GRADE THREE GRADE THREE ENGLISH SCHEME OF WORK TERM TWO YEAR 2018

WE LESS STRA S- SPECIFIC LEARNING KEY INQURY LEARNING LEARNING ASSESSMENT REFLECTION
EK ON NDS STRAND OUTCOMES QUESTIONS EXPERIENCES RESOURCES
1
2 1 Lang Opposite By the end of the sub What are the Learners use the Realia 1.Observation
uage s strand, the learner opposites of these opposites of a broad charts 2.Oral
struct should be able to: words range of words (e.g questions
ures use opposites of present /absent, left
and higher level difficulty /right, top/ bottom ,
functi to construct simple back / front, outside
ons sentences about safety /inside
at home

2 Opposite By the end of the sub What are the Learners use the Realia .Observation
s strand, the learner opposites of these opposites of a broad Charts 2.Oral
should be able to: words range of words (e.g questions
use opposites of present /absent, left
higher level difficulty /right, top/ bottom ,
to construct simple back / front, outside
sentences about safety /inside
at school

3 Opposite By the end of the sub What are the Learners use the Realia .Observation
s strand, the learner opposites of these opposites of a broad Charts 2.Oral
should be able to: words range of words (e.g questions
use opposites of present /absent, left
higher level difficulty /right, top/ bottom ,
to construct simple back / front, outside
sentences about safety /inside
in the environment

3 1 Opposite By the end of the sub Where does the sun In pairs and groups Realia Observation
s strand, the learner rise/ set? learners construct oral charts
 should be able to: and written sentences
identify the opposite using the opposites of
of a group of words familiar and unfamiliar
for effective oral words
communication,

2 Opposite By the end of the sub Where does the sun In pairs and groups Realia .Observation
s strand, the learner rise/ set? learners construct oral Charts 2.Oral
should be able to: and written sentences questions
identify the opposite using the opposites of
of a group of words familiar and unfamiliar
for effective oral words
communication,

3 Opposite By the end of the sub Where does the sun Learner listens to story Realia .Observation
s strand, the learner rise/ set? read by the teacher or Charts 2.Oral
should be able to: from computing Punting
enjoy conversations devices and respond to questio
using opposites in questions based on the Punting
communicating ideas theme and opposites ns

4 1 Prepositi By the end of the sub Where is Mary Learners work in Realia .Observation
ons strand, the learner seated groups to identify Charts 2.Oral
should be able to various positions of questions
use prepositions’next objects involving the
to, around, near’ to prepositions learnt
talk about the position
and location of
objects, people,
animals and places
around the park

2 Prepositi By the end of the sub Where is Mary Learners work in Realia .Observation
 ons strand, the learner seated groups to identify charts 2.Oral
should be able to various positions of questions
use prepositions by’ objects involving the
beside, above’ to talk prepositions learnt
about the position and
location of objects,
people, animals and
places around the park

3 Prepositi By the end of the sub Where is Mary Learners work in Realia .Observation
ons strand, the learner seated groups to identify Charts 2.Oral
should be able to various positions of questions
use prepositions objects involving the
‘through, across, to prepositions learnt
and a’t to talk about
the position and
location of objects,
people, animals and
places around the park

5 1 Prepositi By the end of the sub Where is the moon In pairs, learners Realia .Observation
ons strand, the learner construct sentences Charts 2.Oral
should be able to orally using pre- questions
identify the correct use positions
of prepositions in oral
conversations

2 Prepositi By the end of the sub Where is the moon In pairs, learners Realia .Observation
ons strand, the learner construct sentences Charts 2.Oral
should be able to orally using pre- questions
identify the correct use positions
of prepositions in oral
conversations

3 Prepositi By the end of the sub Where is the moon Learners describe the Realia
ons strand, the learner locations of things in Charts
 should be able to their homes using the
appreciate use of prepositions they have
prepositions to learnt
describe the different
positions and locations
of people, animals,
places

6 1 Saving By the end of the sub Which words are Learners role play Realia .Observation
strand, the learner used to ask activities that lead to charts 2.Oral
should be able to: questions? the use of ‘what’, questions
ask questions using ‘when’ ‘whose’, ‘how’,
‘what’, ‘when’ to ‘why’ and ‘where’
learn about saving Learners engage in
meaningful question
and answer dialogues
using ‘what’, ‘when’
‘whose’, ‘how’, ‘why’
and ‘where’ in
pairs/small groups

2 Saving By the end of the sub Which words are Learners role play Realia .Observation
strand, the learner used to ask activities that lead to charts 2.Oral
should be able to: questions? the use of ‘what’, questions
ask questions using , ‘when’ ‘whose’, ‘how’,
‘how’, ‘why’ to learn ‘why’ and ‘where’
about saving Learners engage in
meaningful question
and answer dialogues
using ‘what’, ‘when’
‘whose’, ‘how’, ‘why’
and ‘where’ in
pairs/small groups

3 Saving By the end of the sub Which words are Learners role play Realia .Observation
strand, the learner used to ask activities that lead to charts 2.Oral
 should be able to: questions? the use of ‘what’, questions
ask questions using ‘ ‘when’ ‘whose’, ‘how’,
‘why’ and ‘where’ to ‘why’ and ‘where’
learn about saving Learners engage in
meaningful question
and answer dialogues
using ‘what’, ‘when’
‘whose’, ‘how’, ‘why’
and ‘where’ in
pairs/small groups

7 1 Saving By the end of the sub How do you read Learners take part in Realia Prepositions
strand, the learner these sentences? games that allow them charts Saving
should be able to: to ask questions using
identify wh-words in a the wh- words
story, poem or
conversation for
effective oral
communication

