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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
GARDEN
Listening and Speaking |
Pronunciation and Vocabulary (/ɪə/, /θ/, /ð/, wh, tw) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds from oral text -Pronounce words with target combinations in preparation for reading -Use words related to theme in relevant contexts |
The learner is guided to:
-Pronounce words with target sounds: /ɪə/ (near), /θ/ (thing), /ð/ (this), wh (when), tw (two) -Recite rhyming words with target sounds -Listen to and pronounce garden-related vocabulary -Use vocabulary to construct oral sentences |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 76
-MENTOR English Language Activities Grade 2 pg. 77 -Garden pictures -Sound prompts |
Observation
-Pronunciation check
-Vocabulary use
-Oral sentences
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
Language Use
|
Past Continuous Tense - Lesson 2
|
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 |
Game participation
-Sentence construction
-Peer feedback
-Oral communication
|
|
| 3 | 3 |
Writing
|
Spelling - Lesson 1
|
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 |
Spelling test
-Word formation
-Dictation assessment
-Letter arrangement
|
|
| 3 | 4 |
Writing
Listening and Speaking |
Spelling - Lesson 2
Pronunciation and vocabulary (nd, nk, /eɪ/, /əʊ/, /aɪ/) - Lesson 1 |
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 MENTOR English Language Activities Grade 2 pg. 90 -MENTOR English Language Activities Grade 2 pg. 91 -Audio recordings -Tongue twister cards |
Word writing
-Name-based word formation
-Peer correction
-Reading aloud
|
|
| 3 | 5 |
ACCIDENTS
Listening and Speaking |
Pronunciation and vocabulary (nd, nk, /eɪ/, /əʊ/, /aɪ/) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Respond to specific two-directional instructions -Use vocabulary to construct sentences -Realize importance of pronouncing words correctly |
The learner is guided to:
-Use vocabulary to construct sentences -Recite poems and sing songs on road safety -Draw and colour simple road signs -Respond to two-directional instructions |
Why is it important to pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 92
-Road safety materials -Drawing materials -Instruction cards |
Sentence construction
-Poetry recitation
-Road sign creation
-Instruction following
|
|
| 4 | 1 |
Reading
|
Fluency - Lesson 1
|
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 |
Reading fluency check
-Sound recognition
-Timed reading
-Expression assessment
|
|
| 4 | 2 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Endorse reading texts in variety of genres -Practice reading decodable and non-decodable words -Participate in readers theatre |
The learner is guided to:
-Practice reading decodable and non-decodable words -Participate in readers theatre with peers -Make appropriate pauses at punctuations -Display right tonal variations |
What can help someone to read well?
|
MENTOR English Language Activities Grade 2 pg. 96
-Readers theatre scripts -Punctuation guides -Reading materials |
Peer participation
-Reading practice
-Punctuation observance
-Theatre assessment
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 5 |
Language Use
|
Use of conjunctions (or) - 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 |
Poetry recitation
-Sentence creation
-Safety instruction writing
-Peer feedback
|
|
| 5 | 1 |
Writing
|
Spelling - Lesson 1
|
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 |
Spelling test
-Word formation
-Dictation assessment
-Letter arrangement
|
|
| 5 | 2 |
Writing
|
Spelling - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Participate in word building activities -Write accident-related vocabulary correctly -Demonstrate consistent spelling accuracy |
The learner is guided to:
-Make words related to theme from jumbled letters -Take part in word building activities -Use pocket charts/print/digital flash cards -Practice spelling in various contexts |
How do we learn to spell?
