GRADE 3 ENGLISH SCHEME OF WORK TERM THREE

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 ENGLISH ACTIVITIES SCHEME OF WORK FOR GRADE 3 TERM 3
School Grade Learning Area Term Year
3 English Activities 3

Week Lesson Strand/Theme Sub Strand/Sub Specific Learning Key Inquiry Learning Learning Assessment Remarks
theme Outcomes Question(S) Experience Resources
1 1 Listening and Pronunciation By the end of the 1. How do you 1. Learners listen to Picture and Oral
Speaking and Vocabulary sub strand, the learner pronounce the the vocabulary used word cards questions,
should be able to: word a) Lamp? in oral and written with the portfolio,
a) Pronounce words sentences and use it consonant observation
with the consonant in their own blends, word
blends /gh/ /rm/ sentences and
correctly and wheels and
dialogues.
accurately. computing
b) Recognise new 2. Learners devices that
words used in the pronounce words are available.
theme to acquire a with the consonant
range of vocabulary. New
blends /nth/ and /nd/
c) Pronounce the Progressive
vocabulary related to Primary
the theme correctly for English
effective Learners
communication.
Book/Grade
3 pg. 116-
117

2 Listening and Language By the end of the sub 1) What things 1. Learners group Realia, Oral
Speaking structure and strand, the learner can you see objects in terms of computers, questions,
functions should be able to: outside? size, colour, shape pictures, portfolio,
The Festival a) Use adjectives 2) What and numbers. photos, flash observation
Describing ‘how many’ and ‘what colours are 2. Learner describes
words- size, cards
shape’ to describe they? objects in the
shape, colour people, things and classroom using New
actions in a festival. size, colour and Progressive
 b) Appreciate the use numbers. Primary
of colour, size, shape 3. Learners colour English
and number to different shapes of Learners
describe nouns objects and describe Book/Grade
them appropriately, 3 pg. 117-
first in pairs then 118
individually.
3 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral
strand, the learner think will the picture/title cuttings of questions,
should be able to: happen in this before they read a simple portfolio,
a) Read words with the story? short print or digital stories, observation
consonant blends /rm/ text and make
audio-visual
/gh/ in preparation to predictions.
reading. 2. Learners practise narrations,
b) Read and retell the reading the text picture
story ‘The music ‘The music festival’ books
festival’ to enhance and retell the story,
conversation New
oral communication.
c) Answer simple according to their Progressive
direct and indirect understanding. Primary
questions based on a 3. Learner answer English
text of about 200 questions after Learners
words. reading a text by Book/Grade
getting clues from 3 pg. 118-
the story read. 120
4. Learners talk
about their own
experiences in
relation to the story.
2 1 Writing Guided Writing By the end of the sub How do you 1. Learners are Charts, Oral
strand, the learner use lights at guided on the five pictures and questions,
should home? steps of the photographs portfolio,
be able to: writing process: observation
a) Write words from a planning, drafting, New
prompt to revising Progressive
demonstrate mastery editing and writing Primary
 of the final piece English
vocabulary/complete 2. Learners filling in Learners
sentences, gaps correctly and Book/Grade
b) recognise the sensibly. 3 pg. 120-
correct 3. In groups,
121
form and meaning of learners mime a
the words to be used situation and let
in filling in gaps, others write about it.
c) re-arrange words to 4. Learners write
make short phrases
phrases in response
and sentences,
to a picture prompt
appropriately.
5. Learners write
meaningful
sentences in pairs
from simple
substitution table
2 Listening and Language By the end of the sub 1. What is the 1. Learners put Computing Oral
Speaking structure and strand, the size of a objects into 3 devices questions,
functions learner should be able football? groups of different portfolio,
Play time and to: sizes Balls of
Comparatives observation
Sports a) Identify 2. Learners observe different
and comparatives and and describe objects sizes
superlatives superlatives that are according to size,
(-er and –est) used to describe using positive, New
people and things comparative and Progressive
during play time and superlative forms Primary
sports day. 3. Learners English
b) form comparatives construct Learners
and superlatives sentences using
Book/Grade
appropriately comparatives and
3 pg. 123-
based on the given superlatives to
examples describe 124
for effective
communication;
 c) enjoy using
comparatives and
superlatives bigger and
biggest.
3 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral
strand, the learner think will the picture/title cuttings of questions,
should be able to: happen in this before they read a simple portfolio,
a) Read words with the story? short print or digital stories, observation
consonant blends /ts/ text and make
audio-visual
/ps/ in preparation to predictions.
reading. 2. Learners practise narrations,
b) Read and retell the reading the text picture
story ‘Playing time at ‘The music festival’ books
school’ to enhance oral and retell the story,
communication. conversation New
c) Answer simple according to their Progressive
direct and indirect understanding. Primary
questions based on a 3. Learner answer English
text of about 200 questions after Learners
words. reading a text by Book/Grade
getting clues from 3 pg. 124-
the story read. 125
4. Learners talk
about their own
experiences in
relation to the story.
3 1 Listening and Language By the end of the sub Which is your 1. Learners put Realia, Oral
Speaking structure and strand, the learner best objects into 3 computers, questions,
functions should be able to: game? groups of different pictures, portfolio,
Play time and a) Form comparatives sizes
Comparatives photos, flash observation
Sports and superlatives 2. Learners observe
and cards
appropriately and describe objects
superlatives based on the given according to size, New
(-er and –est) examples and length, using Progressive
for effective positive,
comparative and Primary
communication;
English
 b) Enjoy using superlative forms Learners
comparatives taller and 3. Learners Book/Grade
superlatives tallest to construct 3 pg. 127 -
describe people, things sentences using 128
and places. comparatives and
superlatives to
describe objects
inside and outside
the classroom, in
pairs.
2 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral
strand, the learner think will the picture/title cuttings of questions,
should be able to: happen in this before they read a simple portfolio,
a) Read words with the story? short print or digital stories, observation
consonant blends /lf/ text and make audio-visual
/rf/ in preparation to predictions.
reading. narrations,
2. Learners practise picture
b) Read and retell the reading the text ‘An
story ‘An exciting books
exciting sports day’
sports day’ to enhance and retell the story, New
oral communication. conversation Progressive
c) Answer simple according to their
direct and indirect Primary
understanding. English
questions based on a 3. Learner answer
text of about 200 Learners
questions after
words. Book/Grade
reading a text by
getting clues from 3 pg. 129-
the story read. 131
4. Learners talk
about their own
experiences in
relation to the story.
3 Writing Spelling By the end of the sub How do you 1. Learners write Charts, Oral
strand, the learner spell the word short sentences in posters, questions,
should be able to: prize? exercise book or multimedia portfolio,
a) spell and write computer as the word lists,
 words correctly teacher dictates. flash cards observation
for effective 2. Learners re-
communication, arrange jumbled New
b) appreciate the letters to Progressive
importance of make four to five- Primary
writing words letter words. English
clearly, legibly 3. Learners play age Learners
and correctly for appropriate spelling Book/Grade
different purposes 3 pg. 131

