see. Discuss the creative works with the learners. Discuss with learners how to create imaginative stories. Let learners to create or narrate and write a short imaginative story
    • Write a long real story about five paragraphs Discuss with learners how to write stories. Show sample of stories to learners and talk about the stories. Let learners to write or narrate a real story which is a little bit longer about five paragraphs
    • Write a longer imaginative or real story Revise with learners how to write stories and talk about setting, characters and titles. Guide learners towrite a longer imaginative or real story. STANDARD PRACTICES AND
STRAND 4: Composition Writing — Descriptive Writing
  • Exhibit
    • Write a descriptive composition on a given object Show an object to learners. Pass the object round for learners to touch it. Call learners in turns to describe the object. Discuss with learners how to write descriptive composition. Let learners write a descriptive composition on a given object
    • Write a descriptive essay about a situation Discuss with learners situations that can occur in the home or school or community. Let learners describe any of the situations in groups and say to the class. Discuss with learners how to write descriptive composition. Lead learners to compose a descriptive essay about a situation
    • Write a descriptive composition on a certain process Discuss with learners processes in doing things like cooking, installing a chief, etc. Ask a learner the process and describe it to the class. Assist learners towrite a descriptive composition on a certain process. Creative and innovation solving
STRAND 4: Composition Writing — Persuasive Writing
  • Exhibit
    • Write a persuasive essay on a given topic Discuss ways that persuasion can be achieved. Discuss some vocabularies that are used in persuasion and write some on the board. Discuss with learners how to writepersuasive essays by looking at structure and content. Let learners write a persuasive essay on a given topics
    • Write a persuasive essay about education Discuss with learners situations that can occur in the home or school or community. Let learners describe any of the situations in groups and say to the class. Discuss with learners how to write descriptive composition. Lead learners to compose a descriptive essay about a situation
    • Write a persuasive essay on a national issue Discuss with learners processes in doing things like cooking, installing a chief, etc. Ask a learner the process and describe it to the class. Assist learners to write a persuasive composition on a certain process. STANDARD PRACTICES AND
STRAND 4: Composition Writing — Argumentative Writing
  • Exhibit
    • Take a stand and write an argumentative essay for a given motion Discuss with learners how argumentation is done and the vocabularies used in argumentation. Discuss with learners how to write an argumentative essay. Discuss the structure, content and features.of an argumentative essay. Select a topic and discuss with learners how to take a stand and write on it. Assist learners to take a stand and write an argumentative essay for a given motion
    • Take a stand and write an argumentative essay against a given motion Revise the lesson with learners on how to write argumentative essay. Assist learners to take a stand and write an argumentative essay against a given motion
    • Write an argumentative essay on a given topic Select a topic and put learners into two groups. Make learners take a stand after discussions among themselves. Let learners of each group write individually, for or against the motion of an argumentative essay on a given topic. solving STANDARD PRACTICES AND
STRAND 4: Composition Writing — Informative/ Academic Writing
  • Exhibit
    • Discuss the process of writing speeches, letter to the press and reports Play a recorded speech to learners and discuss the speech. Teach learners how to write speeches and letters to the press. Assist learners to understand the process of writing speeches, letter to the press, and reports
    • Write speeches, letter to the press and reports using controlled composition. Revise with learners the topic on how to write speeches, and letters. Show a sample speech written to press or report. Discuss the vocabularies and structure of the report. Guide learners to write speeches, letter to the press and reports using controlled composition
    • Write good speeches, letter to the press and reports Show more samples of reports and speeches on various topics to learners and discuss the Guide learners to write good speeches, letter to the press and reports
    • Write good reports on various activities Discuss various activities on which reports can be written. Select an activity and write a sample report on the board; involve learners. Guide learners to write good reports on various activities. STANDARD PRACTICES AND
STRAND 4: Composition Writing — Literary Writing
  • Demonstrate knowledge of simple literary works by writing them
    • Compose a simple poem Read a simple poem on a flashcard. Discuss the composition of poems such as the choice of words, rhyme and stanzas and theme. Use the flashcards with short poems on them to help learners compose a good simple poems
    • Create a prose on a given situation Read a simple prose on a flashcard. Discuss the features of the prose with learners. Use the flashcards with short prose written on them to help learners compose their own short prose on a given situation
    • Write a good play using daily activities and experiences Allow learners to discuss a play they have watched. Let learners watch a play and discuss the costume, characters and settings. Discuss daily activities and experiences with learners. Choose an experience and guide learners on how to write a play on that. Allow learners to choose a daily activity in groups and write a short play on it. solving
STRAND 4: Composition Writing — Letter Writing
  • Exhibit
    • Comprehend the process in writing formal letters Show types of letters to learners and discuss them. Talk about formal letters and their structure. Write a sample formal letter on the board. Discuss with the learners the processes of writing letters. Assist learners to understand the process in writing formal letters
