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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
SCHOOL
Listening and Speaking |
Pronunciation and Vocabulary (bl, sp, sc, sk, ck) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Distinguish words with the target letter-sound combinations in conversations -Use vocabulary related to the theme to communicate in various contexts -Respond to specific simple two-directional instructions -Realize the importance of listening attentively and pronouncing words correctly |
The learner is guided to:
-Listen to audio-visual recordings of songs, stories with target letter-sound combinations -Pick words with target sounds: bl (blue), sp (spoon), sc (school), sk (sky), ck (kick) -Practice using target sounds to form words -Construct simple sentences using new words -Develop a talking tree with peers using new words |
Why should we listen attentively when other people are talking?
|
MENTOR English Language Activities Grade 2 pg. 3
-MENTOR English Language Activities Grade 2 pg. 4 -Audio recordings -Talking tree materials |
Observation
-Oral questions
-Listening activities
-Pronunciation practice
|
|
| 2 | 2 |
Listening and Speaking
Reading Reading Reading |
Pronunciation and Vocabulary (bl, sp, sc, sk, ck) - Lesson 2
Fluency - Lesson 1 Fluency - Lesson 2 Comprehension - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Identify words with target letter-sound combinations from conversations -Pronounce words with target sounds correctly -Use new words in meaningful sentences -Respond to two-directional instructions without interrupting |
The learner is guided to:
-Listen to poems and conversations with target sounds -Pick out words with bl, sp, sc, sk, or ck from conversations -Practice pronunciation in pairs -Write sentences using words with target sounds |
Why should we pronounce sounds and words correctly?
|
MENTOR English Language Activities Grade 2 pg. 5
-Word charts -Flash cards -Teacher's guide MENTOR English Language Activities Grade 2 pg. 6 -Video clips -Audio recordings -Digital devices MENTOR English Language Activities Grade 2 pg. 8 -Reading texts -Timers -Expression prompts MENTOR English Language Activities Grade 2 pg. 9 -Story books -Comprehension questions -Picture prompts |
Observation
-Oral questions
-Written exercises
-Peer assessment
|
|
| 2 | 3 |
Reading
Language Use Language Use Writing |
Comprehension - Lesson 2
The verb 'to be' (is, are) - Lesson 1 The verb 'to be' (is, are) - Lesson 2 Handwriting - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Answer indirect questions for comprehension -Make connections between text and real life -Use contextual clues to infer word meanings -Adopt reading for lifelong learning |
The learner is guided to:
-Interact with text to answer indirect questions -Use contextual clues for word meanings -Discuss story meanings with peers -Retell story in own words |
How do we get the meaning of words from a text?
|
MENTOR English Language Activities Grade 2 pg. 10
-Comprehension texts -Question cards -Discussion prompts MENTOR English Language Activities Grade 2 pg. 11 -Audio recordings -Sentence strips -Action cards MENTOR English Language Activities Grade 2 pg. 12 -Role play props -Language games -Song materials MENTOR English Language Activities Grade 2 pg. 13 -Digital devices -Writing materials -Word cards |
Written questions
-Oral presentation
-Peer assessment
-Story retelling
|
|
| 2 | 4 |
Writing
Listening and Speaking |
Handwriting - Lesson 2
Pronunciation and vocabulary (/tʃ/, /əʊ/, /ʃ/, cl) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Write words with descenders legibly and neatly -Write long words related to theme in response to picture prompts -Demonstrate good handwriting practices |
The learner is guided to:
-Practice writing descenders correctly -Write words from picture prompts -Exchange work for peer correction -Maintain neat and legible handwriting |
Why is neat handwriting important?
|
MENTOR English Language Activities Grade 2 pg. 14
-Picture prompts -Writing materials -Peer assessment checklist MENTOR English Language Activities Grade 2 pg. 16 -Audio recordings -Digital devices -Home activity pictures |
Written assessment
-Peer assessment
-Self-assessment
-Handwriting samples
|
|
| 2 | 5 |
ACTIVITIES IN THE HOME
Listening and Speaking Reading |
Pronunciation and vocabulary (/tʃ/, /əʊ/, /ʃ/, cl) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Respond to specific two-directional instructions -Use vocabulary in dialogue, rhymes, and songs -Demonstrate proper pronunciation of target sounds |
The learner is guided to:
-Use dialogues/rhymes/tongue twisters for practice -Practice vocabulary related to home activities -Respond correctly to two-directional instructions -Play language games with home activity vocabulary |
Why should we pronounce sounds and words correctly?
