Post on 01-Apr-2018
Grade 3 English
Scope and Sequence
DISCLAIMER This document was produced with support from the U.S. Agency for International Development through the USAID/ Ethiopia READ TA Project under Cooperative Agreement No. AID-663-A-12-00013.
This publication was produced for review by USAID and was prepared by RTI International. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.
1
Scope and Sequence Grade 3 Semester One
Theme: School
Week: 1
Topic: First Day at School
Learning outcomes:
o Listen to short passage about people and/ or objects and answer questions
o Talk about classroom objects and where they are located
o Read short and simple passage about people and objects and answer questions
o write about classroom objects where they are located
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Predicting based on title
and illustration
2. Listening and labeling
names of classroom objects
-
-
Speaking
Modeling greetings (e.g.,
good morning, good
afternoon)
2. Introducing oneself (as in
Good morning! My name is/I
am Selam)
3. Practicing in pairs
1. Asking and showing objects
(show me a duster)
2. Asking and answering about
where things are (use
prepositions)
3. Asking and showing/locating
classroom objects
-
Word study Children identify the letter
and the first consonant
sound/ , read words correctly
(e.g., c in clean, in class and
clock)
as /k/
Reading Comprehension
-
1. Indicating events in the
story
2. Reading and
answering questions (specific
information, details)
Reading Fluency
Reading with appropriate
accuracy and expression
1. Modeling reading;
2. Practices reading aloud in
pairs
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Calling out answers to
questions
2
Vocabulary
-
1. Teaching thematic words
(e.g. enter, clean, sit, touch)
-
Pronunciation focus
1. /ð/ as in this, that, these, and
those
2. Practicing saying “rubber,
duster, ruler, door, chair”
correctly in context 3. Practicing in pairs
-
Language Items
-
-
Exemplifying present
simple in context (e.g., is as
in That/this is my pen.)
Teaching and practicing
prepositions (e.g., on, under,
in, near, in front of)
Practicing using the
imperative (e.g., show,
point, touch, tell, look)
-
-
Writing process
Conventions
1. Writing down the end marks
that are frequently used(e.g., full
stop, question mark)
2. Completing sentences using
taught prepositions
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
3
Theme:: School
Week: 2
Topic School days
Learning outcomes
o Listen to a text about school days and fill in blank spaces
o Talk about what they do in the school days
o Read short texts about school day and answer questions
o Write short sentences about school days
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Teaching words from
text through question and
answer (e.g., Monday,
Friday)
2.: Telling details
-
-
-
-
Speaking
1. Greetings (e.g., Hi, hello)
Introducing oneself (as in
Hi! My name is/I am
Selam)
2. Practicing in pairs
-
-
1. Exemplifying (orally) this
and that in a context;
2. Practicing individually and
in a chorus;
3. Naming and showing or
locating classroom objects
-
Word study
-
1.Children identify the first
consonant letters in the words
Monday, Tuesday,
Wednesday, … Sunday; -lk in
the words walk, talk, chalk.
-
-
-
Reading
Comprehension
1.: Predicting by looking at
title of a text
2. Filling in table with names
of days
3.answering questions
(specific information, details)
Reading Fluency
Reading with appropriate
accuracy and expression
1. Modeling reading;
2. Practicing reading aloud
in pairs
Reading with appropriate rate
1. Modeling and practicing
reading aloud;
2. Calling out answers to
questions
4
-
-
Vocabulary
-
1. Teaching thematic words in
groups ( e.g., Monday,
Tuesday, Wednesday,
Thursday, Friday, study)
2. Match sentences with days
of school (e.g., It is the first
day of school)
-
A focus on /ð/ as in this, that,
these, and those 1. Pronouncing each word
-
Language Items
Present simple
constructing sentences what
they do in school days
-
Writing process
Conventions
1. Naming (orally) school days
2. Listing days of school days
3. Writing short sentences what
they do on Monday Tuesday etc.
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards; Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
5
Scope and Sequence for Grade 3
Theme: School
Week: 3
Topic: What we do in school
Learning outcomes
o Listen to a text and talk about what they must or mustn’t do at school
o Talk about what they do and do not do in the classroom
o Read a passage and answer questions
o Write short sentences about what they do at school
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Activating experience on
what they do in school
2. Completing missing
information
3. Answering questions
(specific information)
-
-
-
-
Speaking
1. Must., mustn’t
2. Practicing giving
suggestion/pieces of advice
(using should, shouldn’t) in
groups
3. Oral report
-
-
1. Brainstorming about the use
of can
2. Asking for(can I…?) and
giving(yes, you…)
permission
3. Asking and answering
questions about school
rules
-
Word study - Children identify the last
letters; -mp in the words
stamp, tamp and lamp.
- - -
Reading
Comprehension
-
1. Predicting based on title
and picture
2. Matching/ labeling while
reading
3. Answering questions
(specific information, details)
Reading Fluency
Reading with appropriate
accuracy and expression
1. Modeling reading;
2. Practicing reading aloud in
pairs
Reading with appropriate rate
1. Practicing reading aloud
2. Answering general questions
6
Vocabulary
-
1. Teaching thematic words
(e.g., timetable, periods,
learn, play, clean etc.)
2. Constructing sentences
using these words
(indicating time and/or order
using first, second, third)
-
Pronunciation focus
1. Practicing /k/ as in card,
classroom, etc.
2. Practicing saying together,
classroom, call, timetable″ 3. Practicing in pairs
-
Language Items
-
-
Must/mustn’t and adverbs
(every day, always, every
morning) as in e.g., We must
come on time every day.
Practicing giving
suggestion/advice in context
(e.g., We shouldn’t be late.)
Practicing asking for
permission (Can/may I…?)
and reply properly in short
(e.g., A: can I enter class?
B: Yes, you can/No, you
can’t.)
-
-
Writing process
Conventions
-
-
-
-
1. Writing school rules
2. Checking spelling,
capitalization and end marks
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
7
Scope and Sequence for Grade 3
Theme: Family
Week: 4
Topic: People in a Family
Learning Outcomes
o Listen to a text about family and tell family ties
o Talk about their family where they live
o Read a text about family and answer questions
o Write about their family where they live
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Guessing word meanings
(e.g., aunt, uncle, etc.) based
on title of text
2. Writing down key details
3. Answer different questions
-
-
-
-
Speaking
1. Introducing others
Modeling as in This is my
friend. His name is Jemal.