    • Write formal letters using controlled composition Read out the formal letter the board and ask learners to talk about it. Let learners write formal letters using controlled composition
    • Write good formal letters Choose a place and discuss letters that can be written to that place by different categories of people
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Capitalisation)
  • Exhibit
    • Use the upper case letters after colons and question marks Write well-punctuated sentences on flashcards. Discuss the use of colon with learners. Use the flashcards to help learners understand the use of the upper case letters after the colon. Give a passage and allow learners to put in the colon and the capital letters where necessary. Explain to learners the use of the upper case letters after question mark. Give a passage without the punctuations (question mark and capital letters). Let learners put in the punctuations and read aloud to the class
    • Use upper case letters to begin paragraphs and after exclamation mark Discuss with learners the use of capital letters to begin paragraphs and after an exclamation mark. Give a paragraph consisting about ten sentences without the punctuations and capital letters. Put learners in groups to read the paragraphs, punctuate it and present to the class for discussion. Check the use of the punctuations used by learners and give the comments. STANDARD PRACTICES AND
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Punctuation)
  • Show an
    • Use punctuation marks appropriately in writing paragraphs Write well punctuated sentences on flashcards. Teach learners what a paragraph is. Help learners to show an understanding of using punctuation marks appropriately in writing paragraphs
    • Use punctuation marks appropriately in writing essays Revise punctuation marks with learners. Give a topic for learners to write a short essay on. Take learners' essays and discuss the punctuation used in them. Give another essay topic for learners to write and discuss among themselves the punctuations used
    • Use punctuation marks appropriately in writing reports Write well punctuated on flashcards. Use the flashcards to help learners write their own reports. Give a topic for learners to write a report on and check the use of their punctuations. Give a report with no punctuation, ask learners to put in the punctuations marks and discuss them. solving STANDARD PRACTICES AND
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of action words)
  • Demonstrate knowledge on the appropriate use of action words
    • Recognise and use perfect tense action words in sentences Let learners mention some action words and use them in sentences. Write the sentences on the board and discuss the perfect tense with learners. Allow a learner to give an action word (verb) and another learner to use it to form a sentence with the verb in the perfect tense. Talk about the perfect tense and give examples on the board. Write some sentences and allow learners to identify the perfect action words in the sentences. Allow the learners to use the verbs to form sentences orally. Tell the learners to put the verbs in the perfect tense
    • Apply the use of the singular and plural subject and verb forms that go with them Write sentences with the subject in singular form and discuss with learners the agreement between the verb and the subject. Allow learners to give more sentences orally and talk about the subject-verb agreement. Give other sentences with the subject in the plural form. Discuss the agreement between the verb and plural subject. Ask learners to give more examples and write them on the board. Call learners in turns to underline the verb. Let learners change the verbs in the sentences into the perfect tense
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of qualifying words)
  • Demonstrate knowledge on the use of adjectives and adverbs appropriately
    • Explore the use of adjectives in sentences Revise lesson on qualifying words with learners. Let learners mention some adjectives and write them on the board. Call learners in turns to use the adjectives written on the board to form sentences. Write the sentences on the board and call a learner to read them aloud. Give other sentences with adjectives on the board. Call learners to come to the board and underline the adjectives in the sentences
    • Write short description of people using adjectives Mention a famous personality in the community. Ask learners to talk about the person and write out the adjectives that come up in the description. Show to learners a manila card on which a short description of a person is written. Discuss the description on the manila card with learners and ask learners to recognise the adjectives used in the description. Ask learners to write a short description of their friends and read some aloud
    • Use the different types of adverbs in sentences Let a learner do an action or activity such as walking or talking. Ask learners to describe the action done by the learner. Introduce the adverb and explain to learners what it is. Ask learners to mention some adverbs and use them to form sentences. Ask a learner to identify the adverbs and discuss the types of adverbs with learners. Give the different types and allow learners to use them in sentences. Let learners read out their sentences on the board. solving STANDARD PRACTICES AND
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of postpositions)
  • Demonstrate the use of postpositions
    • Recognise postpositions in paragraphs Talk to learners about positions of objects in a particular location. Put a book on a table or under a chair. Discuss the location of the book with learners and write out the postpositions used by learners on the board. Write other postpositions and allow learners to use them to form sentences. Write a paragraph about ten to twelve sentences and ask learners to identify the postpositions in them
    • Use postpositions in writing paragraphs appropriately Write some postposition words on the board. Ask learners in turns to write a paragraph on a topic using some of the postpositions. innovation