|
MENTOR English Language Activities Grade 2 pg. 17
-Dialogue scripts -Rhyme cards -Instruction cards MENTOR English Language Activities Grade 2 pg. 20 -Video clips -Reading texts -Timers |
Oral assessment
-Game participation
-Instruction following
-Peer assessment
|
|
| 3 | 1 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Read text accurately at right speed -Display appropriate feelings and emotions while reading -Realize importance of reading fluently |
The learner is guided to:
-Practice reading with peers for fluency -Display appropriate facial expressions -Read both print and digital texts expressively -Practice reading decodable and non-decodable words |
Why should we read with expression?
|
MENTOR English Language Activities Grade 2 pg. 21
-Digital texts -Expression guides -Practice materials |
Peer assessment
-Reading logs
-Expression check
-Fluency assessment
|
|
| 3 | 2 |
Reading
|
Comprehension - Lesson 1
Comprehension - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Make connections between text and daily life -Infer meanings of new words from context -Read text to answer direct questions correctly |
The learner is guided to:
-Discuss pictures and title for predictions -Read texts related to home activities -Locate phrases and sentences for word meanings -Find answers to direct questions |
How do we answer questions from a text?
|
MENTOR English Language Activities Grade 2 pg. 23
-Home activity stories -Question cards -Picture prompts MENTOR English Language Activities Grade 2 pg. 24 -Comprehension texts -Summary prompts -Discussion guides |
Comprehension checks
-Oral questions
-Written answers
-Peer discussion
|
|
| 3 | 3 |
Language Use
|
The verb 'to be' (was, were) - Lesson 1
The verb 'to be' (was, were) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize correct use of 'was' and 'were' in sentences -Use correct subject-verb agreement for past activities -Realize importance of subject-verb agreement |
The learner is guided to:
-Listen to digital texts with 'was' and 'were' -Identify sentences with past tense verb 'to be' -Type sentences based on pictures -Use 'was' and 'were' for demonstrated actions |
What were you doing at home yesterday?
|
MENTOR English Language Activities Grade 2 pg. 25
-Digital devices -Picture prompts -Sentence templates MENTOR English Language Activities Grade 2 pg. 26 -Game materials -Action cards -Correction sheets |
Observation
-Digital typing
-Oral assessment
-Written exercises
|
|
| 3 | 4 |
Writing
|
Handwriting - Lesson 1
Handwriting - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize ascenders in long words -Write long words correctly forming ascenders -Realize importance of writing long words correctly |
The learner is guided to:
-Look at samples of correct handwriting -Observe teacher/peer demonstrations -Model ascenders using different materials -Copy words with ascender patterns |
Why is it important to shape letters well?
|
MENTOR English Language Activities Grade 2 pg. 27
-Handwriting samples -Modeling materials -Practice sheets MENTOR English Language Activities Grade 2 pg. 28 -Picture prompts -Sentence cards -Assessment rubric |
Observation
-Handwriting check
-Peer assessment
-Self-correction
|
|
| 3 | 5 |
TRANSPORT
Listening and Speaking Listening and Speaking |
Pronunciation and vocabulary (/s/, /l/, fl, /eɪ/) - Lesson 1
Pronunciation and vocabulary (/s/, /l/, fl, /eɪ/) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize target sounds in words from oral text -Pronounce words with target sounds accurately -Use new words related to transport in sentences -Realize importance of listening attentively |
The learner is guided to:
-Listen to oral text with target sounds: /s/ (dress), /l/ (call), fl (flew), /eɪ/ (way, grey) -Say words with target combinations -Sing songs/recite poems with target sounds -Pronounce transport-related vocabulary |
Why should we listen attentively when other people are talking?
|
MENTOR English Language Activities Grade 2 pg. 31
-Audio recordings -Flash cards -Sound prompts MENTOR English Language Activities Grade 2 pg. 33 -Vocabulary cards -Instruction prompts -Transport pictures |
Observation
-Pronunciation check
-Listening assessment
-Vocabulary use
|
|
| 4 | 1 |
Reading
|
Fluency - Lesson 1
Fluency - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds in sentences -Read words related to transport fluently -Realize correspondence between spoken and written words |
The learner is guided to:
-Point out words with fl and ei sounds -Watch videos/listen to teacher read fluently -Read print/digital texts aloud at 65 words per minute -Use word attack skills for transport vocabulary |
Why should we read fluently?
