Learners read texts of about 60 words starting by making simple predictions and responding to simple questions that do not require inference. The stories increase in length  at intervals of two weeks so that learners respond to more questions.

Variations to this suggestion  should be made by giving  longer texts with more challenging questions in cases where learners easily answer direct questions.  This is intended  to take care of differentiated curriculum and  learning. For those struggling with making predictions and making inferences, shorter stories with more direct questions could be given to support them .

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:- a) read the title to make predictions about a story, 

• respond to a text of about 60 words to show comprehension, 
• respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension, 
• appreciate reading pictures and texts for enjoyment and information.  

Suggested Learning Experiences

• Learners observe in groups, pictures and discuss where the action could be happening, identify the people or animals they can see.
• In groups, learners discuss the title and pictures of comprehension, make predictions of what will happen from what they can see.
• Learners read simple sentences aloud in groups, pairs, and individually.
• Learners read or listen to a text then answer questions.
• Learners read a text or view pictures for enjoyment and information.

Key Inquiry Question(s)

1. What do you see in the pictures?
2. What do the pictures tell us about the story?
3. What does the title tell us about the story?

Core Competences to be developed:  The core competences of critical thinking and problem solving are achieved through interaction with different print and digital texts on varied themes and making predictions.

Link to PCIs: All the PCI’s can be addressed through comprehension passages on themes about  health and hygiene, safety and security, financial literacy, ESD: Animal Welfare- identifyinnng annimals

Links to other subjects: There is a link to all subjects since they will be taught in English from grade 4

Suggested non-formal activity to support learning:  Learners can read story books with peers, listen to indigenous stories from elders, watch television, visit library to improve comprehension.

Suggested Learning Resources: Story book, poems, audio-visual recordings of short stories.

Link to Values: Respect, Responsibility,  

Suggested Community Service Learning activities: Learners can share ideas from information texts   

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding  expectation

Learner always demonstrates comprehension by responding correctly to questions on the text, makes accurate predictions from the title, pictures and other cues in a text.

Meeting  expectation 

Learner demonstrates comprehension by responding correctly to questions on the text, makes accurate predictions from the title and pictures in a text.

Approaching expectation

Learner sometimes demonstrates comprehension by responding correctly to some questions on the text, makes a few accurate predictions from the title and pictures in a text.

Below expectation

Learner rarely demonstrates comprehension by responding correctly to questions on the text, makes a few accurate predictions from the title and pictures in a text.