2. Practicing in pairs/group
of three
-
-
1. Reminding expressions to
introduce others
2. Asking and giving personal
information about their family
3. Introducing others and giving
information
-
Word study Children identify the letters
and the first consonant and
vowel sounds, read words
correctly(e.g., f as /f/ in
father, u as/ǝ/ in uncle etc.,
practice three letter
sounds/thr-& str-/
Reading
comprehension
-
1. Exchanging personal
experience about family
members
2. Completing family tree
3. Answering questions
(specific, details)
Reading Fluency
Reading with appropriate
accuracy and expression
Practicing reading aloud in
Reading with appropriate rate
1. Modeling and practicing
reading aloud
8
pairs 2. Answering questions
Vocabulary
-
1. Teaching family related
words like (e.g., sister,
brother, father, mother,
uncle, aunt, , grandfather,
grandmother, nice, nephew)
using family tree
2. Preparing own family tree
-
1. Practicing pronouncing in
/ð/ as well as the last sound in
brother, father, and mother in
context
2. Practicing in pairs
-
Language Items
-
-
present simple
1. Regular verbs (e.g., live,
learn, etc.)
2. Wh-words (e.g., where,
how many …?)
-
-
Writing process
Conventions
-
-
-
-
1.Reviewing present simple
learnt week 1, and Week 2,
Day 3
2.Writing short sentences about
family using present simple
tense
3. Checking capitalization,
spelling and the full stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
9
Scope and Sequence for Grade 3
Theme: Family
Week: 5
Topic: Family Roles
Learning Outcomes
o Listen to a text about family and describe their roles
o Talk/write about their family roles
o Read a text about family roles and answer questions
o Write short sentences about their family roles
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1.Predicting looking at the
title of a text/illustration
2.Filling tables/matching
3. Answer different questions
-
-
-
-
Speaking
1. Listing roles of family
2. Exchanging ideas about
family roles using wh-words
(e.g., What does your
brother work?
How many days does your
sister/s work?)
3. Writing sample exchanges
-
-
1. Reminding wh- words used
for asking questions
2. Asking for information using
wh- words and giving response
about their family roles
3. Saying one or two things
about roles of family
members
-
Word study Practicing syllable parts(e.g.,
family, sleepy, gently, baby,
hungry, etc)
Reading
comprehension
-
1. Exchanging personal
experience about family
roles
2. Completing tables about
family roles/ matching roles
with pictures
3. Answering questions
(specific, details)
Reading
Fluency
1.Reading (a paragraph
from the reading text) with
appropriate accuracy and
expression
2.Practicing reading aloud
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2.Answering questions
10
individually/in pairs
Vocabulary
-
1. Teaching words(e.g., cry,
hungry, sick, sleepy)
2. Constructing sentences
individually using these
words
-
2.Practicing pronouncing aunt,
uncle, grandfather, and parents
2. Practicing in pairs
-
Language Items
-
-
present simple
1. Regular verbs (e.g., clean,
work, cook
2. Wh-words (where, how
many …?
-
-
Writing process
Conventions
-
-
-
-
1.writing short sentences about
family roles using present
simple
2. Checking capitalization,
spelling and end marks
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
11
Scope and Sequence for Grade 3
Theme: Family
Week: 6
Topic: Helping our Family
Learning Outcomes
o Listen to a text / story how we help our family and answer questions
o Talk about how we help our family
o Read a text / story how we help our family and answer questions
o Write sentences about helping family
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Predicting by looking at
title(e.g., helping, love,
etc.) of family
2. Listing 2-3 uses of helping
a family
3. Answer different questions
-
-
-
-
Speaking
1. Pre-teach key words used
for advising (tells, asks,
advises) in context, as My
father tells me to read stories.
2. Exchanging (in pairs) what
their parents tell them to do
3. Reporting results to the
whole class
-
-
1. Saying one or two things
their family ask them to help
2. Exchanging (in group) about
the importance of obeying
their parents
3. Making a list of the reasons
-
Word study Practicing word formation
using inflection for
singular(e.g., tell +s= tells;
ask + s =, asks)
Reading
comprehension
-
1. Predicting what the text
will be about based on the
title and illustration
2. Fill in missing
information
3. Answering questions
(specific, details)
Reading Fluency Reading (a paragraph from Reading with appropriate rate
12
the reading text) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
-
1. Modeling and practicing
reading aloud
2. Answer general questions
Vocabulary
-
1. Teaching words from the
text (e.g., advice, obey, help)
using action and translation
-
1. Practicing words: important /
1.using words such as because,
important, mistake, telling,
listening, etc., in sentences
-
Language Items
-
-
present simple
1. (e.g., has/have)
2. Regular verbs (e.g., talk,
advise, obey, listen)
3. Wh-words (e.g., What do
parents tell/advise, why
should we obey/listen… to
our parents…?)
-
-
Writing process
Conventions
-
-
-
-
1. Reminding about the texts
they read and listened
2. Writing short sentences
about the use of helping their
family
3. Collaborative writing to
compile the importance of
their family
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
13
Scope and Sequence for Grade 3
Theme: Food
Week: 7
Topic: Fruits and Vegetables
Learning Outcomes:
o Listen to a text and tell types of fruits and vegetables
o Ask for quantities of items and describe their basic shapes
o Read short sentences about fruits and vegetables and match them with pictures
o Write short sentences about what they have and don’t have
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Naming fruits and
vegetables (e.g., orange,
banana, cabbage etc.)
2. Telling details
-
-
-
-
Speaking
1. Listing colors and shapes
of fruits
2. Identifying and naming
fruits by looking at pictures
3. Describing color, shape,
etc. of fruits and vegetables
-
-
1. Talking in pairs about fruits
and vegetables
-
Word study Children identify the letters
and the first consonants and
substitute to read word (e.g.,
color, cover, circle, c as /s/ in
circle, as /k/ circle in the
middle skin,, soft,/kn/
&/wr/(know, wrong, write,
knif, wrist, etc.)
Reading
comprehension
-
1. Predicting what the text
will be about
2. match the descriptions
with pictures of fruits
3.Answering questions
(specific, details)
14
Reading Fluency
1.Reading (a paragraph
from the reading text) with
appropriate accuracy and
expression
2.Practicing reading aloud
individually/in pairs
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2.Answering questions
Vocabulary
-
1. Teaching words ( e.g.,
curve, red, round, green,
yellow) drawing/realia
2. Matching descriptions
with fruits
-
2. Practicing pronouncing the
first sounds /s/ and /k/ as in
circle, carrot and cabbage and
last sounds of orange and
cabbage (i.e.,/ʤ/) and potato
and tomato (i.e., /ǝʊ/) 2. Practicing in pairs
-
Language Items
-
-
1. Adjectives (shapes and
colors) e.g., A banana has
yellow color;
2. Making short sentences
using words to do with
shapes and colors
-
-
Writing process
Conventions
-
-
-
-
1. Ask and answer about the
names of fruits and vegetables
in the reading text
2. Writing short sentences
about the kind and
amount/number of fruits and
vegetables they want
3. Use end marks,
capitalization and commas
correctly
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash cards
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
15
Scope and Sequence for Grade 3
Theme: Food
Week: 8
Topic: In the garden
Learning Outcomes
o Listen to a text and talk about vegetables
o Ask for vegetables and talk about common colors
o Read short sentences about vegetables and match them with pictures
o Write short sentences about what they have and don’t have at the garden
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. predict about the story
2. Telling details and
specific information
-
-
-
-
Speaking
1. Listing one or two
activities people often do in
gardens (e.g., digging,
watering, etc.)