|
MENTOR English Language Activities Grade 2 pg. 35
-Digital texts -Reading materials -Timers MENTOR English Language Activities Grade 2 pg. 36 -Word games -Audio materials -Expression guides |
Reading fluency test
-Speed check
-Word recognition
-Audio recording
|
|
| 4 | 2 |
Reading
|
Comprehension - Lesson 1
Comprehension - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Make predictions about transport stories -Infer meanings of words from context -Respond to direct and indirect questions |
The learner is guided to:
-Read title and pictures for predictions -Discuss possible story outcomes -Read transport texts and locate word meanings -Answer direct questions using text evidence |
Why is it important to understand what we read?
|
MENTOR English Language Activities Grade 2 pg. 37
-Transport stories -Prediction worksheets -Question cards MENTOR English Language Activities Grade 2 pg. 38 -Role play materials -Story cards -Retelling prompts |
Comprehension check
-Prediction accuracy
-Text-based answers
-Discussion participation
|
|
| 4 | 3 |
Language Use
|
Singular and plural objective pronouns - Lesson 1
Singular and plural objective pronouns - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize correct use of objective pronouns -Use singular and plural objective pronouns (me, us, you, him/her, them) -Realize importance of pronouns in communication |
The learner is guided to:
-Listen to stories featuring objective pronouns -Pick out singular and plural pronouns -Discuss pronoun usage with peers -Construct sentences using pronouns correctly |
How do we talk about a person without mentioning their name?
|
MENTOR English Language Activities Grade 2 pg. 39
-Pronoun cards -Story texts -Practice sheets MENTOR English Language Activities Grade 2 pg. 40 -Transport scenarios -Question cards -Correction sheets |
Observation
-Pronoun identification
-Sentence construction
-Oral practice
|
|
| 4 | 4 |
Writing
|
Handwriting - Lesson 1
Handwriting - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize ascenders and descenders in long words -Write long words forming all strokes correctly -Realize importance of forming strokes appropriately |
The learner is guided to:
-Watch videos on writing with ascenders/descenders -Practice writing letters in the air -Observe displayed flash cards -Copy long words with transport sounds |
How do we write words?
|
MENTOR English Language Activities Grade 2 pg. 42
-Video materials -Flash cards -Practice sheets MENTOR English Language Activities Grade 2 pg. 43 -Picture prompts -Dictation materials -Assessment rubric |
Observation
-Letter formation
-Word copying
-Self-assessment
|
|
| 4 | 5 |
MONTHS OF THE YEAR
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary (/ŋ/, /iː/, st, gl) - Lesson 1
Pronunciation and Vocabulary (/ŋ/, /iː/, st, gl) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize words with target letter-sound combinations -Articulate words with target sounds for effective communication -Pronounce words related to theme accurately -Use new words to construct sentences |
The learner is guided to:
-Pronounce words with target combinations: /ŋ/ (thing), /iː/ (happy), st (stick), gl (glass) -Say tongue twisters/poems/songs with target sounds -Pronounce words related to months of the year -Construct simple sentences using new words |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 46
-MENTOR English Language Activities Grade 2 pg. 47 -Months chart -Sound cards MENTOR English Language Activities Grade 2 pg. 47 -MENTOR English Language Activities Grade 2 pg. 48 -Talking tree materials -Calendar |
Observation
-Pronunciation check
-Oral sentences
-Vocabulary assessment
|
|
| 5 | 1 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds in preparation for reading -Read text accurately at right speed and with expression -Adopt reading simple texts in various genres |
The learner is guided to:
-Select words with target sounds: /ŋ/, /iː/, -y, st, gl -Practice reading words with target combinations -Engage in timed reading (65 words per minute) -Read texts observing stress and intonation |
Why should we pronounce sounds correctly?
|
MENTOR English Language Activities Grade 2 pg. 49
-MENTOR English Language Activities Grade 2 pg. 50 -Reading texts -Timers |
Reading fluency check
-Timed reading
-Expression assessment
-Sound recognition
|
|
| 5 | 2 |
Reading
|
Fluency - Lesson 2
Comprehension - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Read texts with target sounds expressively -Practice reading sentences containing non-decodable words -Realize importance of reading fluently |
The learner is guided to:
-Read print/digital texts with target sounds -Practice reading decodable and non-decodable words -Engage in timed reading with expressions -Read sentences aloud with proper intonation |
Why should we read a story at the right speed?
