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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 |
Pronunciation and Vocabulary (bl, sp, sc, sk, ck) - Lesson 2
Fluency - Lesson 1 Fluency - Lesson 2 |
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 |
Observation
-Oral questions
-Written exercises
-Peer assessment
|
|
| 2 | 3 |
Reading
Language Use Language Use |
Comprehension - Lesson 1
Comprehension - Lesson 2 The verb 'to be' (is, are) - Lesson 1 The verb 'to be' (is, are) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Make predictions and anticipate possible outcomes in a story -Use contextual clues to infer meaning of vocabulary words -Answer direct questions for comprehension -Realize the importance of reading for lifelong learning |
The learner is guided to:
-Discuss pictures and title of a text with peers -Make predictions about the story -Read a text and locate phrases for word meanings -Locate sentences containing answers to direct questions |
How do pictures help us to know what the story is about?
|
MENTOR English Language Activities Grade 2 pg. 9
-Story books -Comprehension questions -Picture prompts 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 |
Observation
-Oral questions
-Written questions
-Comprehension checks
|
|
| 2 | 4 |
Writing
|
Handwriting - Lesson 1
Handwriting - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize descenders in long words in a text -Form all descenders correctly in long words -Realize importance of writing long words correctly |
The learner is guided to:
-Watch videos on writing long words with descenders -Identify descenders in long words -Copy long words forming descenders correctly -Write words with descenders from dictation |
Why should we write clearly?
|
MENTOR English Language Activities Grade 2 pg. 13
-Digital devices -Writing materials -Word cards MENTOR English Language Activities Grade 2 pg. 14 -Picture prompts -Peer assessment checklist |
Observation
-Written exercises
-Peer correction
-Self-assessment
|
|
| 2 | 5 |
ACTIVITIES IN THE HOME
Listening and Speaking |
Pronunciation and vocabulary (/tʃ/, /əʊ/, /ʃ/, cl) - Lesson 1
|
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 clarity -Use new words related to theme in various contexts -Realize importance of listening attentively |
The learner is guided to:
-Listen to audio recordings with target sounds -Pronounce target combinations: /tʃ/ (match), /əʊ/ (goat), /ʃ/ (shop), cl (clean) -Pick out words with target sounds -Take photos/videos of home activities |
Why should we listen attentively?
|
MENTOR English Language Activities Grade 2 pg. 16
-Audio recordings -Digital devices -Home activity pictures |
Observation
-Pronunciation check
-Oral questions
-Digital activities
|
|
| 3 | 1 |
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 | 2 |
Reading
|
Fluency - Lesson 2
Comprehension - Lesson 1 |
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 MENTOR English Language Activities Grade 2 pg. 23 -Home activity stories -Question cards -Picture prompts |
Peer assessment
-Reading logs
-Expression check
-Fluency assessment
|
|
| 3 | 3 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Answer indirect questions correctly -Summarize story in few words -Brainstorm relevance of story to daily activities |
The learner is guided to:
-Interact with text for indirect questions -Use contextual clues for word meanings -Summarize story content -Connect story to real-life activities |
How do we make sure we understand what we read?
|
MENTOR English Language Activities Grade 2 pg. 24
-Comprehension texts -Summary prompts -Discussion guides |
Written assessment
-Story retelling
-Connection activities
-Summary evaluation
|
|
| 3 | 4 |
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 | 5 |
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
|
|
| 4 | 1 |
TRANSPORT
Listening and Speaking |
Pronunciation and vocabulary (/s/, /l/, fl, /eɪ/) - Lesson 1
|
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 |
Observation
-Pronunciation check
-Listening assessment
-Vocabulary use
|
|
| 4 | 2 |
Listening and Speaking
Reading |
Pronunciation and vocabulary (/s/, /l/, fl, /eɪ/) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Respond to two-directional instructions -Use vocabulary in meaningful contexts -Construct sentences with transport words |
The learner is guided to:
-Discuss meaning of new words with peers -Construct sentences using transport vocabulary -Listen and respond to two-directional instructions -Practice vocabulary through language activities |
How do we use transport words correctly?