2. Asking and telling what
people do in gardens
-
-
1. Reviewing words to do with
vegetables
2. Exchanging ideas about
vegetables a gardener has
-
Word study Children identify the sound
of the suffix - ing as /ŋ / in,
planting, watering and read
words substituting the sound
Reading
comprehension
-
1. Predicting what the text
will be about
2. Completing tables with
descriptions vegetables
3. Answering questions
(specific, details)
Reading Fluency
1. Reading (a paragraph
from the reading text) with
appropriate accuracy and
expression
2. Practicing reading aloud
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
16
individually/in pairs
Vocabulary
-
1. Teaching words ( e.g.,
soil, hoe, cabbage, carrot,
axe, water, watering, plant,
planting, dig) action/
realia/picture
2. Matching descriptions with
vegetables
-
2. Practicing pronouncing
numbers 51- 55)
2. Practicing in pairs
-
Language Items
-
-
1. Quantifiers (some and
any). A teacher models
She has some books.
2. Practicing using some and
any in context /writing
and/or speaking (pictures)
-
-
Writing process
Conventions
-
-
-
-
1. Writing short sentences
about vegetables they have
read using their own words
2. Checking capitalization,
spelling, and end marks
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash cards
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support
and encouragement
17
Scope and Sequence for Grade 3
Theme: Food
Week: 9
Topic: In the market
Learning outcomes
o Listen to a text and talk about what people do in the market
o Ask for and identify the prices of items in the market
o Read short sentences about the market and match prices with items
o Write short sentences about items in the market
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. make prediction
2. Matching items with prices
3. Telling details
-
-
-
-
Speaking
1. Listing items and possible
price tags
1. Describing items at the
market using prices (e.g.,
how much is the price of a
kilo of orange?)
3. Role play(asking and
answering about the items
and their price)
-
-
1. Request
Customer: Can I have a kilo of
oranges?
Shopkeeper: Yes.
Customer: How much is it?
Shopkeeper: It is 20 birr
2. Exchanging ideas about items
that people buy at the
market.
-
Word study Children identify the sounds
of the first letters: screen,
screw, square, squad.
Reading
comprehension
-
1. Guess meanings of words
in context (i.e., based on the
title)
2. Matching with pictures
3.Answering questions
(specific, details)
Reading Fluency
1. Reading (a paragraph
from the reading text) with
appropriate accuracy and
expression
Reading with appropriate
speed
1. Modeling and practicing
reading aloud
18
2. Practicing reading aloud
individually/in pairs
-
Vocabulary
-
1. Teaching words ( e.g.,
price, sell, buy, fruits,
customer , shopkeeper) in
context
2. completing sentences with
correct word
-
2. Practicing pronouncing
customer , shopkeeper,
2. Practicing in pairs
-
Language Items
-
-
1. Practicing using some and
any in context /writing
and/or speaking
-
-
Writing process
Conventions
-
-
-
-
1. Asking and answering about
items in the market
2. Writing short sentences
about items in the market
3. Checking capitalization,
spelling, and end marks
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash cards
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
19
Scope and Sequence for Grade 3
Theme: Activities
Week: 10
Topic: Classroom Activities
Learning Outcomes
o Listen to a short passage about classroom activities
o Talk about the activities they do every day
o Read a text about classroom activities and answer
o Write short sentences about their daily activities
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Telling (e.g., listening to
stories, doing class work,
etc.) classroom activities
they do regularly
2. Order list of activities
3. Answer different questions
-
-
-
-
Speaking
1. Pre-teach key words used
for advising (class work,
group work) in context
2. Exchanging (in pairs) a
series of activities along
with whom and when each
activity is done.
-
-
1. Saying one or two things their
teachers and classmates ask
them to do
2. Exchanging ideas about the
things teachers ask them to
do in the classroom
-
Word study Children identify the sounds
of last consonant in the
words watch, match, catch,
fetch.
Reading
-
1. Predicting what the text
will be about based on the
title and illustration
2. List a series of activities
which are mentioned in the
text
3.Answering questions
(specific, details)
Reading
Fluency
Reading (a paragraph from
the reading text) with
Reading with appropriate rate
1. Modeling and practicing
20
appropriate accuracy and
expression
Practicing reading aloud in
pairs
-
reading aloud
2. Answer general questions
Vocabulary
-
1. Teaching words from the
text (e.g., follow, copy,
write, note, ask, answer)
2. Working out word
meanings from the context
3. Sentence construction
using the words
-
1. Practicing saying breakfast,
lunch, dinner in context.
2. Practicing using the words
using time of the day
-
Language Items
-
-
sequence words
1. (e.g., next, then, first,
second, last) 2. Wh-questions (e.g., What
do we have in the first
period?
3. Practicing asking and
answering about what
activities they do in the class
-
-
Writing process
Conventions
-
-
-
-
1. Reminding about sequence
words in context
2. Writing short sentences
about their daily activities
using sequence words.
3. Collaborative writing to put
a series of activities
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
21
Scope and Sequence for Grade 3
Theme: Activities
Week: 11
Topic: My weekly duty
Learning Outcomes
o Listen to a short passage/text about what they usually do in a week
o Talk about what they do from Monday to Friday
o Read a short passage/text about weekly plan of a student and answer questions
o Write sentences about what they do at weekends
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Listing activities what they
do on Monday (e.g., doing
homework, study, etc.)
2.Matching to pictures
3.Telling details
-
-
-
-
Speaking
1. Saying things about what
they do on weekends
2. Exchanging experiences
about their plan
3.Oral report
-
-
1. Practicing Yes/ No questions
in dialogue
(e.g., A: Do you study English
on Monday?
B: Yes, I do.