|
MENTOR English Language Activities Grade 2 pg. 51
-Digital reading materials -Expression prompts -Reading logs MENTOR English Language Activities Grade 2 pg. 52 -MENTOR English Language Activities Grade 2 pg. 53 -Comprehension texts -Question cards |
Peer assessment
-Reading logs
-Speed assessment
-Expression evaluation
|
|
| 5 | 3 |
Reading
Language Use |
Comprehension - Lesson 2
Simple Past Tense - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Answer direct and indirect questions -Adopt retelling a story to check understanding -Make connections between story and experiences |
The learner is guided to:
-Locate sentences containing answers to direct questions -Respond to inferential questions using contextual clues -Make connections between story and their experiences -Retell story in own words |
How do we show understanding of what we read?
|
MENTOR English Language Activities Grade 2 pg. 54
-Retelling prompts -Connection worksheets -Assessment rubrics MENTOR English Language Activities Grade 2 pg. 55 -MENTOR English Language Activities Grade 2 pg. 56 -Verb cards -Tense charts |
Written questions
-Story retelling
-Connection activities
-Peer discussion
|
|
| 5 | 4 |
Language Use
Writing |
Simple Past Tense - Lesson 2
Handwriting - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Construct sentences from substitution table -Engage in games involving time and months -Practice past tense in various contexts |
The learner is guided to:
-Construct sentences from substitution table -Fill in blanks using correct past tense -Play language games changing verbs to past tense -Report on demonstrated actions using past tense |
What did you do last week?
|
MENTOR English Language Activities Grade 2 pg. 57
-Substitution tables -Language games -Role play materials MENTOR English Language Activities Grade 2 pg. 58 -MENTOR English Language Activities Grade 2 pg. 59 -Handwriting samples -Practice sheets |
Game participation
-Sentence completion
-Peer feedback
-Role play assessment
|
|
| 5 | 5 |
Writing
Listening and Speaking |
Handwriting - Lesson 2
Pronunciation and vocabulary (nt, sl, ar, nd, nk) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Write words related to theme in response to picture prompts -Realize importance of writing clearly and legibly -Demonstrate consistent good handwriting |
The learner is guided to:
-Copy letter patterns with gl and y combinations -Form words related to months vocabulary -Write words from picture prompts -Maintain neat and legible handwriting |
Why is neat handwriting important?
|
MENTOR English Language Activities Grade 2 pg. 60
-Picture prompts -Assessment rubrics -Practice materials MENTOR English Language Activities Grade 2 pg. 61 -MENTOR English Language Activities Grade 2 pg. 62 -Audio recordings -Sound cards |
Picture response
-Handwriting assessment
-Self-evaluation
-Peer feedback
|
|
| 6 | 1 |
SHOPPING
Listening and Speaking Reading |
Pronunciation and vocabulary (nt, sl, ar, nd, nk) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Recognize shopping-related words -Use class shop for role play activities -Realize importance of listening attentively |
The learner is guided to:
-Recognize new words related to shopping theme -Use vocabulary to construct sentences -Use class shop to role play shopping activities -Watch videos about shopping and construct sentences |
Why is shopping important in our daily lives?
|
MENTOR English Language Activities Grade 2 pg. 63
-Class shop materials -Shopping videos -Role play props MENTOR English Language Activities Grade 2 pg. 66 -MENTOR English Language Activities Grade 2 pg. 67 -Reading materials -Punctuation guides |
Role play assessment
-Sentence construction
-Video comprehension
-Vocabulary application
|
|
| 6 | 2 |
Reading
|
Fluency - Lesson 2
Comprehension - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Read decodable and non-decodable words -Adopt reading texts in various genres fluently -Practice reading with peers for fluency |
The learner is guided to:
-Practice reading decodable and non-decodable words -Read print and digital texts related to theme -Practice reading with peers -Show appropriate feelings while reading |
What do we do if we cannot read a word?
|
MENTOR English Language Activities Grade 2 pg. 68
-Digital texts -Peer reading materials -Word lists MENTOR English Language Activities Grade 2 pg. 69 -MENTOR English Language Activities Grade 2 pg. 70 -Shopping stories -Question cards |
Peer assessment
-Reading practice
-Word recognition
-Expression evaluation
|
|
| 6 | 3 |
Reading
Language Use |
Comprehension - Lesson 2
Plurals of irregular nouns - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Realize role of reading in lifelong learning -Retell story in own words -Connect story to personal experiences |
The learner is guided to:
-Interact with text for indirect questions -Use contextual clues for understanding -Retell shopping stories in own words -Connect story to daily shopping experiences |
How can we predict how a story will end?