4 1 Listening and Pronunciation By the end of the 1. How do you 1. Learners listen to Picture and Oral
Speaking and Vocabulary sub strand, the learner pronounce the the vocabulary used word cards questions,
should be able to: word a) in oral and written with the portfolio,
a) Pronounce words splash? sentences and use it consonant observation
with the consonant in their own
blends, word
blends /spl/ correctly sentences and
and accurately. dialogues. wheels and
b) Recognise new computing
words used in the 2. Learners devices that
theme to acquire a pronounce words are available.
range of vocabulary. with the consonant
c) Pronounce the blends /spl/ New
vocabulary related to Progressive
the theme correctly for Primary
effective English
communication. Learners
Book/Grade
3 pg. 132-
133

2 Listening and Language By the end of the sub Why is it 1. In groups, Realia (food) Oral
Speaking structures and strand, the learner important to learners group items , pictures and questions,
functions should have a healthy and talk photos of portfolio,
Diseases and be able to: diet? about them using food, flash observation
Foods we eat Conjunction a) use conjunction the conjunction
cards, video
‘and’ ‘and’ to talk about ‘and’ as individuals.
nutrition and diseases. 2. Learners contrast clips with
 b) enjoy using the objects or people in food types.
conjunction ‘and’ to the class room
convey different New
meanings. using ‘and’ in Progressive
pairs/small Primary
English
Groups.
Learners
Book/Grade
3 pg.134

