This should blend in as  part of  every component of  writing  to ensure that learners acquire the habit  of sitting and placing their materials appropriately as they write.

Empasis on sitting posture, placing books in the correct position can  be gradually reduced as learners demonstrate that their  competencies have improved. 

Variations to this suggestion  should be made by  continuously alerting   those struggling with  sitting and positioning writing materials appropriately while writing

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:- a) demonstrate appropriate posture in preparation for writing with ease, 

• exhibit appropriate eye hand coordination in preparation for writing,
• appreciate the importance of positioning writing  materials appropriately while writing. 

Suggested Learning Experiences 

• Learners demonstrate appropriate  sitting position in small groups and in pairs. 
• Learners are  guided to sit appropriately, in preparation for writing.
• Learners are shown the appropriate writing materials.
• Learners are shown how to position the exercise book correctly. 
• Learners are shown how to hold  pencils/ colouring materials correctly.
• Learners practice writing from the left to the right.
• Learners colour and draw different shapes and letters.
• Learners join dotted lines to make letters and patterns, draw patterns and shapes, trace letters and shapes and mould letters using plasticine or clay.
• Learners are  shown how to use their exercise books well, without destroying them or wasting space.

Key Inquiry Question(s)

1. How do you sit when writing?
2. How do you place your books
3. Which materials do you use for writing?

Core Competences to be developed:  Creativity and imagination, self efficacy, critical thinking and problem solving

Link to PCIs: Life skills-appropriate posture writing with ease, self awareness

Links to other subjects :All subjects

Suggested non-formal activity to support learning:  Observe how people sit when they are writing, and share with them what they were taught at school.

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of  good sitting postures in readiness for writing.

Link to Values: Responsibility over writing materials.; Unity(working nin pairs and small groups)

 Suggested Community Service Learning activities: visiting older citizens   

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding Expectations

The learner consistently  exhibits appropriate body posture while writing, is aware of a variety of writing materials, holds and positions writing materials appropriately, maintains focus and follows lines when writing and always takes good care of writing materials.

Meeting Expectations

The learner exhibits appropriate body posture while writing, is aware of writing materials, holds and positions writing materials appropriately, maintains focus and follows lines when writing and takes good care of writing materials.

Approaching Expectations

With assistance the learner is able to sit properly while writing, hold and position writing materials appropriately, maintain focus sometimes and follows lines when writing and is occasionally careless with writing materials.

Below Expectations

The learner is unable to sit properly while writing, hold or position writing materials appropriately, maintain focus or follow lines when writing and does not take care of writing materials.

CBC Grade one-English activity-3.0-WRITING-Sub-strand -3.2- Handwriting

Learners practise handwriting  every week starting from forming letters  and progressively improving  to writing dictated words and sentences neatly and legibly. Variations to this suggestion  should be made by giving  more letter patterns and short words  for   learners who have  demonstrated the competence in writing legibly, from left to right.  The  progression to writing  longer words and  phrases should be accelerated among such learners. This is intended  to take care of differentiated curriculum and  learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility.

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:-

1. form letters correctly in terms of shape and size for effective communication,
2. draw letter patterns correctly for neat handwriting,
3. write from left to right to communicate effectively.

Suggested Learning Experiences 

• Learners copy letter patterns.
• Learners practice  correct letter formation from models in on the board, chart or pattern books.
• Learners draw and label objects.
• Learners practise writing letters and words from left to right.
• Learners join dots to complete patterns/ letters.

Key Inquiry Question(s)

1. How do you sit when writing?
2. How do you write this letter?
3. How do you take care of your exercise books?

Core Competences to be developed:  Self efficacy through practice of correct letter formation.

Link to PCIs: Life skills-Effective communication

Links to other subjects :All subjects require legibility in handwriting.

Suggested non-formal activity to support learning:  Look at how other people form letters and compare the formations with what they learnt.  

Suggested Learning Resources: Realia, charts, pictures/ photographs and illiustrations of writing.

Link to Values: Responsibitiy (learners draw and label objects)

Suggested Community Service Learning activities: Help those who cannot write by showing them how to write.   

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding Expectations

Learner consistently writes letters and words, whose forms are legible in terms of   size and shape .All the letters and words are on the line, and are well spaced.

Meeting Expectations

Learner writes letters and words, whose forms are legible in terms of size and shape. All the letters and words are on the line, and are well spaced.

Approaching Expectations

With assistance, learner writes letters and words, whose forms are legible in terms of size and shape. Some of the letters and words are not on the line, and are not well spaced.

Below Expectations

The learner is unable to write letters and words, whose forms are legible in terms of size, shape and spacing.

CBC Grade one-English activity-3.0-WRITING-Sub-strand -3.3-Spelling

Variations to this suggestion  should be made by giving  more complex words to be spelt  by  learners who have  demonstrated the competence in correct spelling.  The  progression to spelling longer words and short phrases  should be accelerated among such learners. This is intended  to take care of differentiated curriculum and  learning. For those struggling with spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell correctly.

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:-

1. spell words based on sounds learnt for effective writing, 
2. write words appropriately for legibility,

c) appreciate writing words clearly, legibly and correctly. 

Suggested Learning Experiences 

• Learners listen and write the words  read aloud by the teacher.
• Learners spell the words they have written.
• Learners make three-letter words from jumbled letters to demonstrate creativity. 
• Learners identify  letters that make up the word for effective spelling. 
• Learners name the letters that make the word.
• Learners  copy words legibly and correctly.
• Learners use a jig zaw puzzle to make words.
• Learners form words using letters in their names individually, then in pairs and groups, generate as many words as they can from a set of their names.

Key Inquiry Question(s)

1. How do we spell the name of this object?
2. Which letters make the

following words…?

