grade 5 english scope and sequence - united states …pdf.usaid.gov/pdf_docs/pa00mtq5.pdf · scope...

Ministry of Education

Grade 5 English

Scope and Sequence

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Scope and Sequence – By Semester and Unit/Theme Grades 5-8 (30 week semester, 5 periods a week)

INTRODUCTION

The grade 1-8 English scope and sequence document attempts to indicate the breadth and depth of content to be covered in a syllabus in a week

and in a session which is 40 min. (scope). In addition it presents the order in which content is presented to learners over time( sequence). This

scope and content document

• provides a sound basis for a material writers to be able to offer a guaranteed and viable contents by addressing gaps in students’ learning

and eliminating unnecessary repetition.

• enables teachers to have clarity about the knowledge, skills and dispositions that students will acquire in their learning and what they

need to learn next.

• supports teachers’ effective unit and lesson planning and enables teachers to maintain a developmental focus on student learning as the

students progress through the subject.

This Scope and Sequence is based on sound, research-based instructional practices. It is assumed that the teaching and learning about the content

outlined in the Scope and Sequence is all based on the Gradual Release of Responsibility Model (Pearson and Gallagher, 1983; Duke and Pearson,

2002, pp. 208-210) where the responsibility for the use of a literacy practice gradually transfers from the teacher to the student. This model of

teaching and learning begins with an explicit description of the literacy practice and an explanation of when and how it is used plus a

demonstration of the literacy practice in action, which is followed by collaborative use of the literacy practice in action, then guided practice of the

action for those students needing more support, and independent use when students apply their learning in the context of new tasks.

In order to create child centered and context sensitive materials the scope and sequence treated the first cycle primary grades (grade 1 and grade 2,

Grade 3 and grade 4) and the second cycle primary grade (grade 5-8) separately. Again the first cycle primary grades (1to 4) are considered as the

fundamental stages of language learning and the stage at which that the learners have to get several support and inputs from the teachers and the

materials. Therefore, the contents of the scope and sequence for grade 1 and 2 address

Language items

Vocabulary

Oral language

Reading( comprehension, Phonemic awareness, concept of print and conventions, fluency)

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Writing ( letter formation, words, punctuation and handwriting)

Grade 3 and Grade 4 address

Listening

Speaking

Word study

Reading comprehension

Reading fluency

Vocabulary

Language items

Writing conventions &process

The second cycle primary grades (5-8) are grade levels where students are attending other subjects in English. The scope and sequence has tried to

consult content areas in identifying contents for the English Language syllabus. As a result the scope and sequence part of these grades has the

following elements

Word study


Vocabulary

Listening

Speaking

Language items(grammar)

Reading fluency

Writing convention and writing composition

All the scope and sequence documents have the following elements.

Assessment

Resources and

Note for the teachers

The document considers that an academic year has 34 weeks which has 40 min. five periods for grade 3 to 8 and 40 minutes of six periods for

grade 1 and 2 in every week. Therefore there are 170 periods for grade 3 to 8 while there are 204 periods for grade 1 and 2. Each grade has 4

weeks of revision lesson in the whole academic year.

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Proposed Weekly/Topic Lesson Schedule The whole materials are divided in themes. Each theme will cover three topics/ units and will be taught over three weeks (15 days). A unit will

also mostly focus on one kind of text type so that the students get very familiar with that text type and they can learn how to write texts following

the structure of the text type. There might also be specific vocabulary that will go with certain text types and themes.

During the lesson development the reading text will be central and organization of contents will be thematic and integrated. The thematic tests

will be used as a guide for all activities.

Theme

Topic

Learning objectives week 1

days

Day 1 Day 2 Day 3 Day 4 Day 5

Word study 10

Vocabulary 15 25

Reading comprehension 30

Reading fluency 15

Writing composition and 30

Writing convention 10

Speaking 20

Listening 25

Grammar 20

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Overview of proposed schedule for a week for grade 5 - 8

Table of Contents

Unit 1: Activities .............................................................................................................................................................................................................................. 7

Week: 1 ........................................................................................................................................................................................................................................... 7

Week: 2 ......................................................................................................................................................................................................................................... 11

Week: 3 ......................................................................................................................................................................................................................................... 15

Unit 2: Family ................................................................................................................................................................................................................................ 18

Week: 4 ......................................................................................................................................................................................................................................... 18

Week: 5 ......................................................................................................................................................................................................................................... 22

Week: 6 ......................................................................................................................................................................................................................................... 25

Unit 3: School ................................................................................................................................................................................................................................ 28

Week: 7 ......................................................................................................................................................................................................................................... 32

Week: 8 ......................................................................................................................................................................................................................................... 35

Week: 9 ............................................................................................................................................................................................. Error! Bookmark not defined.

Unit 4: Food ................................................................................................................................................................................................................................... 39

Week: 10 ....................................................................................................................................................................................................................................... 39

Week: 11 ....................................................................................................................................................................................................................................... 42

Week: 12 ....................................................................................................................................................................................................................................... 46

Unit 5: Process .............................................................................................................................................................................................................................. 49

Week: 13 ....................................................................................................................................................................................................................................... 49

Week: 14 ....................................................................................................................................................................................................................................... 53

Week: 15 ....................................................................................................................................................................................................................................... 57

Unit 6: Likes and Dislikes ............................................................................................................................................................................................................... 61

Week: 16 ....................................................................................................................................................................................................................................... 61

Week: 17 ....................................................................................................................................................................................................................................... 64

Week: 18 ....................................................................................................................................................................................................................................... 68

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Unit 7: Health and Safety .............................................................................................................................................................................................................. 71

Week: 19 ....................................................................................................................................................................................................................................... 71

Week: 20 ....................................................................................................................................................................................................................................... 74

Week: 21 ....................................................................................................................................................................................................................................... 77

Unit 8: Past Events ........................................................................................................................................................................................................................ 80

Week: 22 ....................................................................................................................................................................................................................................... 83

Week: 23 ....................................................................................................................................................................................................................................... 86

Week: 24 ........................................................................................................................................................................................... Error! Bookmark not defined.

Unit 9: Animals ............................................................................................................................................................................................................................. 89

Week: 25 ....................................................................................................................................................................................................................................... 89

Week: 26 ....................................................................................................................................................................................................................................... 92

Week: 27 ....................................................................................................................................................................................................................................... 95

Unit 10: Arts and Literature ........................................................................................................................................................................................................ 101

Week: 28 ....................................................................................................................................................................................................................................... 98

Week: 29 ..................................................................................................................................................................................................................................... 101

Week: 30 ..................................................................................................................................................................................................................................... 104

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Theme: Activities

Topic: Free Time Activities

Week: 1 Learning objectives: By the end of the week, the students will be able to:

identify word parts

read and comprehend a text about ‘Free Time Activities’

listen and identify the main ideas and details

describe about their free time activities

identify and use simple present tense

read text on Free time activities fluently

write a paragraph accurately

Lesson components


Word study Blend and Segment 3-4 thematic words using affixes (blending and segmenting should prefix and suffix) Eg. Activities-activit-ies


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading -Post reading Identify main ideas, infer

words from context,

inferential questions

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-Descriptive text type

Fluency

-Before Reading Teacher extracts a paragraph from the previous reading text -Teacher models by reading the text Reading: Choral reading Students be in groups and practice fluency. They focus on intonation, expression and reading with sufficient pace

Vocabulary -Use textual clues to guess meanings of words taken from the reading passage about free time activities and match with their synonyms -Students learn meaning

of academic words using

contextual clues.

