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.