The NAPPS Nursery 3 Literacy (Language Domain) scheme is designed to develop essential language skills in young learners. It focuses on building a strong foundation in speaking, listening, reading, and writing.
This subject covers a range of language activities including storytelling, conversation practice, and basic grammar. This helps enhance children’s communication skills through interactive and engaging lessons.
The aims of the Nursery 3 Literacy (Language Domain) curriculum is to:
i. Ensure children become confident in their ability to express themselves and understand others.
ii. Prepare young learners for more complex language tasks in primary school.
Fun learning activities such as reading aloud, role-playing, and language games will be used to explain the topics. These activities are designed to make learning fun and effective for young children.
Parents and guardians can also support their child’s language development by following the curriculum’s guidelines at home. This will help the child be even more familiar with the teachings.
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| Term | Third Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | READING: Blends Digraphs Trigraphs SIGHT WORDS: Shirt Clock Hair | i. The teacher guides pupils to read digraphs, consonant blends, trigraphs and double consonants in words. ii. The teacher leads pupils to build words with the blends, digraphs and trigraphs. iii. The teacher guides pupils through the basic rules of reading and leads pupils to read simple sentences. iv. The teacher introduces decodable readers –and aids pupils to read brief passages guided by pictures. v. The teacher guides pupils to spell, memorise and make short sentences with the sight words: shirt, clock and hair. | i. Pupils read and understand the basic reading rules. ii. Pupils read simple sentences using simple easy-to-use reading book. iii. Pupils make simple sentences on their own with and without the teacher’s guidance. iv. Pupils spell, memorize and construct sentences with the sight words. ACTIVITY: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge on the topic. Individual work on identifying reading rules will provide evidence on the extent to which each learner has assimilation of the topic. | Chart on rules of reading, single sounds, digraph sounds, and trigraphs. Reading book |
| 2 | NOUN SIGHT WORDS: Old Should Young | i. With the aid of flash cards, charts, posters and an mp4 player, the teacher describes a noun to the pupils and aids them to identify nouns. ii. The teacher guides pupils to read and circle nouns, to identify and cross out words that are nouns. iii. The teacher guides pupils to read and write simple sentences with nouns. iv. The teacher guides pupils to spell, memorise and make simple sentences with the sight words: old, should, young. | i. Pupils identify nouns in isolation and in simple sentences. ii. Pupils associate noun words with objects and real-life things. iii. Pupils read the decodables in simple sentences and they identify the nouns. iv. Pupils write examples of nouns on their own and form simple sentences with nouns with and without the teacher’s guidance. ACTIVITY: Whole class activity at the beginning of the lesson on saying some nouns will provide evidence on the extent to which learners can apply their knowledge. Individual work will provide evidence on the extent to which each learner has understood the topic. | Chart on noun, objects in and outside the class. MP4 player Reading book |
| 3 | NOUN SIGHT WORDS: Old Should Young | i. With the aid of flash cards, charts, posters and an mp4 player, the teacher describes a noun to the pupils and aids them to identify nouns. ii. The teacher guides pupils to read and circle nouns, to identify and cross out words that are nouns. iii. The teacher guides pupils to read and write simple sentences with nouns. iv. The teacher guides pupils to spell, memorise and make simple sentences with the sight words: old, should, young. | i. Pupils identify nouns in isolation and in simple sentences. ii. Pupils associate noun words with objects and real-life things. iii. Pupils read the decodables in simple sentences and they identify the nouns. iv. Pupils write examples of nouns on their own and form simple sentences with nouns with and without the teacher’s guidance. ACTIVITY: Whole class activity at the beginning of the lesson on saying some nouns will provide evidence on the extent to which learners can apply their knowledge. Individual work will provide evidence on the extent to which each learner has understood the topic. | Chart on noun, objects in and outside the class. MP4 player Reading book |
| 4 | VERB SIGHT WORDS Upon Little What | i. With the aid of charts, posters, flash cards and an mp4 player, the teacher describes a verb as a word the shows an action. ii. The teacher guides pupils to read a short passage and circle the verbs in the passage. iii. The teacher demonstrate verbs to the pupils and guides them to also demonstrate some verbs. iv. The teacher guides pupils to write examples of verbs on their own and to make simple sentences with the verbs with and without the teacher’s guidance. v. Teacher guides pupils to spell, memorise and make short sentences with the sight words. | i. Pupils identify verbs in isolation and in sentences. ii. Pupils match words with pictures. iii. Pupils practise the doubling rules by adding ‘ing’. iv. Pupils write examples of verbs on their own and form simple sentences with verbs with and without the teacher’s guidance. v. Pupils spell, memorise and make simple sentences with the sight words with and without the teacher’s guidance. ACTIVITY: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge on the topic. Individual work on identifying verbs will provide evidence on the extent to which each learner has assimilation of the topic. | Chart on verbs, making actions. Reading book Grammar book Workbook Flash cards |