-acquire vocabulary

through independent

reading

-8-10 words new words

-use most frequent words

for this level

Games, field, swim, favourite, film, competition, playing, exciting, watching, movie, music, singing, dancing, running, skipping, visit,

- Use textual clues to guess meanings of words taken from the reading passage about free time activities -new vocabulary

-use contextual clues to match

with their synonyms

- 8-10 new words

-use most frequent words for

this level

Listening

Pre listening

-listening activities

-students predict about

the listening text based

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on title and illustration

While listening

-Listen to a text about

Zeritu’s favourite hobbies

-a teacher stops /pause

reading and ask question

like what will happen

next, understanding

questions…

post listening summarize the main

points

Speaking -Self-introduction and leave taking -In pairs and groups students introduce themselves and respond accordingly, e.g. I am… My name is… This is…. -bye, goodbye, bye bye, see you later -Students talk about their free time activities -Students practice with expressions used to ask questions and give clarifications regarding free time activities Using ‘What do you do…?’

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Grammar Simple present tense Students read the passage again and identify the forms of the verbs Students use simple present tense to express what they always do in their free time -Students employ prepositions of time (on, in at) to express their ideas

Writing conventions

Practice Using capitalization and full stop in sentences

writing composition

Look at pictures on free time activities, and write sentences about them. -Write short guided paragraph about their free time activities using the appropriate forms of words. -students use present tense to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)

Assessment Word study -explicit instruction -blend and segment words


-turn and Talk -Summaries and Reflections as per their level. - Presentations. -Filling charts, tables

Vocabulary

-exit card -summaries and reflections - peer review (This focus on the use of

this week’s vocabulary)

Listening

Visual Representations

(Fill blank spaces, tables

and the teacher circulates

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections

-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined

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in classroom if the

students are filling and

completing tables and

diagrams correctly from

what they have listened

to)

and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

- peer review (This focus on the use of this week’s vocabulary)

Theme: Activities

Topic: Everyday Activities

Week: 2 Learning objective: By the end of the week, the students will be able to:

identify word parts

read and comprehend a text about ‘Everyday Activities’


describe about their everyday activities

identify and use adverbs of frequency

read text on Everyday activites fluently


Lesson components


Word study Blend and Segment 3-4 thematic words using affixes (blending and segmenting should prefix and suffix)


Pre reading Let students see the pictures and ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events)

While reading -Read the passage silently,

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stop for a while and ask themselves if they understand what they are reading

Post reading -Relate the information in the passage with what they know

Fluency

-Before Reading Teacher extracts a paragraph from the previous reading text -Teacher models by reading the text Reading: Choral reading Students be in groups and practice fluency. They focus on intonation, expression and reading with sufficient pace.

Vocabulary -Use textual clues to guess meanings of words (synonyms) taken from the reading passage about free time activities -Students learn meaning


contextual clues.

-acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. sleep, pray, buy, read,

comb, dance, sing , draw,

sweep, clean, wash,

brush, write,

- Use textual clues to guess meanings of words (synonyms)taken from the reading passage about free time activities -new vocabulary


with their synonyms

- 8-10 new words


this level

Pre listening

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Listening -listening activities




While listening


leisure time activities




next, understanding

questions…


points

Speaking -In pairs and groups

students role play simple

telephone conversation

about their daily routine

Use social expression: - Hello, who is speaking? Am I speaking to… -This is …

Grammar Adverbs of frequency Students use adverbs of frequency such as ‘always, sometimes, often, everyday’ in simple present tense to express what they always do in their free time

Writing conventions

Practice using question marks, full stop & capital letter

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writing composition

-Students fill in blank spaces using adverbs of frequency to talk about their daily routine -write five sentences about their free time activities -students use adverbs of frequency in present tense to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and

the teacher circulates in

classroom if the students

are filling and completing

tables and diagrams

correctly from what they

have listened to)

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)

-teacher’s review

-peer review


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Theme: Activities

Topic: Classroom Activities

Week: 3 Learning objectives: By the end of the week , the students will be able to:

identify word parts

read and comprehend a text about ‘progressive activities.


describe about their everyday activities

identify and use present continuous tense

read this level text fluently


Lesson components


Word study Blend and Segment 3-4 thematic words using syllable (blending and segmenting should focus on syllable)


-Pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events using pictures) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading -Ask some inferential questions so that students relate their prior knowledge

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with that of the passage.

Fluency

-Before Reading Teacher extracts a paragraph from the previous reading text -Teacher models by reading the text Reading: Choral reading Students be in groups and practice fluency. They focus on intonation, expression and reading with sufficient pace and speed.

Vocabulary -Use textual clues to guess meanings of words and match with their antonyms taken from the reading passage about free time activities -Students learn meaning


contextual clues.

-acquire vocabulary

through independent

reading



for this level

Eg. reading, singing ,

drawing, sweeping,

cleaning, writing, …

-Use textual clues to guess meanings of words and match with their antonyms taken from the reading passage about free time activities -new vocabulary


with their synonyms

- 8-10 new words


this level

Listening

Pre listening




given.

While listening


classroom activities

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next, understanding

questions…

post listening -Ask questions which

summarize the main

points.

Speaking Students practice with expressions asking for repetition regarding progressive activities Eg; A. What are you doing? B. I’m Playing football

Grammar Present continuous tense:

Students use present continuous tense to express what they are doing in their free time

Do the given activities by using the correct form of present continuous tense EG. I am playing football.

Writing convention

Spelling rule—adding -ing on verbs ending by vowel letters by omitting the last vowel Eg. Have – having Write -writing

writing composition

-Students look at pictures and write guided paragraphs about what people are doing. -students use present continuous tense to write the paragraph (students will think, plan and write using grammatically correct

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and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review


Theme: Family

Topic: My Family


identify word parts

read and comprehend a text about ‘My family’


describe about their families

identify and use possessives



Lesson components


Word study Blend and Segment 3-4

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thematic words using syllable (blending and segmenting should focus on syllable)


-pre reading Ask question to relate with their prior knowledge - Encourage them to use pictures for prediction. -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency

Teacher let students read a paragraph from the previous reading text -Teacher models by reading the text Reading: pair reading Students be in pairs and practice fluency. They focus on accuracy, rate and expression

Vocabulary -Use textual clues -Students learn meaning


contextual clues.