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (Use of simple and compound sentences)
  • Exhibit
    • Recognise conjunctions such as unless in sentences writing Let learners form simple sentences and write some on the board. Join some of the sentences and discuss with the learners the word used in joining the two simple sentences. Explain what conjunctions are to learners and give more examples. Write some more sentences and allow learners to recognise and underline the conjunctions in them
    • Use conjunctions in forming compound sentences correctly Let learners write some conjunctions in their books. Call learners in turns to mention and write them out on the board. Let learners use the conjunctions to form about three sentences. Explain to learners the sentence type formed (Compound sentence). Let learners write some more compound sentences and read them aloud. solving
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language (spelling)
  • Recognise and spell words correctly
    • Write nine and ten-letter words correctly Give a passage to learners to read. Select all the nine and ten letter words in the passage and write them on the board. Discuss the words with learners. Spell out, together with learners, the words on the board. Call individual learners to spell the words to the class. Dictate the words for learners to write in their books. Put learners into groups and do a spelling game among the groups
    • Fill in missing words from a short passage Give a passage with nine and ten letter words missing from it. Write the missing words on the board. Ask learners to fill in the missing words in the passage
    • Write dictated passages Read passages for learners to listen to. Discuss the unfamiliar words. Give the passages to learners to read. Dictate the passage for the learners to write. solving
STRAND 5: Writing Conventions/ Usage — Integrating Grammar in Written Language(Conjunctions)
  • Apply the
    • Identify and use the conjunctions -- so that, when, while, if, unless to express purpose, time, condition, etc. Revise the coordinating conjunctions and, or, nor, and but, and subordinating conjunctions by having learners use them in sentences. Provide sentences for learners to join them with coordinating and subordinating conjunctions. Provide passages and let learners identify the conjunctions in those passages. 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 6: Extensive Reading/Children Literature/Library — Building the Love and Culture of Reading in Learners
  • Exhibit
    • Recognise topics for magazine Read an article on a particular topic to the class from a magazine. Discuss the article read from the magazine Help learners to recognise topics for magazines. Discuss the topic with the learners
    • Recognise features of articles for a class magazine Give a magazine to learners to look at it and talk about the magazine Discuss the features of an article in the magazine with the class. Let learners see samples of articles and recognise features of articles for a class magazine
    • Write articles for class magazine Discuss a topic for an article with learners. Encourage learners to write the article in their class magazine
    • Publish the articles in the magazines Let learners read some of the articles in class. Assist learners to publish the article in the class magazine
    • Appreciate the articles Show the class magazine with the articles published in it. Let learners talk about the articles and appreciate them
STRAND 6: Extensive Reading/Children Literature/Library — Read Aloud with Children
  • Exhibit
    • Read whole passage with correct tone Read a whole passage with correct intonation to learners Ask learners to read a paragraph each of the passage in turns. Call learners to read the whole passage in groups and individually
STRAND 6: Extensive Reading/Children Literature/Library — Reading Texts, Poems Narratives and Short Stories and Responding to them
  • Demonstrate knowledge on reading materials other than the class reader with understanding
    • Read short texts, narratives or stories from other materials aloud and correctly Bring to class another material other than the class reader and ask learners to read. Read a short text material aloud to learners. Let learners read short text, narratives or stories from other materials with correct intonation to one another. Call individual learners to read the text to the class
    • Answer questions that are based on the passage Explain unfamiliar words in the passage to learners. Ask questions based on the text read. Allow learners to answer questions on the passage read
    • Read paragraphs, passages and stories of different text at a reasonable speed Read a passage aloud for learners to listen. Make learners read paragraphs in turns Allow learners to read passages and stories of different texts at a reasonable speed as a game
    • Find the meaning of unfamiliar words from the dictionary and context Read a passage or text aloud for learners to listen. Let learners mention unfamiliar words and write them on the board. Allow learners to find the meaning of unfamiliar words from the dictionary and context
    • Answer factual and inferential questions from the passage read Ask questions based on the text read. Allow learners to answer factual and inferential questions from the text read
    • Write a summary of the passage or text read Revise the topic on how to do summary with learners. Let learners summarise a paragraph from the text read. Listen to some of the ideas from the learners on the paragraph summary. Read a text aloud for learners to listen and allow learners to read on their own. Allow learners to write a summary of the text read
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Turn this syllabus into a pass.

Banded by class

Every subject is organised by the class a child is actually in, from KG 1 up to Basic 6.

Built for early readers

A first-reader mode with letters, decodable stories and read-along audio for children aged 5 to 8.

Guardian accounts

Parents set up and watch over a young learner's account, so a phone can be shared safely.

Master Ghanaian Language, offline.

No sign-up wall, no data plan required. Open G3N and go.

Launch the app For schools