|
MENTOR English Language Activities Grade 2 pg. 105
-Word building materials -Digital flash cards -Practice activities |
Word building assessment
-Digital skill check
-Spelling practice
-Context application
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary (br, /ə/, /iː/, /eɪ/, /əʊ/) - Lesson 2
|
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 |
Vocabulary application
-Role play assessment
-Instruction following
-Game participation
|
|
| 5 | 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 for reading -Pronounce words with target sounds accurately -Read text accurately at right speed and with expression |
The learner is guided to:
-Recognize words with sounds /br/, /er/, /ə/, /iː/, /eɪ/, /əʊ/ -Select words with target sounds from charts -Read words with target combinations -Recite choral verses for pronunciation practice |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 110
-MENTOR English Language Activities Grade 2 pg. 111 -Reading charts -Timers MENTOR English Language Activities Grade 2 pg. 112 -Readers theatre scripts -Expression guides -Reading materials |
Reading fluency check
-Sound recognition
-Timed reading
-Choral practice
|
|
| 6 | 1 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Make predictions about stories -Use contextual clues to infer word meanings -Answer direct and indirect questions |
The learner is guided to:
-Discuss title and pictures for predictions -Read classroom-related texts -Track text using fingers -Respond to direct questions using text evidence |
How can we predict how a story will end?
|
MENTOR English Language Activities Grade 2 pg. 113
-MENTOR English Language Activities Grade 2 pg. 114 -Classroom stories -Question cards |
Prediction assessment
-Text tracking
-Direct question answers
-Context clue usage
|
|
| 6 | 2 |
Reading
|
Comprehension - Lesson 2
|
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 |
Indirect question assessment
-Story retelling
-Role play evaluation
-Personal sharing
|
|
| 6 | 3 |
Language Use
|
Cardinal and ordinal numbers / Demonstratives - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Differentiate ordinal and cardinal numbers -Use ordinal and cardinal numbers for effective communication -Use plural demonstratives to talk about near/far things |
The learner is guided to:
-Distinguish between ordinal and cardinal numbers -Use classroom objects to demonstrate number usage -Construct sentences using ordinal and cardinal numbers -Pick out demonstratives from written text |
Why is it important to count correctly?
|
MENTOR English Language Activities Grade 2 pg. 114
-MENTOR English Language Activities Grade 2 pg. 115 -Number cards -Classroom objects |
Observation
-Number differentiation
-Demonstrative usage
-Sentence construction
|
|
| 6 | 4 |
Language Use
|
Cardinal and ordinal numbers / Demonstratives - Lesson 2
|
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 |
Demonstrative application
-Sentence creation
-Poetry recitation
-Number usage assessment
|
|
| 6 | 5 |
Writing
|
Spelling - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Spell words with target sounds for effective writing -Write 4-7 letter words appropriately for legibility -Adopt writing words clearly and correctly |
The learner is guided to:
-Spell words with target sounds from dictation -Write 4-7 letter words with target combinations -Make 4-7 letter words from jumbled letters -Participate in spelling drills with peers |
Why should people spell words correctly?
|
MENTOR English Language Activities Grade 2 pg. 120
-MENTOR English Language Activities Grade 2 pg. 121 -Dictation materials -Jumbled letter activities |
Spelling test
-Word formation
-Peer participation
-Dictation assessment
|
|
| 7 | 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
|
|
| 7 | 2 |
THE FARM
Listening and Speaking |
Pronunciation and Vocabulary (cr, /ɜː/, /eɪ/, /aɪ/, y) - Lesson 2
|
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 |
Vocabulary application
-Sentence construction
-Song performance
-Instruction following
|
|
| 7 | 3 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Read grade-appropriate text at right speed and with expression -Realize importance of reading fluently |
The learner is guided to:
-Select words with target sounds from chart -Read words including target combinations -Recite choral verse with farm-related words -Engage in timed reading displaying right emotions |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 127
-Reading charts -Choral verse materials -Timers |
Reading fluency check
-Sound recognition
-Choral participation
-Timed reading
|
|
| 7 | 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 -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 |
Theatre participation
-Expression assessment
-Reading practice
-Peer evaluation
|
|
| 7 | 5 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify main idea, topic or purpose of text -Identify setting of text for comprehension -Explain sequence of events in text |
The learner is guided to:
-Read farm-related texts in print or digital form -Pick main idea using sentence prompts -List characters in the text -Discuss setting with peers |
How can we tell where the events of a story have taken place?