-acquire vocabulary

through independent

reading

-8-10 new words


- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about my family -new vocabulary


with their synonyms

- 8-10 new words


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for this level

Eg. Extended-family,

nuclear-family, , aunt,

uncle, daughter, son,

grandfather, cousin,

nephew, niece,

this level

Listening

Pre listening





While listening

-Listen to a text about my

famiys




next, understanding

questions. Complete the

table based on their

listening.


points and relate them

with what they know

Speaking Conversation will be given and students practice in pairs.

Then, they set their own conversation Use social expression: - have/has -‘s and s’

Grammar Possessive- Has/have -Apostrophes ‘s and s’ Students use possessives and apostrophes to express their family

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members Do the given activities by using the correct form of possessives

Writing convention

Spelling rule—adding –‘to replace an omitted letter Eg. Cannot-can’t I am- I’m… She is – She’s, They

Writing composition

- Rearrange jumbled sentences related to their family and compose them into a logical paragraph. (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review


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Theme: Family

Topic: Family Relationships


identify word parts

read and comprehend a text about ‘Family Relationship’


describe about their familyrelationship

identify and use comparatives and superlatives



Lesson components


Word study Blend and Segment 3-4 thematic words using syllable suffix (blending and segmenting should focus on SYLLABLE)


-pre reading Ask question to relate with their prior knowledge (based on pictures) -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify the main ideas and

compare them with their

knowledge about the topic

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Fluency

Teacher let students read a paragraph from the previous reading text -Teacher models by reading the text Group reading Students be in pairs and practice fluency. They focus on accuracy, rate and expression

Vocabulary -Students will be given different family words and required to categorize them - Student match 8-10

family words with their

meaning.

- Use textual clues to guess meanings of words and match with their homophones taken from the reading passage about family relationship -new vocabulary


with their synonyms

- 8-10 new words


this level

Listening

Pre listening





While listening


leisure time activities




next, understanding

questions…


points

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Speaking -Students ask and answer questions about their family member, using possessive‘s E.g. Who is your mother’s niece? Who is your father’s sister? -Students practice comparative and superlative forms of adjectives

Grammar -Comparatives and superlatives -Students use them to express their family members

Writing convention

Spelling rule—adding –er and –est on adjectives to change them into comparatives and superlatives

writing composition

-Write a short descriptive paragraph about family relationship. (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and


Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review

-teacher’s review

-peer review


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tables and diagrams


have listened to)

more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

(This focus on the use of this week’s vocabulary)

Theme: Family

Topic: A Mother’s Role


identify word parts

read and comprehend a text about their mother’s role


describe about their mother’s roles.

identify and use Adverbs Of Degree



Lesson components


Word study Compounding

- Students are given words in two columns. Then, they form compound nouns using them.


-pre reading Ask question to relate their prior knowledge with the topic -prediction (relate the students’ background knowledge with past events) -While reading

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Read the passage silently, stop for a while and ask themselves if they understand what they are reading. Then, students transfer information in to a table Post reading Identify main ideas, infer

words from context,


-Narrative text type

Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Choral reading A teacher and students read together and practice fluency. They focus on accuracy, rate and expression

Vocabulary - Homonyms Use textual clues to guess meanings of words and identify their meaning differences Eg. Head (part of a body) Head-leader of a family -Students learn meaning


contextual clues.

-acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Right, head, corn, lie,

- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about free time activities -new vocabulary


with their synonyms

- 8-10 new words


this level

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can…

Listening

Pre listening





While listening


‘Mother’s day’.

-stops /pause reading and

ask question like what

will happen next,

understanding

questions…

post listening -Let them summarize the

main points and report to

the class orally.

Speaking -Students ask and answer questions using social expressions such as – -can you help me? -Yes, I can. -Students practice by asking and answering questions.

Grammar -Adverbs of Degree -Students use adverbs of degree Such as well, fast, quickly… -Do the given activities by using the correct form of adverbs of degree

Writing conventions

Punctuation mark-hyphen (-) to make compound words Eg. Mother-in-law

writing composition

-Write a short descriptive paragraph about the

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responsibility of one of the members of their own family (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review


Theme: School

Topic: Rules and Regulations of School


identify word parts

read and comprehend a text about ‘Rules and Regulations of School’


describe about Rules and Regulations of School


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read text on rules and regulations fluently


Lesson components


Word study Blend and Segment 3-4 thematic using syllabication (blending and segmenting should focus on syllable)


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves and answer the question based on it. Post reading Identify main ideas, infer

words from context,


Fluency


Vocabulary -Use textual clues to guess meanings - Students fill in blank

- Use textual clues to guess meanings of words and match with their synonyms

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spaces using appropriate words in a guided paragraph about the rules and regulation of a school from the lists of words given -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Compound, beautiful,

clean, dirty, bell,

blackboard, bookshelf,

desk, notes board, fence,

exit, primary school,,etc.

taken from the reading passage about rules and regulations of school -new vocabulary

-use contextual clues to

match with their synonyms

- 8-10 new words


for this level

Listening

Pre listening


-students predict about the

listening text based on title

and illustration

While listening

-Students listen to a description about the rules and regulations of a given school and complete the activities based on it. post listening Summarize the main points

and evaluate it based on

their knowledge.

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Speaking -Students use modal verbs which express obligation to describe the rules and regulations of their schools E.g. you must come to school on time ---- students practice using these social expressions and discuss what they must do.

Grammar -Students employ present simple tense to describe the rules and regulations of school -Do the given activities by using the correct form of simple present tense

Writing conventions

Capitalization -students use capital letters at the beginning of a sentence and personal letters.

writing composition

-Write a short descriptive paragraph about their roles and responsibility at school (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review For students. Informal monitoring. The teacher circulates

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card

-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For Example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined

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tables and diagrams


have listened to)

through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

-summaries and reflections - peer review (This focus on the use of this week’s vocabulary)

Theme: School

Topic: Let’s Make our School Beautiful

Week: 8 Learning objectives: By the end of the week , he students will be able to:

identify word parts

read and comprehend a text about ‘Let’s Make our School Beautiful’


talk about how to make their school beaytiful

identify and use aadverbs of reason

read text on how to make school beautiful fluently


Lesson components


Word study Blend and Segment 3-4 thematic words using suffixes (blending and segmenting should focus on suffixes) Eg. Beauty-beaut -awful Punish-punish-ment


-pre reading Ask question to relate with their prior knowledge -prediction (relate the

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students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading -Post reading Identify main ideas, infer

words from context,


Fluency


Vocabulary -Use textual clues to guess meanings - Students fill in blank spaces using appropriate words in a guided paragraph about how to make their school beautiful -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary

through independent

reading



- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about let’s make our school beautiful -new vocabulary



- 8-10 new words


for this level

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for this level

Eg. playground , Class, room, laboratory, library entrance, rules, regulation, punishment, duty, obligation, right, late, early

Listening

Pre listening




and illustration

While listening

-Listen to a text about keeping school environment clean -a teacher stops /pause


like what will happen next,

understanding questions…

post listening summarize the main points

Speaking -Students make suggestions using modal verbs (e.g. why don’t you…? you should …) -Students in pairs/ groups talk about their schools Role-play: students act as guides/visitor to their school. -The guides describe the school and the visitors ask questions

Grammar -Students employ adverbs of reason such as ‘because, for, as, since’ on their appropriate positions

Writing conventions

Use punctuation marks such as question mark and

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comma in their appropriate positions

writing composition

-Write a short paragraph describing ways of keeping school environment clean (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual reviewfor students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction


-teacher’s review

-peer review


Theme 3: School

Topic: What are your future plans?


identify word parts

read and comprehend a text about ‘What is your future plan?