A: Do you play football on
Friday? B: No, I don’t
Word study Practicing blending and
segmenting of compound
words ( e.g., homework=
home+ work; football= foot+
ball) in pairs
Reading
comprehension
-
1. Predicting details of the
text looking at the title
2.Labeling/Matching with
pictures
3. Answering questions
(specific, details)
Reading fluency
1.Reading (a paragraph
from the reading text) with
appropriate accuracy and
expression
2.Practicing reading aloud
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
22
individually/in pairs
Vocabulary
-
1. Teaching words ( e.g.,
study, homework, class
work, club) in context
-
2. Practicing pronouncing
homework, football, breakfast
2. Practicing in pairs
-
Language Items
-
-
1. Present simple with
frequency adverbs (e.g., she
always reads English book.
He usually does his
homework at night. 2. Constructing short
sentence about the activities
they do after school
-
-
Writing process
Conventions
-
-
-
-
1. Listing the activities they do
on Friday 2. writing short sentences about
what they do on Monday
3. Checking capitalization,
spelling and end marks
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash cards
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
23
Scope and Sequence for Grade 3
Theme: Activities
Week: 12
Topic: People at work
Learning outcomes:
o Listen to a short text about people at work and answer question
o Talk about what people are doing
o Read a text about what people do and answer questions
o Write short sentences about what they would like to do
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Pre teaching words (e.g.,
watering, driving, etc.
2.Completing a table with
characters on one column and
the activities they do on the
other column
3.Telling details
-
-
-
-
Speaking
1. Exchanging ideas about
the activities people do
2. Permission (e.g.,
A: Can you tell me your
father’s job please?
B; Yes, he is a police
officer?)
-
-
1.practicing Yes/ No questions
in dialogue
(e.g., A: Do you help your
family after school?
B: Yes, I do.
A: Do you fetch water from a
river?
B: No, I don’t
-
Word study Practicing word formation
using inflection –‘ing’
(planting, watering, smelling,
ring, king, sing and CVC in
the word digging
Reading
comprehension
1. Sharing experiences
2. Answering questions
(specific, details)
Reading Fluency
1.Reading (a paragraph
from the reading text) with
appropriate accuracy and
Reading with appropriate
speed
1. Modeling and practicing
24
expression
2.Practicing reading aloud
individually/in pairs
-
reading aloud
Vocabulary
-
1. Teaching words ( e.g.,
washing, cleaning, , planting,
digging, making, etc.) action,
pictures, in context
2.Making short sentences
looking at pictures
-
1. Practicing pronouncing
(washing, cleaning, planting,
watering, digging, doing, etc.)
2. Practicing in pairs
-
Language Items
-
-
1. Present continuous (e.g.,
A man/woman is planting
trees. A girl is watering
trees.)
2. Contractions? (as in I’m
reading
3. Constructing short
sentences
-
-
Writing process
Conventions
-
-
-
-
1. Spelling numbers 56-60
2. Writing short (2-3) sentences
using pictures
3. Checking capitalization, the
full stop, spacing, etc. Interactive writing with
teacher. Encourage children to
write as much as possible.
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash cards
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
25
Scope and Sequence for Grade 3
Theme: Social issues
Week: 13
Topic: What I like
Leaning outcomes:
o Listen to a text about what they like/dislike and answer the questions
o Express about what they like/ dislike
o Read a text about what they like/ don’t like
o Write short sentences what they like and don’t like
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1.making prediction
2.Answering
questions(telling details/
main ideas)
-
-
-
-
Speaking
’
1. Telling about what they
like
2. Exchanging ideas about
what they like and dislike
1. Exchanging ideas about what
they like and dislike (dialogue)
2 practicing in pairs/ groups
Word study Practicing reading by
segmenting and blending
prefix with root word (e.g.,
dis+ like= dislike, dis + obey
= disobey the first letters and
sounds(e.g., p as /p/ in
porridge
Reading
Comprehension
-
1. Teaching words from the
text (e.g., dislike, like, etc.)
2. Answering questions
(specific, details)
3. Transferring information
Reading Fluency
1. Reading (a paragraph
from the reading text) with
appropriate accuracy and
expression
2. Practicing reading aloud
Reading with appropriate rate
1. Practicing reading aloud
26
individually/in pairs -
Vocabulary
-
1. Teaching words ( e.g.,
food, porridge, tea, soft
drinks) in context
2.making short sentences
about food and drinks using
like and dislike
-
2. Practicing pronouncing (food,
cook, tea, animal etc.)
2. Practicing in pairs
-
Language Items
1. Present simple
2. Constructing short
sentences about the food
and/ or drink they like and/
or dislike.
Writing process
Conventions
-
-
-
-
1. Listing down 3/4 thematic
words they like and/or dislike)
2. Writing short sentences
using the thematic words
3. Checking capitalization,
spelling, and the full stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash cards
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
27
Scope and Sequence for Grade 3
Theme: Social issues
Topic: Let us keep our house clean
Week: 14
Learning Outcomes
o Listen to a text about how we make our house clean and answer the question
o Express how we Keep our house clean
o Read a text about how we make our house clean and answer the question
o Write short sentences about how we make our house clean
Lesson
Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. predicting looking at the
title
. Answering different
questions
Speaking
1. Pre-teach words (keep,
clean
2. Exchanging (in pairs)
about how to clean our
house
3. Reporting orally
-
-
1. Describing one or two things
the materials they use to
clean our house
2. Exchanging (in group) about
the materials they use to
make our house clean
3. presenting orally
-
Word study
-
Practicing reading words
such as clean, collect, scarf,
scan
-
-
-
Reading
comprehension
-
1. Exchanging about with
whom they make their house
clean
2. Filling in a table with
missing information
3.Answering questions
(specific, details)
Reading
comprehension
Reading (a paragraph from
the reading text) with
appropriate accuracy and
expression
Practicing reading aloud in
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
28
pairs -
Vocabulary
-
1. Teaching key words from
the text (e.g., paper, basket,
floor, broom, ceiling, etc.)
2. Match/ labeling with
pictures
-
1. Practicing pronouncing words
such as floor, roof, morning,
broom, etc and meanings
2. Writing floor, roof
-
Language Items
-
-
Asking for repetition
1. Practicing Excuse me,
what does … mean? In
context)
2. Conjunctions: and/but,
Sentences:
I use broom to clean my
floor.