|
MENTOR English Language Activities Grade 2 pg. 71
-Retelling prompts -Connection activities -Assessment guides MENTOR English Language Activities Grade 2 pg. 72 -MENTOR English Language Activities Grade 2 pg. 73 -Noun cards -Digital devices |
Story retelling
-Inference assessment
-Personal connections
-Peer discussion
|
|
| 6 | 4 |
Language Use
Writing |
Plurals of irregular nouns - Lesson 2
Spelling - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Type sentences using digital devices -Recite poems/read texts with irregular plurals -Apply knowledge in communication |
The learner is guided to:
-Type sentences constructed onto digital device -Recite poems/read texts with irregular plurals -Use plurals in role play conversations -Share shopping experiences using plurals |
How do we refer to things when they are many?
|
MENTOR English Language Activities Grade 2 pg. 74
-Digital devices -Poetry materials -Role play scenarios MENTOR English Language Activities Grade 2 pg. 75 -MENTOR English Language Activities Grade 2 pg. 76 -Handwriting samples -Dictation materials |
Digital skill assessment
-Poetry recitation
-Role play participation
-Peer correction
|
|
| 6 | 5 |
Writing
Listening and Speaking |
Spelling - Lesson 2
Pronunciation and Vocabulary (/ɪə/, /θ/, /ð/, wh, tw) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Write words related to theme correctly -Type words and phrases on digital devices -Realize importance of correct spelling |
The learner is guided to:
-Share work with peers and give feedback -Write words from picture prompts -Type words and phrases on digital devices -Practice correct spelling in various contexts |
How do we write words?
|
MENTOR English Language Activities Grade 2 pg. 77
-Picture prompts -Digital devices -Spelling lists MENTOR English Language Activities Grade 2 pg. 76 -MENTOR English Language Activities Grade 2 pg. 77 -Garden pictures -Sound prompts |
Spelling test
-Digital typing
-Picture responses
-Peer assessment
|
|
| 7 | 1 |
GARDEN
Listening and Speaking |
Pronunciation and Vocabulary (/ɪə/, /θ/, /ð/, wh, tw) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Respond to specific two-directional instructions -Play language games matching vocabulary to pictures -Realize importance of listening attentively |
The learner is guided to:
-Recite rhymes/sing songs with garden vocabulary -Play language game matching vocabulary to pictures -Respond to simple two-directional instructions -Use new words in various contexts |
What do we find in a garden?
|
MENTOR English Language Activities Grade 2 pg. 78
-Language game materials -Picture matching cards -Instruction prompts |
Game participation
-Vocabulary application
-Instruction following
-Oral communication
|
|
| 7 | 2 |
Reading
|
Fluency - Lesson 1
Fluency - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Pronounce words accurately when reading -Read grade-appropriate text at right speed and with expression |
The learner is guided to:
-Pick out words with target sounds from chart -Read words containing target combinations correctly -Read texts displaying right facial expressions -Engage in timed reading with emotions |
Why should we show feelings and emotions when reading?
|
MENTOR English Language Activities Grade 2 pg. 80
-MENTOR English Language Activities Grade 2 pg. 81 -Reading charts -Expression guides MENTOR English Language Activities Grade 2 pg. 82 -Readers theatre scripts -Poetry materials -Reading materials |
Reading fluency check
-Sound recognition
-Expression assessment
-Timed reading
|
|
| 7 | 3 |
Reading
|
Comprehension - Lesson 1
Comprehension - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Make predictions based on title and pictures -Use contextual clues to infer meanings -Answer direct and indirect questions |
The learner is guided to:
-Look at pictures and title and predict story -Read garden-related stories -Use contextual clues to infer word meanings -Respond to direct questions by locating sentences |
How can we predict the ending of a story?
|
MENTOR English Language Activities Grade 2 pg. 83
-MENTOR English Language Activities Grade 2 pg. 84 -Garden stories -Comprehension questions MENTOR English Language Activities Grade 2 pg. 85 -Summary worksheets -Connection activities -Assessment guides |
Prediction assessment
-Context clue usage
-Direct question answers
-Reading comprehension
|
|
| 7 | 4 |
Language Use
|
Past Continuous Tense - Lesson 1
Past Continuous Tense - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words in past continuous tense -Change verbs from present to past continuous -Realize importance of communicating using past continuous |
The learner is guided to:
-Listen to stories with past continuous tense -Pick out verbs in past continuous tense -Take turns asking/answering questions using past continuous -Construct sentences based on garden pictures |
What were the learners doing in school yesterday?