|
MENTOR English Language Activities Grade 2 pg. 33
-Vocabulary cards -Instruction prompts -Transport pictures MENTOR English Language Activities Grade 2 pg. 35 -Digital texts -Reading materials -Timers |
Oral assessment
-Instruction following
-Sentence construction
-Peer evaluation
|
|
| 4 | 3 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Read transport-related texts accurately -Use appropriate intonation and expression -Practice reading decodable and non-decodable words |
The learner is guided to:
-Pick out decodable/non-decodable words -Play word ladder games -Listen to audio recordings of transport words -Practice reading with proper expression |
How do we improve reading speed?
|
MENTOR English Language Activities Grade 2 pg. 36
-Word games -Audio materials -Expression guides |
Game participation
-Expression check
-Reading practice
-Peer assessment
|
|
| 4 | 4 |
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 | 5 |
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
|
|
| 5 | 1 |
Writing
|
Handwriting - Lesson 1
|
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 |
Observation
-Letter formation
-Word copying
-Self-assessment
|
|
| 5 | 2 |
Writing
Listening and Speaking |
Handwriting - Lesson 2
Pronunciation and Vocabulary (/ŋ/, /iː/, st, gl) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Write transport-related words from dictation -Form ascenders and descenders correctly -Practice good handwriting consistently |
The learner is guided to:
-Practice writing with peers -Write transport words from dictation -Write words from picture prompts -Maintain neat and legible handwriting |
Why is handwriting important?
|
MENTOR English Language Activities Grade 2 pg. 43
-Picture prompts -Dictation materials -Assessment rubric MENTOR English Language Activities Grade 2 pg. 46 -MENTOR English Language Activities Grade 2 pg. 47 -Months chart -Sound cards |
Dictation test
-Handwriting quality
-Picture responses
-Peer assessment
|
|
| 5 | 3 |
MONTHS OF THE YEAR
Listening and Speaking Reading |
Pronunciation and Vocabulary (/ŋ/, /iː/, st, gl) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Use new words in various contexts -Make a talking tree using months vocabulary -Realize importance of using appropriate words |
The learner is guided to:
-Make a talking tree using new words -Read months of the year correctly -Say which months end with letter y -Share birthday months with friends |
Why should we learn the months of the year?
|
MENTOR English Language Activities Grade 2 pg. 47
-MENTOR English Language Activities Grade 2 pg. 48 -Talking tree materials -Calendar MENTOR English Language Activities Grade 2 pg. 49 -MENTOR English Language Activities Grade 2 pg. 50 -Reading texts -Timers |
Talking tree creation
-Month recognition
-Oral sharing
-Peer assessment
|
|
| 5 | 4 |
Reading
|
Fluency - Lesson 2
|
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 |
Peer assessment
-Reading logs
-Speed assessment
-Expression evaluation
|
|
| 5 | 5 |
Reading
|
Comprehension - Lesson 1
Comprehension - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words related to theme in text -Make predictions and anticipate outcomes -Use contextual clues to infer word meanings |
The learner is guided to:
-Observe pictures and title for predictions -Read texts related to months of the year -Infer meanings of new words using contextual clues -Respond orally to direct questions |
How do we tell what the story is about?
|
MENTOR English Language Activities Grade 2 pg. 52
-MENTOR English Language Activities Grade 2 pg. 53 -Comprehension texts -Question cards MENTOR English Language Activities Grade 2 pg. 54 -Retelling prompts -Connection worksheets -Assessment rubrics |
Prediction assessment
-Comprehension checks
-Oral questions
-Context clue usage
|
|
| 6 | 1 |
Language Use
|
Simple Past Tense - Lesson 1
Simple Past Tense - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize simple past tense verb forms -Use simple past tense to discuss past activities -Realize use of past tense in everyday communication |
The learner is guided to:
-Identify simple past tense verbs from texts -Select sentences containing simple past tense -Construct sentences using simple past tense -Change verbs from present to past tense |
How do we talk about what happened in the past?
|
MENTOR English Language Activities Grade 2 pg. 55
-MENTOR English Language Activities Grade 2 pg. 56 -Verb cards -Tense charts MENTOR English Language Activities Grade 2 pg. 57 -Substitution tables -Language games -Role play materials |
Observation
-Verb identification
-Sentence construction
-Tense conversion
|
|
| 6 | 2 |
Writing
|
Handwriting - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize aspects of good handwriting -Write words in clear and legible handwriting -Form words related to theme from target letters |
The learner is guided to:
-Observe samples of good handwriting -Identify aspects of good handwriting (letter formation, spacing, alignment) -Copy letter patterns of target sounds -Form words related to months vocabulary |
How do we write words?