-
-
Writing process
Conventions
-
-
1. Writing short sentences
about the materials they use to
clean house
2. Collaborative writing to join
sentences using ‘and’ and ‘but’
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
29
Scope and Sequence for Grade 3
Theme: Social issues
Week: 15
Topic: Helping others
Learning Outcomes
o Listen to a text about helping others and answer questions
o Talk about why they help other person/s
o Read a text about helping others and complete tables
o Write short sentences about what they help others
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Predicting words that may
appear in the text(e.g.,
money, repair
2. Listing the kind of help
doing in the text
3. Answering questions
(specific, details)
-
-
-
-
Speaking
1. Exchanging ideas about
what students do and feel
when they help others
3.Oral presentations
-
-
1. Saying one or two things they
help others
2. Practicing asking for
repetition (in groups) using
excuse me, please, pardon
3. Reporting group members’
hobbies
-
Word study Practicing pronouncing the
words spoon, stop, study,
sport, smart, smell and small
Reading
comprehension
-
1. Predicting what the text
will be about based on the
title and illustration
2. Listing what (a)
characters’ help others
3.Answering questions
(specific, details)
Reading fluency
Reading (a paragraph from
the reading text) with
appropriate accuracy and
expression
Practicing reading aloud in
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
30
pairs
-
Vocabulary
-
1. match words from the text
(e.g., fetch, clothes, hut, etc)
2. working out word
meanings from pictures
3. Sentence construction
using the words
-
1. Practicing saying (gate,
neighbor, alone) in context.
2. Practicing using the words
excuse me for repetition
-
Language Items
-
-
Present tense 1. Wh-questions (e.g., How
do you help persons? Why
do you do it? 2. Practicing
through asking and
answering what they do in
their spare time using
-
-
Writing process
Conventions
-
-
-
-
1. Reminding about the use of
helping others
2. Writing short sentences
about what they help others
3. Checking spelling, full stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
31
Scope and Sequence for Grade 3
Theme: Time
Topic: Days of the Week
Week: 16
Learning Outcomes
o Listen to texts about events in the days of the week
o Talk about the days of the week and events in a week
o Read texts about events in the days of the week
o write about the days of the week and events in a week
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Saying what day it is and
the days before and after
it (e.g., What day is today?
Yesterday was… Today
is…
2. Answering different
questions
-
-
-
-
Speaking
1. Pre-teach key words like
‘was’, ‘on’ as in I was born
on Thursday?
2. Exchanging (in pairs)
what day each was born 3. Reporting when one and a
partner was born
-
-
1. Reminding the words week,
day and timetable
2. Planning an after-school
activity for each day of the
week
-
Word study Practicing reading
segmenting and blending
compound words(e.g., week+
end =,weekend; week + day=
weekday ,etc)
Practicing in pairs
Reading
comprehension
1. Defining the words
‘week’, ‘day’, ‘hour’ and
‘minute’
2. Putting days and activities
in categories
3.Answering
32
- questions(specific, details)
Reading Fluency
Reading (a paragraph from
the reading text) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
Reading with appropriate rate
1. Practicing reading a
paragraph aloud
2. Answer general questions
Vocabulary
-
1. Teaching key words from
the text (e.g. time, noon,
sun, moon)
2. Matching words with their
meanings
3. Sentence construction
using the words
-
1. Practicing saying numbers 60-
67
2. Practicing saying each day
along with a regular activity
-
Language Items
-
-
How many…?
1. Asking and answering
how many minutes, hours,
days … an hour, a day, a
week has
2. Practicing greeting (Hi…
how many …and departing
(thank you, bye!)
-
-
Writing process
Conventions
-
-
-
-
1. Reminding the days of the
week and timetable
2. Prepare (individually) a
study plan (subjects or
activities) for each day
3. Checking capitalization and
spelling of words in each plan
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
33
Scope and Sequence for Grade 3
Theme: Time
Week: 17
Topic: Months of the Year
Learning Outcomes
o Listen to a text about events in the months and answer questions
o Talk about months of the year
o Read a text about events in the months and answer questions
o Write short sentences about events that happen in different months of the year
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Telling one or two months
of the year
2. Listing months of the year
3. Answering different
questions
-
-
-
-
Speaking
1. Naming events (the New
Year) in different months of
the year
2. Exchanging (in pairs)
about events happen in
months of the year
3. Written report
-
-
1. Saying one or two things
about holidays in the months of
the year
2. practice asking and answering
questions about holidays.
-
Word study Practice pronouncing the
words spit, spleen, spring and
string
Reading
comprehension
-
1. Predicting what the
text/poem will be about
based on the title
2.Answering questions
(specific, details)
Reading fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
1. Teaching key words from 1. Practicing (holiday, , October,
34
Vocabulary
-
the text (e.g., holiday;
celebrate, delicious, fasting,
holidays, etc.)
2. Working out word
meanings from the context
3. Sentence construction
using the words
-
December, etc.) using months of
the year in context (e.g., The
New Year is (celebrated) in
September.)
2. Practicing these words using
sentences in groups.
-
Language Items
-
-
simple present
1. (am/is/are…e.g., June,
July and August are rainy
months) 2. Wh-questions (e.g., What
holiday do we have in
September?
3. Practicing asking and
answering about events in
the months of the year
-
-
Writing process
Conventions
-
-
-
-
1. Writing months of the year
2. write short sentences about
what you do during the
different months.
3. Check for capitalization
spelling, and commas
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
35
Scope and Sequence for Grade 3
Theme: Time
Week: 18
Topic: Seasons of the Year
Learning Outcomes
o Listen to a text about events in the seasons and answer questions
o Talk about seasons of the year
o Read a text about events in the seasons and answer questions
o Write short sentences about events that happen in different seasons of the year
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. pre teaching the words
(e.g., Autumn, Spring,
Summer, Winter)
2. Matching seasons with
related events
3. Answering questions
-
-
-
-
Speaking
1. talk about what is
happening by looking at
pictures
2. practice asking and
answering questions about
what you do in the summer
-
-
1. Saying one or two things
about seasons of the year
2. Exchanging ideas (in groups)
about what people in the
country side do in different
seasons
3. Reporting results
-
Word study Identify the last letter of
words and its sounds,
read words substituting
the sound ( e.g., y as /j/ in
sunny, windy, rainy)
practicing in pairs
Reading
comprehension
-
1. Predicting what the
text/poem will be about
based on the illustration and
its title
2. Completing table
3.Answering questions
(specific, details)
Reading Fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
Reading with appropriate rate
1. Modeling and practicing
reading aloud
36
expression
Practicing reading aloud in
pairs
-
2. Answer general questions
Vocabulary
-
1. Teaching key words from
the text (e.g., cloudy, windy,
sunny, hot, wet, dry, etc)
2. working out word
meanings from the context
-
1. Practicing saying (Autumn,
Winter, Spring, and Summer in
context
2. Practicing (in groups) these
words using sentences.
-
Language Items
-
-
1. Reminding the use of ‘in’
before months and seasons
simple present
2. (am/is/are…e.g., Summer
is a rainy season in
Ethiopia.)