|
MENTOR English Language Activities Grade 2 pg. 86
-MENTOR English Language Activities Grade 2 pg. 87 -Tense charts -Garden pictures MENTOR English Language Activities Grade 2 pg. 88 -Language games -Sentence construction materials -Peer assessment sheets |
Observation
-Verb identification
-Tense conversion
-Question practice
|
|
| 7 | 5 |
Writing
|
Spelling - Lesson 1
Spelling - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Spell words with target sounds for effective writing -Write 3-7 letter words related to theme correctly -Endorse writing words correctly, clearly and legibly |
The learner is guided to:
-Read words with target sounds from word wall -Copy words with letter combinations -Spell words from dictation -Make words from jumbled letters |
How do we learn to spell words or names?
|
MENTOR English Language Activities Grade 2 pg. 89
-MENTOR English Language Activities Grade 2 pg. 90 -Word walls -Dictation materials MENTOR English Language Activities Grade 2 pg. 91 -Name letter activities -Spelling practice sheets -Peer assessment guides |
Spelling test
-Word formation
-Dictation assessment
-Letter arrangement
|
|
| 8 |
midterm exam |
||||||||
| 9 |
mid term |
||||||||
| 10 | 1 |
ACCIDENTS
Listening and Speaking Listening and Speaking |
Pronunciation and vocabulary (nd, nk, /eɪ/, /əʊ/, /aɪ/) - Lesson 1
Pronunciation and vocabulary (nd, nk, /eɪ/, /əʊ/, /aɪ/) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize target sounds in given words -Pronounce words with target combinations in preparation for reading -Use new words related to theme in relevant contexts |
The learner is guided to:
-Listen to audio recordings with target sounds: nd (sand), nk (ink), /eɪ/ (take), /əʊ/ (home), /aɪ/ (mine) -Identify and pronounce words with target sounds -Recite rhymes/tongue twisters for pronunciation practice -Listen to texts and identify new words |
Why do you look at someone's face as they speak?
|
MENTOR English Language Activities Grade 2 pg. 90
-MENTOR English Language Activities Grade 2 pg. 91 -Audio recordings -Tongue twister cards MENTOR English Language Activities Grade 2 pg. 92 -Road safety materials -Drawing materials -Instruction cards |
Observation
-Pronunciation check
-Sound identification
-Vocabulary use
|
|
| 10 | 2 |
Reading
|
Fluency - Lesson 1
Fluency - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Read text accurately at right speed -Display right feelings and emotions for fluency |
The learner is guided to:
-Pick out words with nd, nk, and ar sounds -Read words containing target sounds -Practice reading text aloud repetitively -Engage in timed reading with facial expressions |
Why is it important to read words properly?
|
MENTOR English Language Activities Grade 2 pg. 94
-MENTOR English Language Activities Grade 2 pg. 95 -Reading texts -Expression guides MENTOR English Language Activities Grade 2 pg. 96 -Readers theatre scripts -Punctuation guides -Reading materials |
Reading fluency check
-Sound recognition
-Timed reading
-Expression assessment
|
|
| 10 | 3 |
Reading
|
Comprehension - Lesson 1
Comprehension - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Describe characters and events in text -Make predictions based on title and pictures -Respond to direct and indirect questions |
The learner is guided to:
-Look at title and pictures for predictions -Discuss setting and characters in story -Read accident-related texts and respond to questions -Use contextual clues for indirect questions |
What do you think will happen in this story?
|
MENTOR English Language Activities Grade 2 pg. 97
-MENTOR English Language Activities Grade 2 pg. 98 -Accident stories -Character charts MENTOR English Language Activities Grade 2 pg. 99 -Role play materials -Story retelling prompts -Experience sharing guides |
Prediction assessment
-Character description
-Question comprehension
-Context usage
|
|
| 10 | 4 |
Language Use
|
Use of conjunctions (or) - Lesson 1
Use of conjunctions (or) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Distinguish uses of conjunction 'or' in sentences -Use conjunction 'or' to construct sentences related to theme -Adopt using 'or' in everyday communication |
The learner is guided to:
-Identify sentences featuring conjunction 'or' -Construct sentences using 'or' to show choice -Role play making choices using 'or' -Practice with accident-related situations |
What do we say when we want to choose something from a group of things?
|
MENTOR English Language Activities Grade 2 pg. 100
-MENTOR English Language Activities Grade 2 pg. 101 -Conjunction cards -Choice scenarios MENTOR English Language Activities Grade 2 pg. 102 -Safety poems -Instruction cards -Peer sharing materials |
Observation
-Sentence construction
-Role play assessment
-Choice making
|
|
| 10 | 5 |
Writing
|
Spelling - Lesson 1
Spelling - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Spell 3-6 letter words with target sounds -Write vocabulary related to theme appropriately -Adopt writing words clearly and correctly |
The learner is guided to:
-Identify words with nk, nd, ar sounds from jumbled words -Copy words with target combinations -Write words from dictation -Make words from jumbled letters |
Why should people spell words correctly?