|
MENTOR English Language Activities Grade 2 pg. 58
-MENTOR English Language Activities Grade 2 pg. 59 -Handwriting samples -Practice sheets |
Observation
-Handwriting quality
-Letter formation
-Word formation
|
|
| 6 | 3 |
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 | 4 |
SHOPPING
Listening and Speaking |
Pronunciation and vocabulary (nt, sl, ar, nd, nk) - Lesson 2
|
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 |
Role play assessment
-Sentence construction
-Video comprehension
-Vocabulary application
|
|
| 6 | 5 |
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 varied texts -Pronounce words with target sounds correctly -Read text at right speed observing punctuation |
The learner is guided to:
-Identify and read words with target letter sounds -Engage in timed reading at 65 words per minute -Observe punctuation and display right emotions -Read shopping-related texts expressively |
Why do we pause as we read texts?
|
MENTOR English Language Activities Grade 2 pg. 66
-MENTOR English Language Activities Grade 2 pg. 67 -Reading materials -Punctuation guides MENTOR English Language Activities Grade 2 pg. 68 -Digital texts -Peer reading materials -Word lists |
Timed reading
-Punctuation observance
-Expression assessment
-Fluency check
|
|
| 7 | 1 |
Reading
|
Comprehension - Lesson 1
Comprehension - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Make predictions and anticipate possible outcomes -Use contextual clues to infer meanings -Answer direct and indirect questions |
The learner is guided to:
-Discuss pictures and title for predictions -Read shopping-related texts -Use contextual clues for word meanings -Locate sentences containing answers to direct questions |
How do we show that we have understood what we have read?
|
MENTOR English Language Activities Grade 2 pg. 69
-MENTOR English Language Activities Grade 2 pg. 70 -Shopping stories -Question cards MENTOR English Language Activities Grade 2 pg. 71 -Retelling prompts -Connection activities -Assessment guides |
Prediction assessment
-Context clue usage
-Direct question answers
-Reading comprehension
|
|
| 7 | 2 |
Language Use
|
Plurals of irregular nouns - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify plurals of irregular nouns in texts -Use plural of irregular nouns in sentences -Realize importance of using plurals correctly |
The learner is guided to:
-Recognize plural forms of irregular nouns from texts -Form plurals of specific irregular nouns -Discuss shopping experiences using plurals -Construct sentences using plural forms |
What things do we buy?
|
MENTOR English Language Activities Grade 2 pg. 72
-MENTOR English Language Activities Grade 2 pg. 73 -Noun cards -Digital devices |
Observation
-Noun identification
-Sentence construction
-Digital typing
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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 | 5 |
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
|
|
| 8 |
midterm break |
||||||||
| 9 |
break |
||||||||
| 10 | 1 |
Reading
|
Fluency - Lesson 1
|
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 |
Reading fluency check
-Sound recognition
-Expression assessment
-Timed reading
|
|
| 10 | 2 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Practice reading decodable and non-decodable words -Participate in readers theatre -Recite poems related to theme |
The learner is guided to:
-Practice reading decodable and non-decodable words -Participate in readers theatre with peers -Recite poems about gardens -Display appropriate tonal variations |
How can we improve our reading speed?
|
MENTOR English Language Activities Grade 2 pg. 82
-Readers theatre scripts -Poetry materials -Reading materials |
Peer participation
-Poetry recitation
-Reading practice
-Expression evaluation
|
|
| 10 | 3 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Practice reading decodable and non-decodable words -Participate in readers theatre -Recite poems related to theme |
The learner is guided to:
-Practice reading decodable and non-decodable words -Participate in readers theatre with peers -Recite poems about gardens -Display appropriate tonal variations |
How can we improve our reading speed?
|
MENTOR English Language Activities Grade 2 pg. 82
-Readers theatre scripts -Poetry materials -Reading materials |
Peer participation
-Poetry recitation
-Reading practice
-Expression evaluation
|
|
| 10 | 4 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Practice reading decodable and non-decodable words -Participate in readers theatre -Recite poems related to theme |
The learner is guided to:
-Practice reading decodable and non-decodable words -Participate in readers theatre with peers -Recite poems about gardens -Display appropriate tonal variations |
How can we improve our reading speed?