-
-
Writing process
Conventions
1. Writing seasons of the year
2. Writing short sentences
using seasons of the year
3. Checking capitalization and
spelling
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
37
Scope and Sequence for Grade 3
Theme: People
Week: 19
Topic: Clothes in our area
Learning Outcomes
o Listen to a short text about clothes and identify features
o Describe clothes people wear
o Read a text about people and their clothes and answer questions
o Write short sentences about clothes people wear
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. make prediction and talk
about clothes
2. Answering questions
-
-
-
-
Speaking
1. Naming the types of
clothes in their
community/society
2. Exchanging (in pairs)
about the colors and names
of the clothes they wear
-
-
1. Role play (a dialogue on
giving and replying to
compliments)
2. Practicing giving and replying
to compliments (e.g., You
look good/pretty…Thanks)
-
Word study Pronounce the last consonant
sound in the words laugh,
cough, rough and enough
Reading
comprehension
-
1. Predicting what the text by
looking at title of text and
illustration
2.Answering questions
(specific, details)
Reading Fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
38
-
Vocabulary
-
1. Teaching key words from
the text (e.g., different,
similar, scarf, shorts, shirt,
sweater, jacket)
2. Constructing short
sentence using the words
-
1. Practicing (clothes, trousers,
sweater, shorts, scarf,)
2. Practicing these words using
sentences in groups.
-
Language Items
-
-
Simple present
1. Present tense
2. Writing short sentences
about what the people are
wearing in pictures
-
-
Writing process
Conventions
-
-
-
-
1. Reminding words to do with
clothes (jacket, shorts, socks,
skirt)
2. Writing short sentences
about the types and colours of
clothing
3. Checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
39
Scope and Sequence for Grade 3
Theme: People
Week: 20
Topic: Clothes of holidays in our area
Learning Outcomes
o Listen to a short text about clothes and identify when people wear
o Describe clothes people wear in different holidays
o Read a text about clothes which are worn in holidays and answer questions
o Write short sentences about clothes people wear in holidays
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Talk about traditional
clothes
3. Answering questions
-
-
-
-
Speaking
1. Dialogue practice
2. Create similar dialogue
and practice about holidays
-
-
1. Talk about what people are
wearing using pictures
2. Practicing giving and replying
to compliments about clothes
(e.g., You look
good/pretty…Thanks)
-
Word study Practicing word formation
using inflection for
plurals -s (e.g., clothes,
holidays, shops, sandals)
Reading
comprehension
-
1. Predicting what the text is
about by looking at title
2. Listing 2-3 names of
clothes which are worn in
holiday
3.Answering questions
(specific, details)
Reading Fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
40
Vocabulary
-
1. Pronounce words correctly
(clothes, dresses, trousers)
2. Constructing short
sentence using the words
-
1. Practicing (but, however,
traditional , Ramadan.
occasions)
2. Writing sentences using two
of these words
-
Language Items
-
-
1. Present continuous tense
(describing what people are
wearing )
3. Describing traditional
clothes
-
-
Writing process
Conventions
-
-
-
-
1. Reviewing words to do with
clothes (jacket, shorts, socks,
skirt)
2. Writing short sentences
about the items of clothes
people wear for traditional
ceremonies
3. Checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
41
Scope and Sequence for Grade 3
Theme: People
Week: 21
Topic: Uses of clothes
Learning Outcomes
o Listen to a short text about clothes and identify uses
o Describe the uses of clothes
o Read a text about uses of clothes and answer questions
o Write short sentences about uses of clothes
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Completing missing
information
3. Answering questions
-
-
-
-
Speaking
1.Talking about the purposes
of clothes
2. Exchanging ideas (in
pairs) about the use of
different clothes
-
-
Practice asking and answering
questions about clothes people
wear
-
Word study Add comparison marker –er
to read as one word (e.g.,
tall= taller, cold =colder,
long= longer
Practicing in pairs
Reading
comprehension
-
1. Predicting what the text is
about by looking at title of
text and illustration
2.Answering questions
(specific, details)
Reading Fluency
Reading (a paragraph from
the reading text with
appropriate accuracy and
Reading with appropriate rate
1. Modeling and practicing
reading aloud
42
expression
Practicing reading aloud in
pairs
-
2. Answer general questions
Vocabulary
-
1. Teaching words from the
text (e.g. jacket, coat, light,
heavy)
2. Constructing short
sentence using the words
-
1. Practicing (uniform, jacket,
coat, light, cool, warm)
2. Practicing these words using
sentences.
-
Language Items
-
-
Comparison
1. (Creating context e.g.,
Afar is hotter than Addis
Ababa, so the people live in
Afar wear light clothes;
Almaz’s skirt is shorter than
Fatuma’s
2. Constructing comparison
sentences.
-
-
Writing process
Conventions
-
-
-
-
1. Reminding words to do with
clothes (jacket, shorts, blanket,
skirt)
2. Writing 2-3 short sentences
about items of clothing people
wear
3. Checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
43
Scope and Sequence for Grade 3
Theme: Jobs
Week: 22
Topic: Jobs of family members
Learning outcomes:
o Listen to texts about families’ jobs and answer questions
o Talk about families’ jobs
o Read texts about families’ jobs and answer questions
o Write short sentences about their families’ jobs
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Completing table
3.Telling details
-
-
-
-
Speaking
Talk about jobs of family
members.
-
-
1. Practicing questions in
dialogue
(e.g., A: Is your father/mother a
Doctor?
B: Yes/no
A: What other things does he
do? What is his job?
B: He accompanies me to school
in the morning. He is a
mechanic.
-
Word study Practicing blending and
segmenting of compound
words (e.g., police+man =
policeman, shopkeeper, shop
+ keeper)
Practicing in pairs
Reading
Comprehension
-
1. Predicting what the text is
about based on title and
illustration
2. Answering questions
(specific, details)
Reading Fluency 1.Reading (a paragraph Reading with appropriate rate
44
from the reading text) with
appropriate accuracy and
expression
2.Practicing reading aloud
individually/in pairs
-
1. Modeling and practicing
reading aloud
Vocabulary
-
1. Teaching words
(e. g. farmer, cook, dentist,
waitress, waiter, etc.) In
context (e.g. Abebe works in
a restaurant. He is a waiter/
Jemila works in a restaurant.
She is a waitress.)
2. Looking at pictures and
making short sentences
-
2. Practicing pronouncing (Last
sound (as in teacher, farmer,
doctor, carpenter)
2. Practicing in pairs
-
Language Items
-
-
1. Present simple (e.g., My
mother is a nurse. She treats
patients.)