2 Saving By the end of the sub How do you read Learners take part in Realia .Observation
strand, the learner these sentences? games that allow them charts 2.Oral
should be able to: to ask questions using questions
identify wh-words in a the wh- words
story, poem or
conversation for
effective oral
communication

3 Saving By the end of the sub How do you read Learners listen to a Realia .Observation
strand, the learner these sentences? story, poem or charts 2.Oral
should be able to: conversation read by questions
appreciate the use of the teacher or from
WH-Words for computing devices, and
communication respond to questions
about saving money or
 conserving other
resources

8 1 Describin By the end of the sub What colours are Learners group objects Realia .Observation
g words- strand, the learner they? in terms of size, colour, charts 2.Oral
size, should be able to: shape and numbers questions
shape, use adjectives to Learner describes
colour describe people, things objects in the classroom
and actions in a using size, colour and
festival numbers

2 Describin By the end of the sub What colours are Learners group objects Realia .Observation
g words- strand, the learner they? in terms of size, colour, charts 2.Oral
size, should be able to: shape and numbers questions
shape, use adjectives to Learner describes
colour describe people, things objects in the classroom
and actions in a using size, colour and
festival numbers

3 Describin By the end of the sub What are some of Learners group objects Realia .Observation
g words- strand, the the shapes in terms of size, colour, charts 2.Oral questions
size, describe given nouns shape and numbers
shape, in relation to shape Learner describes
colour clearly in oral objects in the classroom
communication using size, colour and
learner should be able numbers
to:

9 1 Describin By the end of the sub What are some of Learners group objects Realia .Observation
g words- strand, the learner the shapes in terms of size, colour, charts 2.Oral
size, should be able to: shape and numbers questions
shape, describe given nouns Learner describes
colour in relation to colour objects in the classroom
clearly in oral using size, colour and
communication numbers
 2 Describin By the end of the sub What things can you Learners group objects Realia .Observation
g words- strand, the learner see outside in terms of size, colour, charts 2.Oral questio
size, should be able to: shape and numbers Dribbling
shape, describe given nouns Learner describes ns
colour in relation to size objects in the classroom
clearly in oral using size, colour and
communication numbers

3 Describin By the end of the sub What things can you Learners listen to a Realia .Observation
g words- strand, the learner see outside descriptive story read charts 2.Oral
size, should be able to: by the teacher or from questions
shape, appreciate the use of computing devices and
colour colour, size ,shape and identify adjectives
number to describe
nouns

10 1 Compara By the end of the sub What is the size of a Learners put objects Realia .Observation
tives and strand, the learner football into 3 groups of charts 2.Oral
superlati should be able to: different sizes questions
ves Learners observe and
identify comparatives describe objects
that are used to
describe people and
thingsduring play time
and sports day

2 Compara By the end of the sub What is the size of a Learners put objects Realia .Observation
tives and strand, the learner football into 3 groups of charts 2.Oral
superlati should be able to: different sizes questions
ves identify superlatives Learners observe and
that are used to describe objects
describe people and
thingsduring play time
and sports day
 3 Compara By the end of the sub What is the size of a Learners put objects Realia .Observation
tives and strand, the learner football into 3 groups of charts 2.Oral
superlati should be able to: different sizes questions
ves identify comparatives Learners observe and
and superlatives that describe objects
are used to describe
people and
thingsduring play time
and sports day

11 1 Compara By the end of the sub What is the size of a Learners construct Realia .Observation
tives and strand, the learner football sentences using charts 2.Oral
superlati should be able to: comparatives and questions
ves enjoy using superlatives to describe
comparatives and objects inside and
superlatives to outside the classroom,
describe people, things in pairs
and places Learners read a story,
poem or conversation
from text book or
computing device
identify comparatives
and superlatives.

2 Compara By the end of the sub What is the size of a Learners construct Realia .Observation
tives and strand, the learner football sentences using charts 2.Oral
superlati should be able to: comparatives and questions
ves form comparatives and superlatives to describe
superlatives objects inside and
appropriately based on outside the classroom,
the given examples for in pairs
effective Learners read a story,
communication poem or conversation
from text book or
computing device
 identify comparatives
and superlatives.

3 Compara By the end of the sub What is the size of a Learners construct Realia .Observation
tives and strand, the learner football sentences using charts 2.Oral
superlati should be able to: comparatives and questions
ves form comparatives and superlatives to describe
superlatives objects inside and
appropriately based on outside the classroom,
the given examples for in pairs
effective Learners read a story,
communication poem or conversation
from text book or
computing device
identify comparatives
and superlatives.

12 1 Conjunct By the end of the sub Why is it important In groups, learners Realia .Observation
ions strand, the learner to have a healthy group items and talk charts 2.Oral
‘and’ should be able to: diet? about them using more questions
‘but’ use conjunction‘and’ than one conjunction as
‘because to talk about nutrition individuals,
and diseases Learners contrast
objects or people in the
class room using ‘but’
in pairs/small groups

2 Conjunct By the end of the sub Why is it important In groups, learners Realia .Observation
ions strand, the learner to have a healthy group items and talk charts 2.Oral
‘and’ should be able to diet? about them using more questions
‘but’ use conjunction’but’ than one conjunction as
‘because to talk about nutrition individuals,
and diseases Learners contrast
objects or people in the
class room using ‘but’
in pairs/small groups
 3 Conjunct By the end of the sub Why is it important In groups, learners Realia .Observation
ions strand, the learner to have a healthy group items and talk charts 2.Oral
‘and’ should be able to diet? about them using more questions
‘but’ use than one conjunction as
‘because conjunction’because’ individuals,
to talk about nutrition Learners contrast
and diseases objects or people in the
class room using ‘but’
in pairs/small groups

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