|
MENTOR English Language Activities Grade 2 pg. 103
-MENTOR English Language Activities Grade 2 pg. 104 -Jumbled word activities -Dictation materials MENTOR English Language Activities Grade 2 pg. 105 -Word building materials -Digital flash cards -Practice activities |
Spelling test
-Word formation
-Dictation assessment
-Letter arrangement
|
|
| 11 | 1 |
CLASSROOM
Listening and Speaking |
Pronunciation and Vocabulary (br, /ə/, /iː/, /eɪ/, /əʊ/) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize words with target sounds in preparation for reading -Pronounce new words correctly for clarity in speech -Use classroom-related words in relevant contexts |
The learner is guided to:
-Identify words with target sounds: br (brick), /ə/ (her), /iː/ (been), /eɪ/ (said), /əʊ/ (coat, boat) -Pronounce words and phrases with target combinations -Recite rhyming words to practice pronunciation -Listen to vocabulary in sentences and short paragraphs |
Which words do you use to talk about the classroom?
|
MENTOR English Language Activities Grade 2 pg. 105
-MENTOR English Language Activities Grade 2 pg. 106 -Sound cards -Classroom vocabulary charts |
Observation
-Pronunciation check
-Vocabulary use
-Sound recognition
|
|
| 11 | 2 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary (br, /ə/, /iː/, /eɪ/, /əʊ/) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Respond to simple specific two-directional instructions -Match vocabulary to pictures and objects -Realize importance of listening attentively |
The learner is guided to:
-Use new words to talk about the classroom -Practice vocabulary in language games -Match vocabulary words to pictures and objects -Pay attention to two-directional instructions -Engage in role play responding to instructions |
Why is it important to pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 107
-Language game materials -Picture matching cards -Role play props MENTOR English Language Activities Grade 2 pg. 110 -MENTOR English Language Activities Grade 2 pg. 111 -Reading charts -Timers |
Vocabulary application
-Role play assessment
-Instruction following
-Game participation
|
|
| 11 | 3 |
Reading
|
Fluency - Lesson 2
Comprehension - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Engage in timed reading with appropriate expressions -Practice reading decodable and non-decodable words -Participate in readers theatre |
The learner is guided to:
-Read short texts observing stress and intonation -Engage in timed reading with facial expressions -Practice reading decodable and non-decodable words -Participate in readers theatre with peers |
Why should we read fluently?
|
MENTOR English Language Activities Grade 2 pg. 112
-Readers theatre scripts -Expression guides -Reading materials MENTOR English Language Activities Grade 2 pg. 113 -MENTOR English Language Activities Grade 2 pg. 114 -Classroom stories -Question cards |
Expression assessment
-Timed reading
-Theatre participation
-Word recognition
|
|
| 11 | 4 |
Reading
Language Use |
Comprehension - Lesson 2
Cardinal and ordinal numbers / Demonstratives - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Respond to indirect questions using contextual clues -Retell stories with peers -Talk about personal classroom experiences |
The learner is guided to:
-Answer indirect questions using contextual clues -Retell stories with peers -Role play scenarios from stories -Share personal classroom experiences |
How can we tell where events have taken place?
|
MENTOR English Language Activities Grade 2 pg. 115
-Story retelling materials -Role play props -Experience sharing guides MENTOR English Language Activities Grade 2 pg. 114 -MENTOR English Language Activities Grade 2 pg. 115 -Number cards -Classroom objects |
Indirect question assessment
-Story retelling
-Role play evaluation
-Personal sharing
|
|
| 11 | 5 |
Language Use
Writing |
Cardinal and ordinal numbers / Demonstratives - Lesson 2
Spelling - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Use demonstratives to talk about classroom things -Construct sentences related to theme using numbers -Recite poems containing demonstratives and numbers |
The learner is guided to:
-Use demonstratives to talk about classroom items -Use demonstratives to construct sentences -Recite poems/sing songs with demonstratives -Practice with cardinal and ordinal numbers in context |
Which objects are near/far from you?