2. Writing 2-3 short
sentences about jobs of their
family
-
-
Writing process
Conventions
-
-
-
-
1. Listing words
2. Writing 2-3 short sentences
about family jobs
3. Checking punctuation (the
full stop, comma, question
mark, etc.)
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash cards
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
45
Scope and Sequence for Grade 3
Theme: Jobs
Week: 23
Topic: Family members’ workplaces
Learning Outcomes
o Listen to a text about jobs and workplaces and answer questions
o Talk about their families’ jobs and workplaces
o Read a text about professions and workplaces and answer questions
o Write about their families’ jobs and workplaces
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Completing missing
information
3. Answering questions
-
-
-
-
Speaking
1. Talk about jobs of family
members
2. Talk about family
members’ workplaces
-
-
1. Requests (e.g., A: Can you
show me the director’s office?)
B: Yes, it is in front of section
D.
2. Studying a picture of people
engaged in different
activities
3. Practicing asking and
answering about where
people and what they are
doing
-
Word study Practicing blending and
segmenting of compound
word(e.g. workplace,
policeman)
Reading
comprehension
-
1. Predicting what the text is
about by looking at title of
text and illustration
2. Filling in missing
information
3.Answering questions
(specific, details)
-
Reading fluency Reading (a paragraph from Reading with appropriate rate
46
the reading text/poem) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
-
1. Modeling and practicing
reading aloud
2. Answer general questions
Vocabulary
-
1. Teaching words from the
text (e.g., school, clinic,
police station, hotel, office)
2. Constructing short
sentences using the words
-
1. Practicing (near, in front of,
opposite, next, ground floor,
first floor
2. Practicing these words using
sentences in groups.
-
Language Items
-
-
Simple present
1.Describing where people
are/work
2.Write sentences using
table
-
-
Writing process
-
-
-
-
1. Reviewing words of jobs
2. Writing 2-3 short sentences
about people they know and
where they work
3. Checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
47
Scope and Sequence for Grade 3
Theme: Jobs
Week: 24
Topic: What we do at home
Learning Outcomes
o Listen to texts about things we do at home and fill in information
o Talk about things people do at home
o Read texts about things we do at home and answer questions
o Write short sentences about the things people do at home
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Completing missing
information
3. Answering questions
-
-
-
-
Speaking
1. Talking about jobs
2. Talk about the jobs
students can and cannot do at
home
-
-
1. Describing pictures of people
engaged in different jobs)
2. Practicing asking and
answering (in pairs) about
the pictures
-
Word study Practice reading the words
sweep, sweet, sweat and
swim
Reading
comprehension
-
1. Make prediction
2. Filling in table with
missing information
3.Answering questions
(specific, details)
Reading Fluency
Reading (a paragraph from
the reading text/poem/story)
with appropriate accuracy
and expression
Practicing reading aloud in
pairs
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
1. Teaching words from the
text (e.g. repair, bake,
1. Practicing (plant, water, cook)
2. Practicing these words using
48
Vocabulary
-
spin, remove)
2. Constructing short
sentences using the words
-
sentences in groups.
-
Language Items
-
-
Simple present (e.g., We
wash dishes after we eat
Constructing simple
paragraph
-
-
Writing process
Conventions
-
-
-
-
1. Reviewing words to do with
things we do at home
2. Writing 2-3 short sentences
about things we do at home
3. Checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
49
Scope and Sequence for Grade 3
Theme: Domestic Animals
Week: 25
Topic Foods of Domestic animals
Learning Outcomes
o Listen to short texts about foods of domestic animals and completing tables
o Talk about foods of domestic animals
o read short texts about foods of domestic animal and answer questions
o Write short sentences about foods of domestic animals
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Completing missing
information
3. Answering questions
(specific, details)
-
-
-
-
Speaking
1. Talk about domestic
animals
2. Talk about domestic
animals and their foods
-
-
Talk about domestic animals
(goat, sheep, camel, cow) using
pictures
-
Word study Practice pronouncing the words
green, grass, goat, grain, gnaw
and gnome.
Reading
comprehension
-
1. Predicting what the text is
about by looking at title of
text and illustration
2.Answering questions (specific,
details)
Reading Fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
50
Vocabulary
-
1. Teaching key words from the
text (e.g. hay, grass, meat,
maize, wheat, barley) using
action, realia, picture
2. Matching sentences with the
corresponding animals
-
pronunciation
1. Practicing saying singular
and plural forms of animals
2. Practicing the last sounds of
/z/ as in camels, cows, , mules.
-
Language Items
-
simple present
1. Saying/writing foods of
domestic animals l (e.g., A
cow eats grass.
A camel eats leaves of
trees.)
2. Write a short paragraph
-
-
Writing process
Conventions
-
-
-
-
1. Reviewing words to do with
domestic animals
2. Writing short sentences
about domestic animals
3. Checking capitalization,
spelling, comma, and full stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
51
Scope and Sequence for Grade 3
Theme: Domestic Animals
Week: 26
Topic: Products of domestic animals
Learning Outcomes
o Listen to/ read short texts about animal products and answer questions
o Talk about animal products
o Read short texts about animal products and answer questions
o Write about animal products
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1.Make prediction 2. Fill in gaps
3. Answering questions
-
-
-
-
Speaking
1.Study dialogue
2. Create similar dialogue
about what products we get
from animals.
-
-
Describing pictures(e.g., A
woman/man milks a cow; a
hen lays an egg; a man
slaughters a sheep/ goat)
-
Word study Identify the last sounds in the
words knowledge, edge,
judge and poriadge
Reading
comprehension
-
1. Make prediction
2. Completing table
3.Answering questions
(specific, details)
Reading Fluency
Reading (a paragraph from
the reading text/poem/story)
with appropriate accuracy
and expression
Practicing reading aloud in
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
52
pairs
Vocabulary
-
1. Teaching key words from
the text (e.g. hen, cock,
slaughter, wool, leather)
2. Constructing short
sentences using the words
-
1. Practicing (cows, goats, oxen,
camels)
2. Practicing these words using
sentences in groups.
-
Language Items
-
-
Simple present (e.g., A cow
gives us milk and meat. A
hen produces eggs. It also
gives us meat.)
Wh-questions (e.g., what
does a hen give us? Where
does a camel live?)