3 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral
strand, the learner think will the picture/title cuttings of questions,
should be able to: happen in this before they read a simple portfolio,
a) Read words with the story? short print or digital stories, observation
consonant blends /spl/ text and make
audio-visual
in preparation to predictions.
reading. 2. Learners practise narrations,
b) Read and retell the reading the text ‘A picture
story ‘A painful tooth’ painful tooth’ and books
to enhance oral retell the story,
communication. New
conversation
c) Answer simple according to their Progressive
direct and indirect understanding. Primary
questions based on a 3. Learner answer English
text of about 200 questions after Learners
words. reading a text by Book/Grade
getting clues from 3 pg. 135-
the story read. 136
4. Learners talk
about their own
experiences in
relation to the story.

5 1 Listening and Language By the end of the sub Name two 1. In groups, Realia (food) Oral
Speaking structures and strand, the learner vegetables that learners group items , pictures and questions,
functions should you know. and talk photos of portfolio,
Diseases and be able to: about them using food, flash
 Foods we eat Conjunction a) Use conjunction the conjunction cards, video observation
‘But’ ‘but’ to talk about ‘but’ as individuals. clips with
nutrition and diseases. 2. Learners contrast food types.
b) enjoy using the objects or people in
conjunction ‘but’ to the class room New
convey different Progressive
meanings. using ‘but’ in Primary
c) distinguish the uses pairs/small English
of conjunctions Groups. Learners
‘and’ ‘but’ in Book/Grade
3. Learners sing and 3 pg. 139-
sentences, recite poems about 140
diseases and food
we eat using
conjunctions ‘but’
& ‘and’

2 Reading Word Reading By the end of the sub How do you 1. Learners read Newspapers, Oral
strand, the learner read the word words on print or word wheels, questions,
should Ambulance? digital format to get word slides, portfolio,
be able to: correct flash cards, observation
a) read more and pronunciation as the videos,
longer words teacher models.
without letter- sound tablets,
2. Learners practise
correspondence for multimedia
reading unfamiliar
effective word lists,
words using
communication. strategies like tablets,
b) Read more and charts.
chunking and
longer grade level
finding roots and New
vocabulary without
letter sound parts. Progressive
correspondence in an 3. Learners
Primary
appropriate text, recognise and read
longer words as English
c) enjoy reading grade Learners
level vocabulary for modeled by the
effective reading. teacher in group, Book/Grade
pairs and 3 pg. 141-
individually through
 look and say, 142
exposure and other
word- attack skills.
3 Writing Guided Writing By the end of the sub How do you 1. Learners are Charts, Oral
strand, the learner use lights at guided on the five pictures and questions,
should home? steps of the photographs portfolio,
be able to: writing process: observation
a) Write words from a planning, drafting, New
prompt to revising Progressive
demonstrate mastery editing and writing Primary
of the final piece English
vocabulary/complete 2. Learners filling in
Learners
sentences, gaps correctly and
b) Write sentences sensibly. Book/Grade
correctly and legibly. 3. In groups, 3 pg. 137 &
c) re-arrange words to learners mime a 143
make short phrases situation and let
and sentences. others write about it.
4. Learners write
phrases in response
to a picture prompt
appropriately.
5. Learners write
meaningful
sentences in pairs
from simple
substitution table

6 1 Listening and Pronunciation By the end of the Which of these Learners are guided Picture and Oral
Speaking and Vocabulary sub strand, the words have a to use the word cards questions,
learner should be similar vocabulary correctly with the portfolio,
able to: beginning through consonant observation
sound? dramatisation and
a) Recognise new blends, word
role play in wheels and
words used in Straight, string, the classroom, use
the theme (s) to stop, strap, sat. of realia,pictures, computing
acquire a range devices that
 of vocabulary. verbal or situational are available.
contexts and
b) Pronounce words synonyms New
with the consonant 2. Learners listen to Progressive
blends /str/ correctly. the vocabulary used Primary
in oral and written English
c) Pronounce the sentences and use it Learners
vocabulary in their own Book/Grade
related to the sentences and
theme correctly 3 pg. 144-
dialogues. 145
for effective
communication, 3. Learners practise
pronunciation of the
vocabulary and talk
about activities
related to the theme
using the new
words.