• What is the spelling of these words: 1), — 2) —?
• Which letter is missing to complete the following word: m-t?

 Core Competences to be developed: Creativity and imagination, self efficacy attained by forming new words from letters.

Link to PCIs: Life Skills- effective communnication (learners spell words and name letters)

Links to other subjects :All subjects

Suggested non-formal activity to support learning: 

Share with peers names of places around the school and scroll the names during play time.

Suggested Learning Resources: Realia, charts, pictures/ photographs, word trays and models of  different words.

Link to Values: Responsibility (learners use the jigsaw puzzle assembled by teacher)

Suggested Community Service Learning activities: Find out the full names of people who cannot read and write and show them how their names are written, using capital letters. 

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeds  Expectation

Learner always spells and writes all dictated words correctly, clearly and legibly. The learner can also use words to make simple sentences.

Meets Expectation

Learner spells and writes dictated words correctly, clearly and legibly. The learner can also use words to make simple sentences.

Learner spells and writes dictated words correctly, clearly and legibly. The learner can also use words to make simple sentences.

Approaching Expectations

Learner cannot spell and write some dictated words correctly, clearly and legibly .Can only use some words to make simple sentences.

Below Expectations

Learner cannot spell and write many dictated words correctly, clearly and legibly. Cannot use the words to make simple sentences.

CBC Grade one-English Activity-3.0-WRITING-Sub-strand -3.4-Punctuation

Learners start by using capital letters for proper nouns and progressively use full stops in writing correct sentences.

Variations to this suggestion  should initially be made by increasing the proper nouns in practice exercises among learners who have  demonstrated the competence in the use of capital letters.  The  progression to using a variety of punctuation marks should  be accelarated  in instances where  learners recognise and use appropriate punctuation. This is intended  to take care of differentiated curriculum and  learning. For those struggling with capital letters and punctuation, opportunities for more practise with simpler punctuation  should be created.

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:-

1. use capital and small letters for correctly for names and proper nouns,
2. appreciate the use of capital letters, small letters and full stops in writing. 

Suggested Learning Experiences 

• Learners are  shown the capital and small letters.
• Learners are  shown how to use capital and small letters correctly.
• Learners in pairs/individually could practice writing their names.
• Learners observe display of  correctly written capital and small letters.

Key Inquiry Question(s)

1. What is the name of this letter?
2. What is the first letter of your name?
3. When do we use capital letters?

Core Competences to be developed: Communication and collaboration and Self –efficacy as learners practise how to write their names using small and capital letters.

Link to PCIs: Citizenship ;social cohesion (learners in pairs practise writing their names)

Links to other subjects : All subjects

Suggested Non-formal activity to support learning:  Play language games with their peers and help those who have not mastered the use of capital and small letters.

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of  small and capital letters.

Link to Values: Unity  as learners work in pairs. 

Suggested Community Service Learning activities: Learners help community members write using capital and small letters.

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding Expectations

Learner recognises and uses punctuation marks, capital and small letters correctly in a sentence.  He/she is also able to use them to make a short paragraph.

Learner recognises and uses punctuation marks, capital and small letters correctly in a sentence.  He/she is also able to use them to make a short paragraph.

Meeting Expectations

Learner recognises and uses punctuation marks, capital and small letters correctly in a sentence.

Approaching Expectations

With assistance, learner recognises and uses punctuation marks, capital and small letters correctly .

Below Expectations

Learner cannot recognise and use punctuation marks correctly. 

CBC Grade one-English activity-3.0-WRITING-Sub-Strand -3.5-Guided writing

Learners practise writing  words every week, gradually becoming less dependent on prompts as they  complete    blank filling exercises. They also use  the correct form of words.

Variations to this suggestion  should be made by withdrawing picture prompts early, and  increasing the blanks to be filled using various forms of words  in  a sentence.  The  progression to writing  short phrases should also be accelarated  in instances where  learners can comfortably complete sentences without prompts. This is intended  to take care of differentiated curriculum and  learning. For those struggling with form and meaning of words , opportunities for more practise with various prompts should be availed.

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:-

1. write words from a picture prompt for effective communication,
2. recognise the correct form and meaning of the words to be used in filling in gaps, 
3. appreciate the importance of writing correct  words to express meaning.

Suggested Learning Experiences 

• Learners  observe and respond to picture  prompts  appropriately.
• Learners write a three word sentence using the prompts.
• Learners are  guided in filling in the gaps correctly and meaningfully.
• In groups and pairs, learners match pictures with words.

Key Inquiry Question(s)

1. What items are found in the school?
2. What items are found at home?
3. Which animals

are kept at home?

• How do you get to your home from school?

 Core Competences to be developed:  Communication and Collaboration  by matching pictures with words in groups.

Link to PCIs: Life skills-effective communication; Citizenship-social cohesion

(learners work in groups and in pairs)

Links to other subjects :Languages, Nutrition and Hygiene

Suggested non-formal activity to support learning:  Look out for objects or items that they have not been taught about and make an attempt to name them. They should confirm with the teacher whether the names have been written correctly.

Suggested Learning Resources: Realia, charts, pictures/ photographs that prompt learners to write.

Link to Values: Responsibilty  as learners observe and respond to picture prompts appropriately.

Suggested Community Service Learning activities: Support peers in learning meaning of words

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeds  Expectations

Learner  fills gaps using correct words and writes words from picture prompts with ease.

Meets Expectations

Learner  fills gaps using correct words and writes words from picture prompts.

Approaching Expectations

Learner  fills gaps using correct words and writes words from picture prompts with some difficulty.

Below Expectations

Learner  fills gaps using correct words and writes words from picture prompts with a lot of difficulty.