|
MENTOR English Language Activities Grade 2 pg. 82
-Readers theatre scripts -Poetry materials -Reading materials |
Peer participation
-Poetry recitation
-Reading practice
-Expression evaluation
|
|
| 10 | 5 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Practice reading decodable and non-decodable words -Participate in readers theatre -Recite poems related to theme |
The learner is guided to:
-Practice reading decodable and non-decodable words -Participate in readers theatre with peers -Recite poems about gardens -Display appropriate tonal variations |
How can we improve our reading speed?
|
MENTOR English Language Activities Grade 2 pg. 82
-Readers theatre scripts -Poetry materials -Reading materials |
Peer participation
-Poetry recitation
-Reading practice
-Expression evaluation
|
|
| 11 | 1 |
Reading
|
Comprehension - Lesson 1
|
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 |
Prediction assessment
-Context clue usage
-Direct question answers
-Reading comprehension
|
|
| 11 | 2 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Adopt reading texts for information -Summarize events in story in few words -Connect story with real-life experiences |
The learner is guided to:
-Answer indirect questions using contextual clues -Summarize events in a story -Relate stories to personal garden experiences -Practice reading for information |
How can we tell where events in a story have taken place?
|
MENTOR English Language Activities Grade 2 pg. 85
-Summary worksheets -Connection activities -Assessment guides |
Summary evaluation
-Inference assessment
-Real-life connections
-Information recall
|
|
| 11 | 3 |
Language Use
|
Past Continuous Tense - Lesson 1
|
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 |
Observation
-Verb identification
-Tense conversion
-Question practice
|
|
| 11 | 4 |
Language Use
Writing |
Past Continuous Tense - Lesson 2
Spelling - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Play language games involving past continuous -Demonstrate understanding through constructed sentences -Apply knowledge in day-to-day communication |
The learner is guided to:
-Play language games changing verbs to past continuous -Construct sentences using past continuous tense -Practice tense in various garden contexts -Share constructed sentences with peers |
How do we talk about continuous actions in the past?
|
MENTOR English Language Activities Grade 2 pg. 88
-Language games -Sentence construction materials -Peer assessment sheets MENTOR English Language Activities Grade 2 pg. 89 -MENTOR English Language Activities Grade 2 pg. 90 -Word walls -Dictation materials |
Game participation
-Sentence construction
-Peer feedback
-Oral communication
|
|
| 11 | 5 |
Writing
|
Spelling - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Write 3-7 letter garden-related words correctly -Form words using letters of names -Demonstrate consistent correct spelling |
The learner is guided to:
-Write 3-7 letter words and read them aloud -Form words related to theme using letters of names -Practice writing garden vocabulary correctly -Exchange work for peer correction |
Why is correct spelling important?
|
MENTOR English Language Activities Grade 2 pg. 91
-Name letter activities -Spelling practice sheets -Peer assessment guides |
Word writing
-Name-based word formation
-Peer correction
-Reading aloud
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 3 |
Reading
|
Comprehension - Lesson 1
|
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 |
Prediction assessment
-Character description
-Question comprehension
-Context usage
|
|
| 12 | 4 |
Reading
Language Use |
Comprehension - Lesson 2
Use of conjunctions (or) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Adopt reading pictures and texts for information -Retell story with peers -Talk about personal experiences related to story |
The learner is guided to:
-Retell story with peers -Role play scenarios from the story -Talk about personal accident experiences -Connect story to own experiences |
What do the pictures tell us about the story?
|
MENTOR English Language Activities Grade 2 pg. 99
-Role play materials -Story retelling prompts -Experience sharing guides MENTOR English Language Activities Grade 2 pg. 100 -MENTOR English Language Activities Grade 2 pg. 101 -Conjunction cards -Choice scenarios |
Story retelling
-Role play assessment
-Personal sharing
-Connection activities
|
|
| 12 | 5 |
Language Use
Writing Writing |
Use of conjunctions (or) - Lesson 2
Spelling - Lesson 1 Spelling - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Sing and recite poems using conjunction 'or' -Apply knowledge in various contexts -Demonstrate understanding through activities |
The learner is guided to:
-Sing and recite poems about safety using 'or' -Practice with accident prevention scenarios -Create safety instructions using 'or' -Share constructed sentences with peers |
How do we make safety choices?
|
MENTOR English Language Activities Grade 2 pg. 102
-Safety poems -Instruction cards -Peer sharing materials 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 |
Poetry recitation
-Sentence creation
-Safety instruction writing
-Peer feedback
|
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