|
MENTOR English Language Activities Grade 2 pg. 116
-Poetry materials -Song resources -Classroom items MENTOR English Language Activities Grade 2 pg. 120 -MENTOR English Language Activities Grade 2 pg. 121 -Dictation materials -Jumbled letter activities |
Demonstrative application
-Sentence creation
-Poetry recitation
-Number usage assessment
|
|
| 12 | 1 |
Writing
Listening and Speaking |
Spelling - Lesson 2
Pronunciation and Vocabulary (cr, /ɜː/, /eɪ/, /aɪ/, y) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Generate words related to theme from set of names -Type words on digital devices -Apply spelling knowledge in various contexts |
The learner is guided to:
-Generate words related to classroom from names -Type words made onto digital device -Practice spelling through various activities -Exchange work for peer correction |
How do we learn to spell words or names?
|
MENTOR English Language Activities Grade 2 pg. 122
-Digital devices -Name-based activities -Peer correction sheets MENTOR English Language Activities Grade 2 pg. 123 -MENTOR English Language Activities Grade 2 pg. 124 -Sound prompts -Farm vocabulary cards |
Digital typing
-Word generation
-Peer assessment
-Spelling accuracy
|
|
| 12 | 2 |
THE FARM
Listening and Speaking Reading |
Pronunciation and Vocabulary (cr, /ɜː/, /eɪ/, /aɪ/, y) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Listen to specific two-directional instructions -Construct sentences using farm vocabulary -Sing songs related to farm theme |
The learner is guided to:
-Articulate farm vocabulary correctly -Construct sentences using new words -Practice matching vocabulary to pictures and objects -Sing songs related to farm -Listen and respond to two-directional instructions |
Why do we need to respond to instructions properly?
|
MENTOR English Language Activities Grade 2 pg. 125
-Farm songs -Picture matching materials -Instruction cards MENTOR English Language Activities Grade 2 pg. 127 -Reading charts -Choral verse materials -Timers |
Vocabulary application
-Sentence construction
-Song performance
-Instruction following
|
|
| 12 | 3 |
Reading
|
Fluency - Lesson 2
Comprehension - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Practice reading decodable and non-decodable words -Participate in readers theatre -Display appropriate reading expressions |
The learner is guided to:
-Practice reading sentences with various word types -Participate in readers theatre with peers -Display right emotions when reading -Read farm-related texts with proper intonation |
Why should we read fluently?
|
MENTOR English Language Activities Grade 2 pg. 128
-Readers theatre scripts -Expression guides -Reading practice materials MENTOR English Language Activities Grade 2 pg. 131 -MENTOR English Language Activities Grade 2 pg. 132 -Farm stories -Character charts |
Theatre participation
-Expression assessment
-Reading practice
-Peer evaluation
|
|
| 12 | 4 |
Reading
Language Use |
Comprehension - Lesson 2
Word Sets/Opposites - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Retell events in text in own words -Adopt retelling a story to check understanding -Connect text to personal experiences |
The learner is guided to:
-Explain what happens in beginning, middle and end -Retell text in own words -Connect story to personal farm experiences -Share understanding with peers |
How can we tell the characters in a story?
|
MENTOR English Language Activities Grade 2 pg. 133
-Retelling prompts -Experience sharing materials -Story structure guides -MENTOR English Language Activities Grade 2 pg. 134 -Animal picture cards -Gender set charts |
Story retelling
-Sequence accuracy
-Personal connections
-Peer sharing
|
|
| 12 | 5 |
Language Use
Writing |
Word Sets/Opposites - Lesson 2
Punctuation (The comma) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Use opposites correctly in sentences -Write sentences using gender sets correctly -Apply knowledge in various contexts |
The learner is guided to:
-Work with pictures to identify opposites -Practice gender sets in different contexts -Write sentences using farm-related opposites -Share constructed sentences with peers |
How do opposites help us describe things?
|
MENTOR English Language Activities Grade 2 pg. 135
-Opposite word pairs -Writing materials -Peer sharing sheets MENTOR English Language Activities Grade 2 pg. 134 -Comma examples -List-making activities -Practice worksheets |
Opposite identification
-Sentence writing
-Peer feedback
-Application practice
|
|
| 13 |
endterm exam |
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| 14 | 1 |
Writing
|
Punctuation (The comma) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Write farm-related lists using commas -Engage in role play conversations with commas -Demonstrate correct comma usage |
The learner is guided to:
-Write lists of farm items using commas -Engage in role play conversations using commas -Write sentences on digital device -Practice comma usage in various contexts |
How do commas help us understand writing?
|
MENTOR English Language Activities Grade 2 pg. 135
-Digital devices -Role play materials -Farm item lists |
List writing
-Role play assessment
-Digital writing
-Comma usage accuracy
|
|
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