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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
SCHOOL
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary (bl, sp, sc, sk, ck) - Lesson 1
Pronunciation and Vocabulary (bl, sp, sc, sk, ck) - Lesson 2 |
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 MENTOR English Language Activities Grade 2 pg. 5 -Word charts -Flash cards -Teacher's guide |
Observation
-Oral questions
-Listening activities
-Pronunciation practice
|
|
| 1 | 2 |
Reading
|
Fluency - Lesson 1
Fluency - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize words with target letter-sound combinations for ease of reading -Read a grade-appropriate text with target combinations at the right speed -Realize the importance of reading fluently |
The learner is guided to:
-Watch video clips/listen to audio recordings of target sounds -Pick out words with bl, sp, sc, sk, ck -Practice sitting in appropriate posture and holding books correctly -Read short texts observing stress and intonation |
Why should we read at the right speed?
|
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
-Reading fluency check
-Timed reading
|
|
| 1 | 3 |
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 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 |
Observation
-Oral questions
-Written questions
-Comprehension checks
|
|
| 1 | 4 |
Language Use
|
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:
-Recognize correct use of verbs 'is' and 'are' in sentences -Use present tense forms of 'to be' to construct simple sentences -Adopt use of 'is' and 'are' in day-to-day conversation |
The learner is guided to:
-Listen to story/poem/conversation containing 'is' and 'are' -Identify sentences showing present tense forms -Describe own and others' actions using 'is' and 'are' -Ask and answer questions using 'is' and 'are' |
How do we talk about what is happening at the present?
|
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 exercises
-Role play assessment
|
|
| 1 | 5 |
Writing
|
Handwriting - Lesson 1
|
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 |
Observation
-Written exercises
-Peer correction
-Self-assessment
|
|
| 2 |
Back to school assessment |
||||||||
| 3 | 1 |
Writing
|
Handwriting - Lesson 2
|
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 |
Written assessment
-Peer assessment
-Self-assessment
-Handwriting samples
|
|
| 3 | 2 |
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 | 3 |
Listening and Speaking
|
Pronunciation and vocabulary (/tʃ/, /əʊ/, /ʃ/, cl) - Lesson 2
|
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 |
Oral assessment
-Game participation
-Instruction following
-Peer assessment
|
|
| 3 | 4 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds in texts -Pronounce words with target sounds accurately -Read text at right speed displaying appropriate emotions |
The learner is guided to:
-Watch video clips on reading fluency -Pick out words with /cl/ and /ɔʊ/ sounds -Practice reading texts with target blends -Engage in timed reading with appropriate emotions |
How do we show feelings when reading?
|
MENTOR English Language Activities Grade 2 pg. 20
-Video clips -Reading texts -Timers |
Reading fluency check
-Observation
-Timed reading assessment
-Expression evaluation
|
|
| 3 | 5 |
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
|
|
| 4 | 1 |
Reading
|
Comprehension - Lesson 1
|
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 |
Comprehension checks
-Oral questions
-Written answers
-Peer discussion
|
|
| 4 | 2 |
Reading
|
Comprehension - Lesson 1
|
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 |
Comprehension checks
-Oral questions
-Written answers
-Peer discussion
|
|
| 4 | 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
|
|
| 4 | 4 |
Language Use
|
The verb 'to be' (was, were) - Lesson 1
|
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 |
Observation
-Digital typing
-Oral assessment
-Written exercises
|
|
| 4 | 5 |
Language Use
|
The verb 'to be' (was, were) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Construct sentences using 'was' and 'were' -Play language games using past tense 'to be' -Apply knowledge in day-to-day conversation |
The learner is guided to:
-Construct sentences from peer actions -Play language games with 'was' and 'were' -Practice past tense in various contexts -Share work with classmates for correction |
How do we talk about past actions?
|
MENTOR English Language Activities Grade 2 pg. 26
-Game materials -Action cards -Correction sheets |
Game participation
-Sentence construction
-Peer correction
-Oral communication
|
|
| 5 | 1 |
Writing
|
Handwriting - Lesson 1
|
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 |
Observation
-Handwriting check
-Peer assessment
-Self-correction
|
|
| 5 | 2 |
Writing
|
Handwriting - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Write words correctly, legibly and neatly -Copy ascender patterns correctly -Write words related to theme from picture prompts |
The learner is guided to:
-Copy letter patterns with ascenders -Copy sentences with ascenders -Write words from picture prompts -Practice forming ascenders correctly |
What do you consider to be good handwriting?
|
MENTOR English Language Activities Grade 2 pg. 28
-Picture prompts -Sentence cards -Assessment rubric |
Written assessment
-Handwriting quality
-Picture response
-Self-assessment
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
Listening and Speaking
|
Pronunciation and vocabulary (/s/, /l/, fl, /eɪ/) - Lesson 2
|
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 |
Oral assessment
-Instruction following
-Sentence construction
-Peer evaluation
|
|
| 5 | 5 |
Reading
|
Fluency - Lesson 1
|
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 |
Reading fluency test
-Speed check
-Word recognition
-Audio recording
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
Reading
|
Comprehension - Lesson 1
|
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 |
Comprehension check
-Prediction accuracy
-Text-based answers
-Discussion participation
|
|
| 6 | 3 |
Reading
|
Comprehension - Lesson 1
|
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 |
Comprehension check
-Prediction accuracy
-Text-based answers
-Discussion participation
|
|
| 6 | 4 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Answer indirect questions using contextual clues -Role play story events for comprehension -Adopt reading texts for information |
The learner is guided to:
-Use contextual clues for comprehension -Role play transport story events -Connect text to personal experiences -Retell stories in own words |
How do we show understanding of transport stories?