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describe about ‘What is your future plan?

identify and use ‘Simple Future Tense

read the text ‘what’s your future plan?’ fluently


Lesson components


Word study Blend and Segment 3-4 thematic words using suffixes (blending and segmenting should focus on suffixes)


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Individual reading A teacher picks 3-5 students in a class and let them read loudly

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They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings - Students match with their synonyms -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Plan, hope, wish, favorite, study hard, …

- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about what’s your future plan -new vocabulary



- 8-10 new words


for this level

Listening

Pre listening




and illustration

While listening

-Listen to a text about a future plan -a teacher stops /pause





DRAFT

38

Speaking -Students ask and answer questions about their future plans. Students discuss what they are going to do when they are older social expression E.g. I’m going to be a pilot; I’m going to build a house etc. In groups students plan how they would change the school. They report back to the class with their plans (We’re going to ….)

Grammar Simple Future with going to (intention) and will +v1 going to (future plans) Students use ‘going to + V1’ to express their future plans or intentions, e.g. ‘We’re going to paint the buildings.’ ‘We’re not going to drop rubbish

Writing conventions

-Spelling rule ‘going to +v1 -Let students spell different words using the given rule.

writing composition

-Write a short descriptive paragraph about future plans (students will think, plan and write using grammatically correct and logical sentences)



Vocabulary


Speaking -turn and Talk. -observation -presentation Grammar

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions)

-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and

DRAFT

39



Listening



and




tables and diagrams


have listened to)

-group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

-presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)

speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined

Theme 4: Food

Topic: Why do we eat food?


identify word parts

read and comprehend a text about ‘Food Items’


describe about food items they know

identify and use Countable and Uncountable nouns



Lesson components



DRAFT

40



words from context,



Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Pair reading A teacher let students in a pair let them read loudly together They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings - Students match with their synonyms -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary

through independent

- Use textual clues to guess meanings of words and match with their antonyms taken from the reading passage about free time activities -new vocabulary



- 8-10 new words

DRAFT

41

reading

-8-10 new words


for this level

Eg. Shops, food, meat, vegetable, fruit, cereal, a flour, sack, supermarket, box, paper,


for this level

Listening

Pre listening




and illustration

While listening

-Listen to a text about a food items -a teacher stops /pause





Speaking -Students discuss food items they know in their area -Use social expression such as ‘How many…. How much… -In groups students discuss about food items using social expressions -They report back to the class with their plans to be clever student

Grammar Countable and Uncountable nouns -Students use countable and uncountable nouns -Use plural forms of nouns

DRAFT

42

-Do the given activities by using the correct form of nouns

Writing conventions

Punctuation mark Use appropriate punctuation marks

writing composition

-Write a short descriptive paragraph about any food items they like (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review


Theme 4: Food

Topic: Shopping for Food

Week: 11 Learning objectives:

DRAFT

43

By the end of the week , the students will be able to:

identify word parts

read and comprehend a text about ‘shopping


describe about shopping food items they know

identify and use Quantifiers



Lesson components


Word study Blend and Segment 3-4 thematic words by affixes (blending and segmenting should focus on affixes)


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with shopping) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Group reading A teacher makes a group of

DRAFT

44

3-5 students and let them read in groups loudly They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings - Students match with their antonyms -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. box of, a kilo of, a litre of, a packet of ), sell,/buy give, bring, want, cheap, expensive, cost, maybe interest, price

- Use textual clues to guess meanings of words and match with their antonyms taken from the reading passage about free time activities -new vocabulary



- 8-10 new words


for this level

Listening

Pre listening




and illustration

While listening

-Listen to a text about shopping -a teacher stops /pause





Speaking -Students make up and act out role play between shop keeper and a

DRAFT

45

customer -Use social expression such as ‘How many…. How much… Polite request: Use modal auxiliary verbs to E.g. May, can, could I have… please) I want/need/would like to … please? -In groups students discuss about food items, price and shopping using social expressions -They present to the class with their plans to be clever student

Grammar Quantifiers -Students use quantifiers, to express constable and uncountable food items. -Do the given activities by using the correct form of quantifiers such as ‘a few, a little, much, many

Writing conventions

Spelling rule -change nouns into plural forms by adding –s, es…

writing composition

-Rearrange jumbled sentences related to shopping -Write a short descriptive paragraph by organizing the arranged paragraph (students will think, plan and write using grammatically correct and logical sentences)


Vocabulary

-exit card -summaries and reflections

Speaking -turn and Talk. -observation

Reading fluency -the teacher evaluates while the students read loudly

-teacher’s review

-peer review

-rubrics (Use a table of

DRAFT

46



- peer review (This focus on the use of


Listening



and




tables and diagrams


have listened to)

-presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)

criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined

Theme 4: Food

Topic: Food for Health


identify word parts

read and comprehend a text about ‘Food for Health’


describe about the uses of food for our health

identify and use ‘Definite and indefinite articles



Lesson components


Word study Blend and Segment 3-4 thematic words using syllabically

DRAFT

47

(blending and segmenting should focus on syllable


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Group reading A teacher makes a group of 3-5 students and let them read in groups loudly They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings - Students fill blank spaces with the appropriate words from the given lists -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary

- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about free time activities -new vocabulary



- 8-10 new words

DRAFT

48

through independent

reading

-8-10 new words


for this level

Eg. Healthy, balanced diet,


for this level

Listening

Pre listening




and illustration

While listening

-Listen to a text about a uses of food for health -a teacher stops /pause





Speaking -Polite request: Use modal auxiliary verbs to express ideas as: permission, necessity and possibility E.g. May, can, could I have… please)

I want/need/would like to … please?