|
MENTOR English Language Activities Grade 2 pg. 131
-MENTOR English Language Activities Grade 2 pg. 132 -Farm stories -Character charts |
Main idea identification
-Setting description
-Character listing
-Sequence explanation
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
Language Use
|
Word Sets/Opposites - Lesson 2
|
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 |
Opposite identification
-Sentence writing
-Peer feedback
-Application practice
|
|
| 8-9 |
Midterm |
||||||||
| 9 | 2 |
Writing
|
Punctuation (The comma) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize comma correctly in text -Use comma correctly in listing items -Adopt use of comma in writing |
The learner is guided to:
-Identify commas from various written resources -Use comma correctly in written exercises -Practice using commas to write lists -Write sentences using comma correctly |
Why do you think we use a comma when writing?
|
MENTOR English Language Activities Grade 2 pg. 134
-Comma examples -List-making activities -Practice worksheets |
Observation
-Comma recognition
-List writing
-Sentence construction
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
POSITION AND DIRECTIONS
Listening and Speaking |
Pronunciation and vocabulary (/ɪə/, /ə/, /ɜː/, dr, /ɔɪ/, /aɪ/) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize words with target sounds from oral text -Pronounce words with target combinations for reading -Use new words in relevant contexts about position and direction |
The learner is guided to:
-Pick out words with target sounds: /ɪə/ (ear), /ə/ (her), /ɜː/ (first), dr (draw), /ɔɪ/ (boy), /aɪ/ (time) -Pronounce words and phrases -Listen to conversations on position and direction -Engage in simple dialogues using theme vocabulary |
Why is it important to pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 136
-MENTOR English Language Activities Grade 2 pg. 137 -Direction vocabulary cards -Audio recordings |
Observation
-Pronunciation check
-Dialogue participation
-Sound recognition
|
|
| 9 | 5 |
Listening and Speaking
|
Pronunciation and vocabulary (/ɪə/, /ə/, /ɜː/, dr, /ɔɪ/, /aɪ/) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Respond to simple specific two-directional instructions -Use vocabulary to construct oral sentences -Match vocabulary to pictures and objects |
The learner is guided to:
-Construct oral sentences using new words -Recite rhymes/sing songs with position vocabulary -Practice matching vocabulary to pictures -Give and respond to two-directional instructions |
What is the direction of your home from school?
|
MENTOR English Language Activities Grade 2 pg. 138
-Rhymes and songs -Picture matching cards -Instruction prompts |
Sentence construction
-Song performance
-Picture matching
-Instruction following
|
|
| 10 | 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 for reading -Pronounce words with target sounds accurately -Read text at right speed with facial expressions |
The learner is guided to:
-Identify words with target sounds as modeled -Read words with target combinations in isolation and text -Practice reading text accurately with expressions -Engage in timed reading with emotions |
Why is it important to read words properly?
|
MENTOR English Language Activities Grade 2 pg. 141
-Reading materials -Expression guides -Timers MENTOR English Language Activities Grade 2 pg. 142 -Role play scenarios -Direction texts -Punctuation guides |
Reading fluency check
-Sound recognition
-Expression assessment
-Timed reading
|
|
| 10 | 2 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Make predictions about likely outcomes based on title/pictures -Use contextual clues to infer word meanings -Answer direct and indirect questions |
The learner is guided to:
-Observe pictures and title to predict story -Read texts about position and direction -Infer meanings of new words using clues -Locate sentences to respond to direct questions |
What do you think will happen in this story?
|
MENTOR English Language Activities Grade 2 pg. 143
-MENTOR English Language Activities Grade 2 pg. 144 -Direction stories -Question cards |
Prediction assessment
-Context clue usage
-Direct question answers
-Inference check
|
|
| 10 | 3 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Create mental picture of events, characters or places -Adopt reading pictures and texts for information -Talk about personal experiences related to story |
The learner is guided to:
-Get clues from story for indirect questions -Read story aloud and visualize characters/settings -Share pictures created in minds with peers -Retell story in own words -Connect to personal experiences |
What do the pictures tell us about the story?