|
MENTOR English Language Activities Grade 2 pg. 38
-Role play materials -Story cards -Retelling prompts |
Role play assessment
-Indirect question answers
-Story retelling
-Connection activities
|
|
| 6 | 5 |
Language Use
|
Singular and plural objective pronouns - Lesson 1
|
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 |
Observation
-Pronoun identification
-Sentence construction
-Oral practice
|
|
| 7 | 1 |
Language Use
|
Singular and plural objective pronouns - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Use pronouns in transport-related contexts -Give and receive feedback on pronoun usage -Answer questions using objective pronouns appropriately |
The learner is guided to:
-Practice pronouns in transport contexts -Answer questions with proper pronouns -Complete exercises using objective pronouns -Engage in peer correction activities |
When do we use different pronouns?
|
MENTOR English Language Activities Grade 2 pg. 40
-Transport scenarios -Question cards -Correction sheets |
Peer feedback
-Exercise completion
-Oral communication
-Written assessment
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
Writing
|
Handwriting - Lesson 2
|
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 |
Dictation test
-Handwriting quality
-Picture responses
-Peer assessment
|
|
| 7 | 4 |
MONTHS OF THE YEAR
Listening and Speaking |
Pronunciation and Vocabulary (/ŋ/, /iː/, st, gl) - 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 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 |
Observation
-Pronunciation check
-Oral sentences
-Vocabulary assessment
|
|
| 7 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary (/ŋ/, /iː/, st, gl) - Lesson 2
|
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 |
Talking tree creation
-Month recognition
-Oral sharing
-Peer assessment
|
|
| 8 |
Half term |
||||||||
| 9 | 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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
Reading
|
Comprehension - Lesson 1
|
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 |
Prediction assessment
-Comprehension checks
-Oral questions
-Context clue usage
|
|
| 9 | 4 |
Reading
|
Comprehension - Lesson 1
|
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 |
Prediction assessment
-Comprehension checks
-Oral questions
-Context clue usage
|
|
| 9 | 5 |
Reading
|
Comprehension - Lesson 2
|
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 |
Written questions
-Story retelling
-Connection activities
-Peer discussion
|
|
| 10 | 1 |
Language Use
|
Simple Past Tense - Lesson 1
|
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 |
Observation
-Verb identification
-Sentence construction
-Tense conversion
|
|
| 10 | 2 |
Language Use
|
Simple Past Tense - Lesson 2
|
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 |
Game participation
-Sentence completion
-Peer feedback
-Role play assessment
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
Writing
|
Handwriting - Lesson 2
|
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 |
Picture response
-Handwriting assessment
-Self-evaluation
-Peer feedback
|
|
| 10 | 5 |
SHOPPING
Listening and Speaking |
Pronunciation and vocabulary (nt, sl, ar, nd, nk) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize target letter-sound combinations in spoken words -Pronounce letter-sound combinations in variety of words -Use vocabulary learnt to communicate in various contexts |
The learner is guided to:
-Listen to audio recordings with target sounds: nt (sent), sl (sleep), ar (jar), nd (hand), nk (ink) -Pronounce letter-sound combinations in words -Listen to tongue twisters, poems with target sounds -Say tongue twisters using taught sounds |
Why should we look at people as we talk to them?
|
MENTOR English Language Activities Grade 2 pg. 61
-MENTOR English Language Activities Grade 2 pg. 62 -Audio recordings -Sound cards |
Observation
-Pronunciation check
-Listening assessment
-Vocabulary use
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
Reading
|
Fluency - Lesson 1
|
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 |
Timed reading
-Punctuation observance
-Expression assessment
-Fluency check
|
|
| 11 | 3 |
Reading
|
Fluency - Lesson 2
|
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 |
Peer assessment
-Reading practice
-Word recognition
-Expression evaluation
|
|
| 11 | 4 |
Reading
|
Comprehension - Lesson 1
|
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 |
Prediction assessment
-Context clue usage
-Direct question answers
-Reading comprehension
|
|
| 11 | 5 |
Reading
|
Comprehension - Lesson 1
|
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 |
Prediction assessment
-Context clue usage
-Direct question answers
-Reading comprehension
|
|
| 12 | 1 |
Reading
|
Comprehension - Lesson 2
|
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 |
Story retelling
-Inference assessment
-Personal connections
-Peer discussion
|
|
| 12 | 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
|
|
| 12 | 3 |
Language Use
|
Plurals of irregular nouns - Lesson 2
|
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 |
Digital skill assessment
-Poetry recitation
-Role play participation
-Peer correction
|
|
| 12 | 4 |
Writing
|
Spelling - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize aspects of good handwriting -Write correct spelling of grade appropriate words -Write present and past tense verbs clearly |
The learner is guided to:
-Read samples of texts with good handwriting -Discuss aspects of good handwriting -Copy letter patterns of target sounds -Listen to dictation on verbs and write them |
Why do we write?
|
MENTOR English Language Activities Grade 2 pg. 75
-MENTOR English Language Activities Grade 2 pg. 76 -Handwriting samples -Dictation materials |
Observation
-Handwriting quality
-Spelling accuracy
-Peer feedback
|
|
| 12 | 5 |
Writing
|
Spelling - Lesson 2
|
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 |
Spelling test
-Digital typing
-Picture responses
-Peer assessment
|
|
| 13 |
End of term assessment and closer of school |
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