2 Listening and Language By the end of the sub Name two 1. In groups, Realia (food) Oral
Speaking structures and strand, the learner vegetables that learners group items , pictures and questions,
functions should you know. and talk photos of portfolio,
Diseases and be able to: about them using food, flash observation
Foods we eat Conjunction a) Use conjunction the conjunction
cards, video
‘Because’ ‘because’ to talk about ‘because’ as
nutrition and diseases. individuals. clips with
b) enjoy using the 2. Learners explain food types.
conjunction ‘because’ reasons using the
conjunction because New
to
in question and Progressive
convey different
meanings. answer dialogues Primary
c) distinguish the uses 3. Learners sing and English
recite poems about Learners
of conjunctions in
diseases and food Book/Grade
sentences, we eat using 3 pg.145-146
conjunctions ‘
 4. Learners
construct sentences
using conjunctions
based on a story,
poem or
conversation they
have read or listened
to.
3 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral
strand, the learner think will the picture/title cuttings of questions,
Diseases and should be able to: happen in this before they read a simple portfolio,
Foods we eat a) Read words with the story? short print or digital stories, observation
consonant blends /str/ text and make
audio-visual
in preparation to predictions.
reading. 2. Learners practise narrations,
b) Read more and reading the text picture
longer words ‘Sick Chacha’ and books
without letter- sound retell the story,
correspondence for conversation New
effective according to their Progressive
communication, understanding. Primary
c) Read and retell the 3. Learner answer English
story ‘Sick Chacha’ to questions after Learners
enhance oral reading a text by Book/Grade
communication. getting clues from 3 pg. 147-
the story read. 148
4. Learners talk
about their own
experiences in
relation to the story.

7 1 Listening and Language By the end of the sub Which foods In groups, learners Realia (food) Oral
Speaking structures and strand, the learner do you eat at group items and talk , pictures and questions,
functions should home? about them using photos of portfolio,
Diseases and be able to: more than one food, flash observation
Foods we eat Conjunctions a) use conjunctions to conjunction as
cards, video
‘and’ ‘but’ talk about nutrition individuals,
clips with
 ‘because’ and diseases, 2. Learners contrast food types.
b) distinguish the uses objects or people in
New
of conjunctions the class room
Progressive
‘and’ using ‘but’ in Primary
‘but’ in sentences, pairs/small English
c) enjoy using the groups Learners
conjunctions to 3. Learners explain Book/Grade
convey different reasons using the 3 pg. 151-
meaning conjunction because 152
in question and
answer dialogues
4. Learners sing and
recite poems about
diseases and food
we eat using
conjunctions
5. Learners
construct sentences
using conjunctions
based on a story,
poem or
conversation they
have read or listened
to.
2 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral
strand, the learner think will the picture/title cuttings of questions,
Diseases and should be able to: happen in this before they read a simple portfolio,
Foods we eat a) Read words with the story? short print or digital stories, observation
consonant blends /scr/ text and make
audio-visual
in preparation to predictions.
reading. 2. Learners practise narrations,
b) Read more and reading the text picture
longer words ‘The salt and the books
without letter- sound cat’ and retell the
correspondence for story, New
Progressive
 effective conversation Primary
communication, according to their English
c) Read and retell the understanding. Learners
story ‘The salt and the 3. Learner answer Book/Grade
cat’ to enhance oral questions after
3 pg. 152-
communication. reading a text by
154
getting clues from
the story read.
4. Learners talk
about their own
experiences in
relation to the story.
3 Writing Guided Writing By the end of the sub How do you 1. Learners are Charts, Oral
strand, the learner use lights at guided on the five pictures and questions,
Diseases and should steps of the
home? photographs portfolio,
Foods we eat be able to: writing process: observation
a) Write words from a planning, drafting, New
prompt to revising Progressive
demonstrate mastery editing and writing Primary
of the final piece English
vocabulary/complete 2. Learners filling in
Learners
sentences, gaps correctly and
b) Write sentences sensibly. Book/Grade
correctly and legibly. 3. In groups, 3 pg.149 &
c) re-arrange words to learners mime a 154 - 155
make short phrases situation and let
and sentences. others write about it.
4. Learners write
phrases in response
to a picture prompt
appropriately.
5. Learners write
meaningful
sentences in pairs
from simple
 substitution table
8 ASSESMENT