|
MENTOR English Language Activities Grade 2 pg. 145
-Visualization activities -Story sharing materials -Personal connection prompts |
Mental picture creation
-Story retelling
-Personal connections
-Visualization sharing
|
|
| 10 | 4 |
Language Use
|
Prepositions - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify target prepositions in oral text -Use prepositions accurately for position/location -Realize use of prepositions for clarity |
The learner is guided to:
-Listen to audio clips and list prepositions -Read sentences with prepositions (beside, above, over, below, across, to, at) -Play miming game with peers -Describe location of classroom objects |
Where do we keep different things in the school?
|
MENTOR English Language Activities Grade 2 pg. 145
-MENTOR English Language Activities Grade 2 pg. 146 -Preposition cards -Audio clips |
Observation
-Preposition identification
-Game participation
-Location description
|
|
| 10 | 5 |
Language Use
|
Prepositions - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Construct sentences using target prepositions -Practice using prepositions in dialogue -Play language games containing prepositions |
The learner is guided to:
-Construct correct sentences using prepositions -Practice dialogues with peers using prepositions -Sing songs/rhymes with prepositions -Play language games with target prepositions |
Where do we keep different things at home?
|
MENTOR English Language Activities Grade 2 pg. 147
-Language games -Dialogue scripts -Song materials |
Sentence construction
-Dialogue practice
-Game participation
-Song performance
|
|
| 11 | 1 |
Writing
|
Punctuation (The exclamation mark) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize exclamation mark in written text -Use exclamation mark correctly in writing -Adopt using exclamation mark in writing |
The learner is guided to:
-Recognize exclamation mark from various written resources -Use exclamation mark correctly in exercises -Practice using exclamation marks in sentences -Identify appropriate places for exclamation marks |
Why do you think it is important to use the exclamation mark when writing?
|
MENTOR English Language Activities Grade 2 pg. 147
-Punctuation examples -Writing exercises -Practice worksheets |
Observation
-Mark recognition
-Usage accuracy
-Sentence writing
|
|
| 11 | 2 |
Writing
Listening and Speaking |
Punctuation (The exclamation mark) - Lesson 2
Pronunciation and vocabulary (fr, /aʊ/, /ɔː/, /ə/) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Apply exclamation marks in various contexts -Play games involving correct placement -Demonstrate understanding through writing |
The learner is guided to:
-Play games placing exclamation marks correctly -Write direction-related sentences with excitement -Practice using marks in various contexts -Share written work with peers |
How do exclamation marks change the meaning of sentences?
|
MENTOR English Language Activities Grade 2 pg. 148
-Writing games -Sentence templates -Peer sharing materials MENTOR English Language Activities Grade 2 pg. 150 -Environmental sound recordings -Poems/rhymes -Nature walk materials |
Game participation
-Sentence writing
-Peer assessment
-Mark placement accuracy
|
|
| 11 | 3 |
ENVIRONMENT
Listening and Speaking |
Pronunciation and vocabulary (fr, /aʊ/, /ɔː/, /ə/) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Use vocabulary items related to theme in sentences -Realize importance of correct pronunciation -Share environmental drawings with peers |
The learner is guided to:
-Pronounce environment vocabulary correctly -Draw and colour things found in environment -Share drawings with peers and give feedback -Use vocabulary to construct simple sentences |
Why should we listen attentively when other people are talking?
|
MENTOR English Language Activities Grade 2 pg. 151
-Drawing materials -Environmental pictures -Sentence construction aids |
Drawing assessment
-Sentence construction
-Peer feedback
-Vocabulary application
|
|
| 11 | 4 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Read text transitioning from word-by-word to phrasal reading -Read grade-appropriate text at right speed and with expression |
The learner is guided to:
-Pick out and read words with 'fr-' and '-ow' -Play word ladder game while listening to audio recordings -Practice reading sentences with new words -Engage in timed reading with emotions |
Why is it important to read fluently?
|
MENTOR English Language Activities Grade 2 pg. 153
-Word ladder games -Audio recordings -Environmental texts |
Reading fluency check
-Word recognition
-Game participation
-Timed reading
|
|
| 11 | 5 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Realize importance of reading fluency for communication -Participate in readers theatre and record voices -Practice reading with appropriate expressions |
The learner is guided to:
-Participate in readers theatre with peers -Record voices on digital device -Practice reading environmental texts expressively -Display right emotions when reading |
How can we improve our reading speed?
|
MENTOR English Language Activities Grade 2 pg. 154
-Digital recording devices -Readers theatre scripts -Environmental stories |
Theatre participation
-Voice recording
-Expression assessment
-Fluency practice
|
|
| 12 | 1 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Make predictions on likely outcomes of environmental stories -Make connections of events with real life -Infer meanings of new words using contextual clues |
The learner is guided to:
-Observe pictures and title to predict story -Read text aloud with peers -Talk about where actions are taking place -Infer meanings using contextual clues |
How can we predict how a story will end?
|
MENTOR English Language Activities Grade 2 pg. 155
-Environmental stories -Prediction worksheets -Context clue guides |
Prediction assessment
-Connection activities
-Context inference
-Location identification
|
|
| 12 | 2 |
Reading
Language Use |
Comprehension - Lesson 2
Regular comparative and superlative adjectives - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Answer direct and indirect questions about text -Adopt talking about text they have read -Relate text to everyday experiences |
The learner is guided to:
-Locate sentences containing answers to direct questions -Use contextual clues for indirect questions -Retell parts of story in turns with peers -Relate text to everyday environmental experiences |
How can we tell where events have taken place?
|
MENTOR English Language Activities Grade 2 pg. 156
-Question cards -Retelling prompts -Experience connection sheets MENTOR English Language Activities Grade 2 pg. 157 -Environmental comparison materials -Object grouping activities -Adjective charts |
Question comprehension
-Story retelling
-Experience connections
-Peer participation
|
|
| 12 | 3 |
Language Use
|
Regular comparative and superlative adjectives - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Describe objects using comparative and superlative adjectives -Construct sentences using different adjective forms -Play games to practice adjectives |
The learner is guided to:
-Describe classroom/outdoor objects using adjectives -Construct sentences using comparatives/superlatives -Fill blank spaces with correct forms -Play language games to practice adjectives |
How do we show differences in size and quality?
|
MENTOR English Language Activities Grade 2 pg. 158
-Language games -Sentence construction materials -Blank-filling exercises |
Sentence construction
-Object description
-Game participation
-Exercise completion
|
|
| 12 | 4 |
Writing
|
Guided Writing - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize different words learnt in theme -Write simple sentences using environment-related words -Create simple sentences using comparative/superlative forms |
The learner is guided to:
-Write words related to theme from dictation -Write sentences using words learnt from prompts -Practice writing meaningful sentences -Create sentences using comparative adjectives |
Why is it important to construct sentences correctly?
|
MENTOR English Language Activities Grade 2 pg. 161
-Dictation materials -Writing prompts -Sentence templates |
Dictation assessment
-Sentence writing
-Comparative usage
-Peer feedback
|
|
| 12 | 5 |
Writing
|
Guided Writing - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Realize importance of creating correct sentences -Share written work with peers for feedback -Practice writing environmental sentences |
The learner is guided to:
-Create sentences using comparative/superlative adjectives -Share with peers and give feedback -Practice writing about environmental topics -Write responses to environmental prompts |
Why is it important to write clearly and legibly?
|
MENTOR English Language Activities Grade 2 pg. 162
-Writing prompts -Peer sharing materials -Environmental topics |
Sentence creation
-Peer assessment
-Writing practice
-Clarity check
|
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