To recycle words in small groups, students from oral chain sentences, for example, I would like to have tea;

Grammar -Students use definite and indefinite article -Use the correct article -Do the given activities by using the correct

DRAFT

49

article

Writing conventions

Spelling rule

writing composition

-Write a short descriptive paragraph based on the given information about balanced diet. (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For Example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined

Theme 4: Processes

Topic: Making Tea


DRAFT

50

identify word parts

read and comprehend a text about ‘Making Tea’


describe about the process of making things

identify and use ‘Imperatives’



Lesson components


Word study Blend and Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffix)



words from context,


- Descriptive text type

Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Group reading A teacher makes a group of

DRAFT

51

3-5 students and let them read in groups loudly They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings - Students fill blank spaces with the appropriate words from the given lists -Students learn meaning of thematic and academic words using contextual clues. -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Example. Process, gradual, slow, quick, fast, adhere, pour, stir, press, wash, boil, look after, serve, , a cup of (may depend what process is chosen),

- Use textual clues to guess meanings of words and match with their synonyms taken from the reading passage about making tea -new vocabulary



- 8-10 new words


for this level

Listening

Pre listening




and illustration

While listening

-Listen to a text about a process of making things -a teacher stops /pause





DRAFT

52

Speaking -Students in pairs/group talk about the process of how tea is made and arrange the sequence of activities -A student use sequential words such as first, second, then, lastly, finally,. And describe a process

Grammar -Imperatives -Students construct imperative sentences Sequencing words Students use sequencing words to describe a process. e.g. first, second, then, after that, finally, etc . -Use the correct form of imperatives -Do the given activities by using the correct article

Writing conventions

Spelling rule Use of capitalization to begin a sentence; commas and full stops.

writing composition

- Students look at pictures and write descriptive paragraph about the picture -Write a short descriptive paragraph using sequential words such as first, second, then, last.. (students will think, plan and write using grammatically correct and logical sentences)

Assessment Word study -explicit instruction

Vocabulary

-exit card

Speaking -turn and Talk.

Reading fluency -the teacher evaluates while

-teacher’s review

-peer review

DRAFT

53

-blend and segment words



-summaries and reflections - peer review (This focus on the use of


Listening



and




tables and diagrams


have listened to)

-observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)


Theme 5: Processes

Topic: Baking Bread


identify word parts

read and comprehend a text about ‘Preparing Bread’



identify and use ‘Active and passive’



Lesson components


Word study Blend and Segment 3-4 thematic words using affixes

DRAFT

54

(blending and segmenting should focus on suffix)



words from context,



Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Choral reading A teacher and students read the first paragraph of the previous passage loudly They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings - sentence race- Students make a sentence using the words given -Students learn meaning of thematic and academic words using contextual clues and transfer by making sentences

-Use textual clues to guess meanings - sentence race- Students make a sentence using the words given -Students learn meaning of thematic and academic words using contextual clues and transfer by making sentences

DRAFT

55

-acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. cut, push, pull, put, add, avoid, put, pick up , made up of, consist of

-acquire vocabulary through independent reading -8-10 words new words -use most frequent words for this level

Listening

Pre listening




and illustration

While listening

-Listen to a text about a process of making things such as a table or bread… -a teacher stops /pause





Speaking Expressing Ability: Use (can/can’t) to, E.g. Can you read? Yes/sure I can (ability). I’m sorry, I can’t(inability)

Grammar Present simple passive -Students construct imperative sentences Sequencing words Students use sequencing words to describe a process. e.g. first, second, then, after that, finally, etc . -Use the correct form of

DRAFT

56

passives -Do the given activities by using the correct article

Writing conventions

-Students practice with capitalization and writing punctuation marks in sentences and paragraphs

writing composition

-Students write sentences step by step about how to make bread using present passive (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review


DRAFT

57

Theme 5: Process

Topic: Making a Table


identify word parts

read and comprehend a text about ‘Making pot



identify and use ‘Present passive’



Lesson components


Word study Blend and Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffix)



words from context,



DRAFT

58

Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Choral reading A teacher and students read the first paragraph of the previous passage loudly They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings - sentence race- Students make a sentence using the words given -Students learn meaning of thematic and academic words using contextual clues and transfer by making sentences -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. cut, push, pull, put, add, avoid, put, pick up , made up of, consist of

-Use textual clues to guess meanings - sentence race- Students make a sentence using the words given -Students learn meaning of thematic and academic words using contextual clues and transfer by making sentences -acquire vocabulary through independent reading -8-10 words new words -use most frequent words for this level

DRAFT

59

Listening

Pre listening




and illustration

While listening

-Listen to a text about a process of making things -a teacher stops /pause





Speaking

-Students in pairs/group talk about the process of how pot is made and arrange the sequence of activities

-A student use sequential words such as first, second, then, lastly, finally,. And describe a process

Grammar Present simple passive -Students construct imperative sentences Sequencing words Students use sequencing words to describe a process. e.g. first, second, then, after that, finally, etc . -Use the correct form of passive -Do the given activities by using the correct forms of passives

DRAFT

60

Writing conventions


writing composition

-Students write sentences step by step about how to make things which are made in their areas using present passive (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review


DRAFT

61

Theme 6: Likes and Dislikes

Topic: Which Season do you like?


identify word parts

read and get the main idea of the ‘which season do you like?’


describe the season they like most

identify and use ‘comparison’


write a paragraph relating weather condition

Lesson components


Word study Blend and Segment 3-4 thematic words using syllabication (blending and segmenting should focus on syllables)



words from context,


-comparative text type

DRAFT

62

Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Pair reading A teacher and students read the first paragraph of the previous passage loudly They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings - contextual meaning- Students guess the meaning of new words from context -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Autumn, spring, summer, winter, year, month, week, day, hour, etc.

-Use textual clues to guess meanings - contextual meaning- -Students guess the meaning of new words from context -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary through independent reading -8-10 words new words -use most frequent words for this level

DRAFT

63

Listening

Pre listening




and illustration

While listening

-Listen to a text about seasons -a teacher stops /pause





Speaking -Students ask and answer questions about seasons they like. -Students talk to each other in pairs or in group by comparing seasons -Use social expression to describe what student’s likes/dislikes. (I like… I don’t like… etc. Do you like… No I dislike…)

Grammar Comparison -Students make comparison sentences using comparative and superlative degree -identify the forms of comparatives and superlatives.

Writing conventions


writing -Students write sentences

DRAFT

64

composition and make a paragraph about the Sunday’s weather condition.




Vocabulary



Listening



and




tables and diagrams


have listened to)

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review For students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction


-teacher’s review

-peer review



Topic: Sports we like


identify word parts;

read and get the main idea of ‘Sports you like’


describe the sports they like most

identify and use adverbs of frequency


write accurately

DRAFT

65

Lesson components


Word study Blend and Segment 3-4 thematic words using syllabication (blending and segmenting should focus on syllables)


-pre reading Ask question to relate with their prior knowledge - Predictions: Look at the picture of sporting events and predict content of the text. prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency

Teacher let students read a paragraph from the previous reading text together -Teacher models by reading the text Pair reading A teacher and students read the third paragraph of the previous passage loudly They focus on accuracy, rate and expression

DRAFT

66

Vocabulary -Use textual clues to guess meanings -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Words related to sports


Listening

Pre listening




and illustration

While listening

-Listen to a text about animals -a teacher stops /pause





Speaking -Students ask and answer questions about sports they like. -Students talk to each other in pairs or in group by comparing sports. -Use social expression to describe what student’s likes/dislikes. (I like… I don’t like… etc. Do you like… No I

DRAFT

67

dislike…)

Grammar Adverbs of frequency in Simple Present tense ; always, every day, sometimes.

