| Objectives | Students will be able to: (1) greet others politely; (2) say their full name in a complete sentence; (3) listen and respond to a partner. |
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| Materials | Name cards, soft ball for passing, chart with greeting phrases. |
| Key vocabulary | hello, good morning, name, listen, speak |
| Engage (starter) | (10 min) Teacher greets the class in different ways (Good morning! Hello! Howdy!). Students echo each greeting. Pass the ball: whoever catches it says Good morning, my name is ___. |
| Develop (main) | (35 min) 1. Model the full sentence: My name is ___ and I am in Grade 1. 2. Pairs practise greeting each other and saying names, then switch partners twice. 3. Teacher introduces listening rules: eyes on speaker, ears open, mouth resting. 4. Circle game: each child repeats the name of the child before them, then adds their own. 5. Draw a self-portrait and copy My name is ___ under it (teacher writes names on cards to copy). |
| Plenary (close) | (10 min) Class sings a hello song. Three volunteers introduce themselves to the whole class using the full sentence. |
| Assessment | Observation: child greets appropriately, says the full sentence clearly, and follows listening rules during circle time. |
| Teacher notes | Keep name cards for the whole term; they support letter recognition in later lessons. |
| Objectives | Students will be able to: (1) name letters Aa and Bb; (2) say the sound each makes; (3) trace and write both letters. |
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| Materials | Large letter cards Aa and Bb, sand trays or salt trays, crayons, handwriting sheets, small objects starting with a and b (ackee picture, ball, bag, ant picture). |
| Key vocabulary | letter, sound, capital, common (small) letter, trace |
| Engage (starter) | (10 min) Mystery bag: pull out a ball and a bag. Say the words slowly stretching the first sound: b-b-ball. Ask what sound children hear at the start. |
| Develop (main) | (35 min) 1. Show Aa: name it, sound it (/a/ as in ackee, ant). Children sky-write A with a whole arm, then a finger. 2. Trace Aa in sand trays, then on paper. 3. Repeat the cycle for Bb (/b/ as in ball, banana). 4. Sound sort: children place object pictures under A or B on the mat. 5. Handwriting sheet: one line of Aa, one line of Bb, teacher circulating to correct pencil grip. |
| Plenary (close) | (10 min) Flash the cards quickly; class calls letter name then sound. Sing an alphabet song pointing to A and B on the wall chart. |
| Assessment | Work sample: letter formation on the sheet. Oral check: child gives the correct sound for each letter when shown the card. |
| Teacher notes | Watch for reversals of b; teach the phrase bat before ball (line first, then circle). |
| Objectives | Students will be able to: (1) name letters Cc and Dd; (2) say the sound each makes; (3) trace and write both letters; (4) recall Aa and Bb from yesterday. |
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| Materials | Letter cards Aa-Dd, sand trays, handwriting sheets, picture cards (cat, cup, dog, drum, coconut, dominoes). |
| Key vocabulary | letter, sound, curve, straight line |
| Engage (starter) | (10 min) Quick review game: flash Aa and Bb, class responds with name and sound. Then show a coconut picture and a drum picture; stretch the starting sounds together. |
| Develop (main) | (35 min) 1. Introduce Cc: name, sound /k/ as in cat, coconut, cricket. Sky-write the curve, trace in sand, then paper. 2. Introduce Dd: name, sound /d/ as in dog, drum, dominoes. Note the difference from b (circle first, then line). 3. Picture sort under C and D headers. 4. Handwriting practice lines for Cc and Dd. 5. Fast finishers hunt the room for objects starting with any letter learned so far. |
| Plenary (close) | (10 min) Four-corner game: each corner is a letter Aa-Dd; teacher says a sound, children walk to the matching corner. |
| Assessment | Observation during the sort and corner game; work sample of letter formation. |
| Teacher notes | d and b confusion is normal at this stage; use the phrase drum has the circle first. |
| Objectives | Students will be able to: (1) name letter Ee and give its sound; (2) write Ee; (3) identify the beginning sounds a-e in spoken words. |
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| Materials | Letter cards Aa-Ee, egg picture, elephant picture, handwriting sheets, beginning-sound picture cards mixed. |
| Key vocabulary | beginning sound, first, middle |
| Engage (starter) | (10 min) Riddle time: I am white or brown, a hen gives me, you eat me for breakfast. (Egg!) Stretch the first sound /e/ together. |
| Develop (main) | (35 min) 1. Introduce Ee: name, sound /e/ as in egg, elephant, exercise. Sky-write, sand-trace, paper practice. 2. Big review: lay all five letter cards on the mat. Teacher says a word (ant, bat, cup, dog, egg); a volunteer picks the matching starting letter. 3. Pairs play snap with small letter cards, saying the sound when they match. 4. Beginning-sound worksheet: circle the letter that starts each picture. 5. Teacher works with a small group needing extra formation practice. |
| Plenary (close) | (10 min) Alphabet march: class marches in place chanting letter names and sounds Aa to Ee with actions. |
| Assessment | Worksheet accuracy on beginning sounds; formation check on Ee practice line. |
| Teacher notes | Note names of children who cannot yet match sound to letter; they join a support group next week. |
| Objectives | Students will be able to: (1) hold a book correctly and turn pages front to back; (2) show where reading starts and that print goes left to right; (3) point to a letter, a word and a picture. |
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| Materials | Picture storybooks (one per pair if possible), big book for modelling, pointer stick. |
| Key vocabulary | cover, title, page, word, letter, left, right |
| Engage (starter) | (10 min) Hold the big book upside down and start turning from the back. Let children correct you. Celebrate: You are already readers because you knew that! |
| Develop (main) | (35 min) 1. Model: front cover, title, where we start, sweep finger left to right and top to bottom while reading a page aloud. 2. Read the big book with the pointer; children track with their eyes. 3. Pairs get a book: one child is the teacher and shows the cover, the title and where to start; then they swap. 4. Print hunt: children point to one letter they know (Aa-Ee) on their page and one whole word. 5. Teacher reads the story ending expressively. |
| Plenary (close) | (10 min) Quick quiz with the big book: Where is the title? Where do I start? Which way do I go? Class answers together. |
| Assessment | Observation checklist during pair work: correct book hold, page turning, left-right sweep, letter vs word distinction. |
| Teacher notes | End of Week 1: record which letters Aa-Ee each child recognises for the reading wall tracker. |