| 5 | VERB SIGHT WORDS Upon Little What | i. With the aid of charts, posters, flash cards and an mp4 player, the teacher describes a verb as a word the shows an action. ii. The teacher guides pupils to read a short passage and circle the verbs in the passage. iii. The teacher demonstrate verbs to the pupils and guides them to also demonstrate some verbs. iv. The teacher guides pupils to write examples of verbs on their own and to make simple sentences with the verbs with and without the teacher’s guidance. v. Teacher guides pupils to spell, memorise and make short sentences with the sight words. | i. Pupils identify verbs in isolation and in sentences. ii. Pupils match words with pictures. iii. Pupils practise the doubling rules by adding ‘ing’. iv. Pupils write examples of verbs on their own and form simple sentences with verbs with and without the teacher’s guidance. v. Pupils spell, memorise and make simple sentences with the sight words with and without the teacher’s guidance. ACTIVITY: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge on the topic. Individual work on identifying verbs will provide evidence on the extent to which each learner has assimilation of the topic. | Chart on verbs, making actions. Reading book Grammar book Workbook Flash cards |
| 6 | NOUNS AND VERBS SIGHT WORDS: Yellow There Your | i. The teacher guides pupils to identify the nouns and verbs in isolation and in sentences. ii. The teacher leads pupils to read a short passage and then underline or circle the verbs and nouns in the passage. iii. The teacher writes some simple sentences on the board and asks pupils to copy the simple sentences into their notebooks and then identify the nouns and verbs in each sentence. iv. The teacher leads pupils to read action pictures and then make sentences from them. v. Teacher guides pupils to spell, memorise and make short sentences with the sight words: yellow, there and your. | Pupils learn: i. To identify nouns. ii. To identify verbs. iii. To match nouns to their verbs. iv. To read words with verbs and nouns. ACTIVITY: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge on stating nouns and verbs. Individual work will provide evidence on the extent to which each learner has ascertained the topic. | Chart on nouns and verbs, objects in the class. |
| 7 | NOUNS AND VERBS SIGHT WORDS: Yellow There Your | i. The teacher guides pupils to identify the nouns and verbs in isolation and in sentences. ii. The teacher leads pupils to read a short passage and then underline or circle the verbs and nouns in the passage. iii. The teacher writes some simple sentences on the board and asks pupils to copy the simple sentences into their notebooks and then identify the nouns and verbs in each sentence. iv. The teacher leads pupils to read action pictures and then make sentences from them. v. Teacher guides pupils to spell, memorise and make short sentences with the sight words: yellow, there and your. | Pupils learn: i. To identify nouns. ii. To identify verbs. iii. To match nouns to their verbs. iv. To read words with verbs and nouns. ACTIVITY: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge on stating nouns and verbs. Individual work will provide evidence on the extent to which each learner has ascertained the topic. | Chart on nouns and verbs, objects in the class. |
| 8 | SENTENCE CONSTRUCTION WITH NOUNS AND VERBS SIGHT WORDS Because Them Put | i. The teacher further explains to pupils the meaning of noun and verb and helps the pupils to identify nouns and verbs in sentences. ii. The teacher guides pupils to match sentences with sets of pictures of nouns and verbs. iii. The teacher guides pupils to make sentence. with corresponding pictures of a noun and a verb (an action) iv. Teacher leads pupils to spell, memorise and make short sentences with the sight words: because, them, put. | i. Pupils define a noun and a verb. ii. Pupils match sentences with pictures. iii. Pupils form meaningful sentences from pictures with and without the teacher’s guide. iv. Pupils spell, memorise and make sentences with the sight words with and without the teacher’s guide. ACTIVITY: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge. Individual work will provide evidence on the extent to which each learner has understood the topic. | Flash cards Charts Reading book |
| 9 | SENTENCE CONSTRUCTION WITH NOUNS AND VERBS SIGHT WORDS Because Them Put | i. The teacher further explains to pupils the meaning of noun and verb and helps the pupils to identify nouns and verbs in sentences. ii. The teacher guides pupils to match sentences with sets of pictures of nouns and verbs. iii. The teacher guides pupils to make sentence. with corresponding pictures of a noun and a verb (an action) iv. Teacher leads pupils to spell, memorise and make short sentences with the sight words: because, them, put. | i. Pupils define a noun and a verb. ii. Pupils match sentences with pictures. iii. Pupils form meaningful sentences from pictures with and without the teacher’s guide. iv. Pupils spell, memorise and make sentences with the sight words with and without the teacher’s guide. ACTIVITY: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge. Individual work will provide evidence on the extent to which each learner has understood the topic. | Flash cards Charts Reading book |
| 10 | READING SIGHT WORDS Their Want Once | i. Teacher guides pupils to make meaningful sentences. ii. The teacher guides pupils to read and match sentences with pictures and to make sentences with words or pictures iii. The teacher leads pupils to read blends. iv. Teacher guides pupils to say the basic rules of reading. v. Teacher guides pupils to read simple passages in reading books and to read decodables vi. Teacher guides pupils to spell, memorise and make sentences with the sight words with and without the teacher’s guide. he sight words – their, want, once. | i. Pupils make meaning sentences with pictures, words and at random with and without the teacher’s guidance. ii. Pupils read blend and say the basic rules of reading. iii. Pupils read simple passages in their reading textbooks with and without the teacher’s guidance very frequently. ACTIVITY: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge on the topic. Individual work reading will provide evidence on the extent to which each learner has assimilation of the topic. | Reading book Charts Flash cards Mp4 player |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