Writing conventions


writing composition

-Students write sentences and make a paragraph about the known football players based on the given information. -students think, plan, write and check to write their paragraph.




Vocabulary



Listening



and



Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this

-teacher’s review

-peer review


DRAFT

68


tables and diagrams


have listened to)

which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

week’s vocabulary)


Topic: What would you like to be?


identify word parts

read and get the central idea of ‘What would you like to be?’


describe their ambitions

identify and use modals for expressing ability


Lesson components




-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge) -While reading Read the passage silently, stop for a while and ask

DRAFT

69

themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency

Teacher let students read a paragraph from the previous reading text in groups -Teacher models by reading the text Group reading -students read the first paragraph of the previous passage loudly in groups They focus on accuracy, rate and expression

Vocabulary -Use textual clues to guess meanings -Students learn meaning of thematic and academic words using contextual clues -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Teacher, doctor, engineer, pilot, lawyer, architect, mechanic, tailor, tourist, fisher, president, politician, musician, physician, actor, actress, trader, soldier, astronomer, author, writer, journalist, etc.


DRAFT

70

Listening

Pre listening




and illustration

While listening

-Listen to a text about hobbies -a teacher stops /pause





Speaking Would you like to … Use ‘would you like…’ to talk about what you desire or hope to do or achieve in your future

Grammar Expressing Ability Can/can’t

Writing convention

-Students practice using capitalization and punctuation marks in sentences and paragraphs correctly

writing composition

-Students write sentences and a paragraph about the sports they want to be. -students think, plan, write and check to write their paragraph.



-turn and Talk -Summaries and Reflections as per their

Vocabulary



Listening

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and

-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization,

DRAFT

71

level. - Presentations. -Filling charts, tables



and




tables and diagrams


have listened to)

for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)

as well as accuracy. Expectation will be clearly defined

Theme 7: Health and Safety

Topic: Personal Hygiene


identify word parts

read and get the central point of ‘personal hygiene’

listen and identify the main ideas

describe some means of keeping personal hygiene,

identify and use indefinite pronouns


write accurately

Lesson components

Learning Activities


Word study Segment 3-4 thematic words with two to three syllable (segmenting should focus on syllables)


-pre reading Ask question to relate with their prior knowledge

DRAFT

72

-Prediction-students predict the content of the text based on the illustrations and pictures. -While reading -Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading -Identify main ideas, infer

words from context,



Fluency

-The teachers model one paragraph with fluency (accuracy, rate, expressions); then students will read similarly.

Vocabulary -Use textual clues to

acquire vocabulary through

independent reading

- match the given words

with their appropriate

meaning.


for this level

Eg. Headache, fever, health, recover, shiver, painful, painkillers, aspire, illness, injure, patient, tablet, stress, symptom, bacteria, vomiting, etc

-new vocabulary

-use contextual clues

- 8-10 new words


for this level

Listening

Pre listening

listening activities



and pictures

While listening

DRAFT

73






Speaking -Using modal verbs: ‘should/shouldn’t’, The students express their roles and responsibilities in keeping their personal hygiene in pair or in group

Grammar -Indefinite pronouns Anybody/somebody/ everybody - Teacher gives examples with contexts -explains indefinite pronouns - Provide students with opportunities to give and receive feedback.

Writing convention

-The students use the apostrophe marks in writing. (comma and full stops)

writing composition

-Write a paragraph about how they are keeping their personal hygiene by first filling the table. (students will think, plan and write using correct sentences)

Assessment Word study -explicit instruction -segment words


-turn and Talk -Summaries and Reflections as per their level. - Presentations.

Vocabulary



Listening


(Fill tables and

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card

-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined for students.

DRAFT

74




tables and diagrams


have listened to)

-summaries and reflections - peer review (This focus on the use of this week’s vocabulary)


Topic: Preventing Disease


identify word parts

read and comprehend a text about preventing disease


describe some means of preventing disease using ‘must’‘ and ‘mustn’t’

identify and use Modal verbs: Should/shouldn’t, read this level text fluently


Lesson components

Learning Activities


Word study Segment 3-4 thematic words with two to three syllables (segmenting should focus on syllables)


-pre reading Ask question to relate with their prior knowledge -prediction -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading

DRAFT

75

Identify main ideas, infer

words from context,



Fluency

-The teacher models the third paragraph with fluency (accuracy, rate, expressions); then students will read chorally.

Vocabulary -Use textual clues to find

synonyms of new words –


independent reading

-8-10 new words


for this level

Eg. Headache, fever shiver, painful mosquito-net Symptom, insect, vomiting,…

-new vocabulary

-use contextual clues to find

synonyms of words

- 8-10 new words


for this level

Listening

Pre listening

listening activities



and illustration

While listening






Speaking -Using modal verbs: ‘must/mustn’t -The students express ways of preventing malaria in pair or in group

DRAFT

76

Grammar Modal verbs: E.g. Should/shouldn’t Teacher gives examples with contexts - Provide students with opportunities to give and receive feedback.

Writing convention

The student’s use question mark and capitalization in writing. (Make 3-5 interrogative sentences that will be asked a doctor)

writing composition

Write a paragraph about how they can prevent malaria in their area. (students will think, plan and write using correct sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)


Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)

-teacher’s review

-peer review


DRAFT

77


Topic: How to Avoid Danger


identify word parts

read and comprehend a text relating to danger


describe some means to taking care of oneself from danger

Identify and use imperatives



Lesson components

Learning Activities


Word study Segment 3-4 thematic words with two to three syllables (segmenting should focus on syllables)


-pre reading Ask question to relate with their prior knowledge -prediction -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



DRAFT

78

Fluency

-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read chorally.

Vocabulary -Use textual clues to find



independent reading

-5-10 new words


for this level

Eg. Accident, take-care, danger, accident, emergency, bandage, cleanliness, hurt, etc.

-new vocabulary

-use contextual clues to find

synonyms of words

- 8-10 words


for this level

Listening

Pre listening



and illustration

While listening






Speaking -Using modal verbs: ‘must/mustn’t, The students express sharp materials like blade, needle,… in pair or in group

Grammar -Imperatives: (positive and negative)

Do, do not/don’t - Teacher gives examples with contexts

DRAFT

79

- Provide students with opportunities to give and receive feedback.

Writing conventions

The students use Exclamation mark in writing. (Make 3-5 sentences using exclamation mark)

writing composition

Write a paragraph about cooking food’ (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review


DRAFT

80

Theme 8: Past Events

Topic: My Childhood


identify word parts

read and comprehend a text about ‘My Childhood’


describe about a their childhood experiences

identify and use regular simple past verbs



Lesson components

Learning Activities


Word study Segment 3-4 thematic compound words (Blending and segmenting should focus on compound words like childhood to child-hood, friendship to friend – ship…)



DRAFT

81

words from context,



Fluency

-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will practice in groups.

Vocabulary -Use textual clues to fill

blank spaces by choosing

from the given list of

words

–acquire vocabulary

through independent

reading

-8-10 new words

-use most thematic and

academic words

Eg. Ago, last, before, after, once upon a time, autobiography, history, event, past, beginning, famous, etc.

-new vocabulary

-use contextual clues to fill

blank spaces by choosing

from the given list of words

- 8-10 new words

-use most thematic and

academic words

Listening

Pre listening





While listening




next, understanding

questions…


points

Speaking -Students ask and answer questions using the past

DRAFT

82

simple based on their childhood experience -what did you do….

Grammar Simple past - Teacher gives examples with contexts

-explains adverbs of time in simple past like yesterday, last week,

- Provide students with opportunities to give and receive feedback.

Writing conventions

-Spelling of regular verbs -The students add –ed to regular verbs to change into their past tenses.

writing composition

Write a paragraph about their childhood experiences in the past tense -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students


-teacher’s review

-peer review


DRAFT

83

tables and diagrams


have listened to)

respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction


Topic: A famous Ethiopian Athlete


identify word parts

read and comprehend a text about an Ethiopian famous athlete


describe about a famous athlete that they admire in their area

identify and use irregular simple past verbs



Lesson components

Learning Activities


Word study Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffixes)


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading

DRAFT

84

Post reading Identify main ideas, infer

words from context,


Narrative text type

Fluency

-The teacher models the first paragraph with fluency (accuracy, rate, expressions); then students will practice in pairs.


match with their


acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Known, familiar, outstanding, brave, clever, lazy, good, bad, guy, person…

-new vocabulary



- 8-10 new words


for this level

Listening

Pre listening





While listening




next, understanding

questions…


points

Speaking So do I/ Nor do I

DRAFT

85

Grammar past simple Irregular verbs: - Teacher gives examples with contexts -explains adverbs of time in simple past like yesterday, last week, - Provide students with opportunities to give and receive feedback.

Writing conventions

.-Spelling of words by adding-tion on nouns like exam-examination students learn spelling of words with these vowel alternation

writing composition

Write a paragraph about an athlete in their area or about any athlete they know. -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and


-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined DRAFT

86

have listened to)

share learning from previous lesson. Teacher uses this information to determine the direction


Topic: Summer Vacation


identify word parts

read and comprehend a text about ‘My Last Summer Vacation’


describe about their past summer vacation

identify and use simple question form past verbs



Lesson components

Learning Activities


Word study Segment 3-4 thematic words using Vowel alternations Eg. define–definition, (blending and segmenting should focus on vowel alternation)


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they

DRAFT

87

understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency

-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read individually.


match with their


acquire vocabulary

through independent

reading



for this level

Eg. Outstanding, clever, good, bad, guy, vacation, refreshment,

-new vocabulary



- 8-10new words


for this level

Listening

Pre listening





While listening




next, understanding

questions…


points

Speaking -Students ask and answer

DRAFT

88

questions using the past simple based on their last summer vacation

Grammar Simple past! - Question Forms

Writing conventions

- Capitalization and Punctuation

writing composition

Write a paragraph about what they did in the past summer -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and




tables and diagrams


have listened to)



-teacher’s review

-peer review


DRAFT

89

Theme 9: Animals

Topic: Animals in the Forest


identify word parts

read and comprehend a text about animals in the forest


describe about wild animals




Lesson components

Learning Activities


Word study Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffixes) Or blend and segment words using syllabification


Pre reading: Ask question to relate with their prior knowledge. -prediction (relate the students’ background knowledge about wild animals) While reading: Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading: Identify main ideas, infer

DRAFT

90

words from context,



Fluency


Vocabulary -Use antonymous of

words to differentiate the

name of animals. Acquire

vocabulary through

independent

reading(using dictionary)

-8-10 new words

Eg. Animal, jungle, wild, domestic, endemic, endanger, elephant, climate, frog, eagle, lion, giraffe, forest, grass, leaf, flower, fire, monkey, gazelle, insect, mosquito, snake, tortoise, , science laboratory, etc.

-new vocabulary

-match animals with their

sounds, names (male,

female), young, etc.

- 8-10 new words


for this level

Listening

Pre listening





While listening




next, understanding

questions…


points

DRAFT

91

Speaking In pairs, students choose one animal they know and describe it. (where they live, what they eat, etc.) Use ‘do and does’ to form questions. Eg. Where does a dog live? Where do lions live?

Grammar present tense - Teacher gives examples with contexts -explains the use and form of simple present tense - Provide students with opportunities to give and receive feedback.

Writing conventions

-Spell 5-10 thematic related words -Use comma (,) to differentiate names of animals in a sentence.

writing composition

Write a descriptive paragraph about animals




Vocabulary



Listening



and




Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students


-teacher’s review

-peer review


DRAFT

92

tables and diagrams


have listened to)

respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

Theme 9: Animals

Topic: Domestic Animals


identify word parts

read and comprehend a text about domestic animals


describe about domestic animals

identify and use Comparative and superlative degree



Lesson components


Word study Segment 3-4 thematic words using affixes (blending and segmenting should focus on suffixes) Or blend and segment words using syllabification


Pre reading: Ask question to relate with their prior knowledge. -prediction (relate the students’ background knowledge about what wild animals eat) While reading: Read the passage silently, stop for a while and ask

DRAFT

93

themselves if they understand what they are reading Post reading: Identify main ideas, infer

words from context,



Fluency

-The teachers model by reading the text with fluency (accuracy, rate, expressions); then students practice individually in the same way.

Vocabulary Use graphic organizer to

differentiate different

types of animals.

Acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Domestic, Carnivore,

omnivore, productive,

milky, …

-new vocabulary

-use word spider

-categorize words related to

what domestic animals by

using graphic organizer

- 8-10 new words


for this level

Listening

Pre listening





While listening




next, understanding

questions…


DRAFT

94

points

Speaking -Students ask and answer questions related to wild animals -Play ‘Who am I?’ game in pairs. (Students pretend and describe themselves like they are animal and ask questions using ‘who am I?)

Grammar -Comparative and superlative degree - Teacher gives examples with contexts -explains the use and form of comparative and superlative - Provide students with opportunities to give and receive feedback.

Writing conventions

-Use capitalization, full stop, comma and question mark (., , and ?,) in a paragraph.

writing composition

Write a descriptive paragraph about domestic animals (students think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections

-teacher’s review

-peer review


DRAFT

95




tables and diagrams


have listened to)

children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

- peer review (This focus on the use of this week’s vocabulary)

Theme 9: Animals

Topic: National Parks in Ethiopia


identify word parts

read and comprehend a text about parks in the country


describe about national parks in Ethiopia

identify and use simple future tense



Lesson components


Word study Blend and Segment 3-4 thematic words using syllables


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with simple future events) -While reading Read the passage silently,

DRAFT

96

stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency



match with their


acquire vocabulary

through independent

reading



for this level

Eg. Park, endangered,

income, indigenous,

tourist, nourishment,

sustenance….

-new vocabulary



- 8-10 new words


for this level

Listening

Pre listening





While listening




next, understanding

questions…

post listening

DRAFT

97

summarize the main

points

Speaking -Students ask and answer questions using -‘Should do’ and ‘Shouldn’t do’ for national park guide

Grammar -Simple Past Tense - Teacher gives examples with contexts

Writing conventions

-Spelling of words by adding prefixes on nouns like danger- en+ danger= endanger students learn spelling of words with these vowel alternation

writing composition

Write a paragraph about importance of animals in their area -students use present tense and future tense to write the paragraph (students will think, plan and write using grammatically correct, meaningful and logical sentences)




Vocabulary



Listening



and




tables and diagrams

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and


-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or organization, as well as accuracy. Expectation will be clearly defined DRAFT

98


have listened to)

share learning from previous lesson. Teacher uses this information to determine the direction

Theme 10: Arts and Literature

Topic: Animal Fables

Week: 28 Learning objectives: By the end of the week , he students will be able to:

identify word parts

read and comprehend a text about ‘Animal Fables’


describe about animal fables they know in their area

identify and use simple past verbs



Lesson components


Word study Segment 3-4 thematic words using syllables (blending and segmenting should focus on homophones)


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading

DRAFT

99

Post reading Identify main ideas, infer

words from context,



Fluency

-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will practice individually. -Teacher picks3- 5 students and let them read turn by turn loudly.

Vocabulary -Use textual clues to match with their meaning -contextually infer meaning of vocabulary through independent reading from reading context -acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Art, literature, animal, artist, famous, fable, …

-new vocabulary

-use meaning relation to

acquire meaning of words

from context

- 8-10 new words


for this level

Listening

Pre listening





While listening




next, understanding

questions…

post listening

DRAFT

100

summarize the main

points

Speaking -look at pictures of animals and compare and contrast them orally -discuss in groups and present to the classrooms

Grammar -Past simple - Teacher gives examples with contexts -explains adverbs of time in simple past like yesterday, last week, - Provide students with opportunities to give and receive feedback.

Writing conventions

-students are given sentences or a paragraph without punctuation marks and they use the correct punctuation marks and rewrite it.

writing composition

Write a paragraph about animal story which is popular in their areas. -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening



and

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review

-teacher’s review

-peer review


DRAFT

101




tables and diagrams


have listened to)

which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

(This focus on the use of this week’s vocabulary)


Topic: A Singer


identify word parts

read and comprehend a text about ‘A Singer’


describe about a famous singer in their area

identify and use question past verbs



Lesson components


Word study Blend and segment 3-4 thematic and more complex words by suffixes(blending and segmenting should focus on suffixes) Eg. sing-singer Ethiopia-Ethiopian…


-pre reading Ask questions to relate with their prior knowledge -prediction (relate the students’ background knowledge with past

DRAFT

102

events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency

-The teachers model the first paragraph with fluency (accuracy, rate, expressions); then students will read in pairs turn by turn.

Vocabulary -Sentence race

-students make a

sentence using the given

new words

-acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Musician, odor, flavor, stanza, poem, melody, …

- Sentence race- students

make a sentence using the

given new words

- 8-10 new words


for this level

Listening

Pre listening





While listening




DRAFT

103

next, understanding

questions…


points

Speaking Expressing opinion: Use social expressions: -in my opinion… -I think…

Grammar -Past simple Question Forms: Ask and answer questions using Did … - Teacher gives examples with contexts -explains adverbs of time in simple past like yesterday, last week, - Provide students with opportunities to give and receive feedback.

Writing conventions

-‘s and s’ to show possession students learn spelling of words with ‘s and s’

writing composition

Write a paragraph about a musician they like more -students use past simple to write the paragraph (students will think, plan and write using grammatically correct and logical sentences)




Vocabulary



Listening

Speaking -turn and Talk. -observation -presentation Grammar -group production -rotating individual review for students. Informal monitoring. The teacher circulates

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation -Peer assessment - record errors, time and expression for feedback Vocabulary

-teacher’s review

-peer review


DRAFT

104



and the teacher

circulates in classroom if

the students are filling

and completing tables

and diagrams correctly

from what they have

listened to)

through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

-exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)


Topic: Works of Art


identify word parts

read and comprehend a text relating to works of art


describe a writer familiar to them

identify and use of present continuous tense



Lesson components


Word study Blend and segment 3-4 thematic words by suffixes Eg. Writer-write-er (blending and segmenting should focus on suffixes)


-pre reading Ask question to relate with their prior knowledge -prediction (relate the students’ background knowledge with past

DRAFT

105

events) -While reading Read the passage silently, stop for a while and ask themselves if they understand what they are reading Post reading Identify main ideas, infer

words from context,



Fluency



guess the meaning of new

words –

acquire vocabulary

through independent

reading

-8-10 new words


for this level

Eg. Fiction, diary, creative, organize, logical, ….

-new vocabulary


guess the meaning of new

words

- 8-10 new words


for this level

Listening

Pre listening





While listening




next, understanding

DRAFT

106

questions…


points

Speaking Invitations: Expressions for inviting and responding to invitations (I would like to invite you to…, Could you …, I was wondering if you could … etc) E.g. Could you come and have a lunch with us please? Sure! Or I’m sorry I can’t make it now. I have got another appointment. Thank you!

Grammar -Simple present tense: - Teacher gives examples with contexts - Provide students with opportunities to give and receive feedback.

Writing conventions

-Spelling of words using –ing forms by omitting the last vowel Eg. Have-having Write-writing students learn spelling of words with –ing forms

writing composition

Write a short story about what they heard or read (students will think, plan and write using grammatically correct and logical sentences)



-turn and Talk

Vocabulary


Speaking -Turn and Talk. -observation -presentation Grammar -group production

Reading fluency -the teacher evaluates while the students read loudly individually or in pair (accuracy, rate, expressions) -presentation

-teacher’s review

-peer review

-rubrics (Use a table of criteria to evaluate/ assess student writing and speaking. For example, criteria may include coherence or

DRAFT

107

-Summaries and Reflections as per their level. - Presentations. -Filling charts, tables


Listening



and




tables and diagrams


have listened to)

-rotating individual review for students. Informal monitoring. The teacher circulates through the room to understand which children understand and which children need more support. Guided Review. Students respond to questions and share learning from previous lesson. Teacher uses this information to determine the direction

-Peer assessment - record errors, time and expression for feedback Vocabulary -exit card -summaries and reflections - peer review (This focus on the use of this week’s vocabulary)

organization, as well as accuracy. Expectation will be clearly defined

DRAFT

grade 5 english scope and sequence - united states …pdf.usaid.gov/pdf_docs/pa00mtq5.pdf · scope...

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