-
-
Writing process
-
-
-
-
1. Listing some products of
domestic animals
2. Writing short sentences of
products of domestic animals
3. Checking spelling
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
53
Scope and Sequence for Grade 3
Theme: Domestic animals
Week: 27
Topic: Uses of Domestic animals
Learning Outcomes write about domestic animals
o Listen to short texts about domestic animals and answer questions
o Talk/write about domestic animals
o Read short texts about domestic animals and answer questions
o Write about domestic animals
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Making prediction
2. Filling gaps
3. Answering questions
(details, main ideas)
-
-
-
-
Speaking
Talking about the uses of
domestic animals they know
well
-
-
Looking at drawings of animals
being used in different activities
-
Word study
-
Practice pronouncing the
words blank, bank, plant,
pant, lift and left
-
-
Reading
comprehension
-
1. Predicting what the text is
about by looking at title
of text and illustration
2. Filling in gaps with
missing information
3.Answering questions
(specific, details)
-
-
-
Reading Fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
Vocabulary
-
1. Teaching key words from
the text (e.g., plough, thresh,
pull, farm, and food) using
pictures and action
-
1. Practicing saying singular and
plural forms of animals (e.g., a
cow vs four cows. This is a cow.
These are cows.)
54
2. Constructing short
sentences using the words 2.Writing sentences -
Language Items
-
-
Ability
(e.g., A dog can guard our
homes. A cow can plough.
She can climb a tree
-
-
Writing process
Conventions
-
-
-
-
1. Reviewing words to do with
domestic animals
2. Writing short sentences
about the uses of domestic
animals they know well
3. checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
55
Scope and Sequence for Grade 3
Theme: Health and Safety
Week: 28
Topic: Brushing ones teeth
Learning Outcomes
o Listen to short texts about how to keep our teeth clean and answer questions
o Explain how we keep our teeth clean
o Read short texts about how to keep our teeth clean and answer questions
o Write short sentences about how to brush our teeth
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Filling gaps
3. Answering questions
(details, main ideas)
-
-
-
-
Speaking
1. Offering advice (e.g.,
Health is very important for
us, so let us keep our teeth
clean. How do you give
advice to your friend? You
should brush your teeth; you
should wash your body.)
2. Practicing in pairs
-
-
Talk about what is happing in
the picture
-
Word study
-
Identifying the the first
letter of the word and its
sound, toothbrush, brush,
health) practice in pairs
-
-
Reading
comprehension
-
1. Predicting what the text is
about by looking at title
and illustration
2. Answering questions
(specific, details)
-
-
-
Reading Fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
-
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
1. Teaching key words from 1.Practice pronouncing words
56
Vocabulary
- the text (e.g., stick,
brush, toothbrush, using
actions and realia
2. Constructing short
sentences using the words/
matching sentences with
pictures
-
(teeth, toothbrush, healthy)
2.Constructing sentences using
these words
-
Language Items
-
-
Imperatives use to give
advice (e.g., Brush your
teeth after you eat),
Giving advice using
should/shouldn’t (e.g., You
should use stick to clean
your teeth.)
Practicing by constructing
simple sentences
-
-
Writing process
Conventions
-
-
-
-
1. Reviewing words about
brushing teeth
2. Writing short sentences
about brushing their teeth
3. checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
57
Scope and Sequence for Grade 3
Theme: Health and Safety
Week: 29
Topic: Cleaning our school
Learning Outcomes
o Listen to short passages/ texts/stories about keeping school compounds clean and answer questions
o Explain the importance of making the school clean
o Read short passages/ texts/stories about keeping school compounds clean and answer questions
o Write short sentences how to clean our school
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Completing gaps
3. Answering questions
(details, main ideas)
-
-
-
-
Speaking
1.Obligation using must (e.g.,
You must put dirty papers in
the basket; You must clean
windows, floor, roof and
dusks.)
2. Talk about items used to
clean classroom
-
-
Talking in groups about pictures
-
Word study
-
Identifying the the first
letters of the words and
its sound to read (e.g.,
‘b’ as /b/ in broom, and r
as /r/roof, door, wood,
etc) with long ‘o’
practice in pairs to read.
-
-
Reading
comprehension
-
1. Predicting what the
text/story is about by
looking at title of text
and illustration
2. Filling in gaps with
missing information
3.Answering questions
(specific, details)
-
-
-
Reading Fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
Reading with appropriate rate
1. Modeling and practicing
reading aloud
58
expression
Practicing reading aloud in
pairs
- 2. Answer general questions
Vocabulary
-
1. Teaching words from the
text (e.g., floor, sweep,
broom, and roof) using
realia and action
2. Constructing short
sentences using the words
-
Pronouncing words (e.g., desks,
windows, ceiling) realia
Matching these words with
pictures
-
Language Items
-
-
1. Must and mustn’t (e.g.,
you must clean your
classroom. You mustn’t put
dirty things on the floor.)
2. Completing tables
-
-
Writing process
Conventions
-
-
-
-
1. Reviewing words to do with
cleaning school
2. Writing short sentences how
to clean their classroom
3. checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement
59
Scope and Sequence for Grade 3
Theme: Health and Safety
Week: 30
Topic: Let us save ourselves from danger
Learning Outcomes
o Listen to short passages about save ourselves from danger and answer questions
o Talk about why we save ourselves from danger
o Read short passages about save ourselves from danger and answer questions
o Write short sentences about keeping themselves from danger
Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5
Listening
1. Make prediction
2. Filling in gaps with
missing information
3. Answering questions
(specific, details)
-
-
-
-
Speaking
1. Practice dialogue
2. Talk about what is
happening in the pictures
-
-
Talk about how people to stay
safe when using sharp objects
-
Word study Practicing pronouncing words
using suffix –s for
plurals(e.g., razor,
needles, forks) in pairs
Reading
comprehension
-
1. Predicting what the text is
about by looking at title of
text and illustration
2. Ffilling in gaps with
missing information
3.Answering questions
(specific, details)
Reading Fluency
Reading (a paragraph from
the reading text/poem) with
appropriate accuracy and
expression
Practicing reading aloud in
pairs
Reading with appropriate rate
1. Modeling and practicing
reading aloud
2. Answer general questions
60
-
Vocabulary
-
Teaching key words from the
text (e.g., razor, needle, fork,
saw) in relation to save
ourselves from danger
-
1. Practicing pronouncing the
words knife, scissors, garbage,
pieces, collect.
2.Practicing saying the words in
context
-
Language Items
-
Offering advice
1. Offering advice using
should/shouldn’t (e.g., This
is muddy. We shouldn’t
play here.)
-
-
Writing process
-
-
-
-
1. Review words to do with
safety measures
2. Writing short sentences
about how people can stay
safe
2. Checking capitalization,
spelling, comma, and the full
stop
Assessment Turn and talk; follow up;
asking and answering
Follow up; asking and
answering; Turn and talk
Rising words; Follow up
Exit cards Observation
Turn and talk
Observation
Rising words; Follow up
Asking and answering
Resources/Texts Students’ stationery materials, pictures/drawings; flash card
Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement