DRAFT
ENGLISH (Grade 2)– Suggested Guidelines
Competency A: Oral Communication Skills
Standard 1: Develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. |
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Student Learning Outcomes:
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Knowledge: Students will:
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Skills: Students will be able to…
2. Listen to and name family members and items in a house.
3. Ask and answer simple questions related to family and friends 4. Identify rhetorical patterns and make simple inferences while listening. (e.g. following commands |
Assessments
Formative Assessments Daily class activities with speaking and listening incorporated in it.
Summative Assessments Encourage students to speak on matters of immediate interest. Show a picture, ask them to describe it using no more than 3 sentences. A simple audio message can be played encouraging students to repeat it. |
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Learning Activities Activity 1 The following activities can also be used to develop and practise speaking and listening skills:
Give each group a set of cards showing different characters who all look slightly different, e.g., long hair, short hair, brown hair, black hair, blue eyes, brown eyes. They lay out the cards face up on the table. Ask one student from the group to see the card and the rest of the groups guesses it till they come up with the correct character description. Rule of the game should be that the student with the card can only reply in yes/no.
Working in groups, ask them to invent a story character using simple sentences. Students share ideas about the appearance and personality of their character in simple phrases and sentences. natively, you may want to set a time period in which to play the game. Activity 2 Students will be asked to sit in pairs. A simple topic will be given to them and they would be expected to talk and listen, by taking turns. At least 3 to 4 sentences to be spoken by each partner and responded by the listener. Topics could be like:
My favourite game A day in a park My mom |
Standard 1: Students will be able to develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. |
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Student Learning Outcomes Ask questions to find out general information on a limited range of general and curricular topics |
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Knowledge: Students will:
Learn to interact in a pair or group setting.
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Skills: Students will be able to…
Use basic vocabulary for an increasing range of general and curricular topics
Communicate meaning clearly using phrases and simple sentences during pair, group and whole class exchange
Ask questions to find out general information on a limited range of general and curricular topics |
Assessments
Formative Assessments - The students will listen to teachers’ statements and convert them into questions. The class will discuss how the order of the words in the sentences was changed to assist in this transformation. Some examples of statements are given below.
Summative Assessments - Teachers will divide the students into pairs and ask the students to think about their most favourite personality/celebrity. This can be a male or female person, living or dead who is imaginary or real like Quaid-e-Azam or Mulan. The students have to come up with questions that they might ask this person, for example, what was their personality like when they were growing up or who was their role model. The teacher will give each student a turn to share at least one question they would ask their favourite personality, with the class. |
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Learning Activities -
Activity 1: Starting new friendships
Teachers will divide the students into groups of two and ask them to share how easily they can make friends. They will then discuss what questions they usually ask a new person they meet to learn more about them.
Activity 2: Guess the animal
The main purpose of this activity is to help students ask logical questions and to shortlist animals that these descriptions might correspond to. Teachers choose an animal that they want the students to guess with the help of questions they ask like:
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Competency B: Reading and Critical Thinking Skills
Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading. |
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Student Learning Outcome:
Learn the different ways in which vowels can be pronounced, e.g. how, low, apple, apron etc; Know and apply grade-level word analysis skills to: a.Read common high-frequency words by sight at an appropriate grade-level b)Recognise and read compound words (e.g., farmhouse, textbook, timetable)
Use pre-reading strategies to predict some words that might occur in a text by looking at the picture/title (identify the type of text, purpose and intended audience) |
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Knowledge: Students will:
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Skills: Students will be able to…
2. Identify syllables and split familiar compound words into parts 3. Learn to use pre-reading strategies to predict some of the words that might occur in the book/text
3. Read with fluency and expression, taking some notice of punctuation, including speech marks |
Assessments
Formative Assessments: Provide students with cross word puzzle exercises, worksheets on consonant blends, matching exercises etc.
Summative Assessments: End of unit assessment, oral quiz, class tests etc |
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Learning Activities:
Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word. Ask students to repeat. For example, say, ‘Point, p-oi-n-t, point. Cart, c-ar-t, cart. House, h-ou-se, house.’
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Competency B: Reading and Critical Thinking Skills
Standard 2: Use a variety of reading strategies appropriate to the reading purpose, meaning and type of text to comprehend and analyse a range of literary (prose, poetry and drama) and informational texts (expository, persuasive, procedural, and functional texts). |
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Student Learning Outcome:
Read a range of common words on sight and show some awareness that texts have different purposes; distinguish between fact and opinion in a range of texts and other media; Identify and read the title of an article, book, or chapter; the function of captions and sub-heads |
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Knowledge: Students will:
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Skills: Students will be able to…
2. Identify syllables and split familiar compound words into parts 3. Learn to use pre-reading strategies to predict some of the words that might occur in the book/text 4. Begin to read with fluency and expression, taking some notice of punctuation, including speech marks 5. Learn to read and respond to question words, e.g. what, where, when, who, why using pre and while reading strategies
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Assessments
Formative Assessments: Write a number of sentences with missing words on the board. Ask students to read the sentences and fill in the missing words. E.g., We______ a boat (sail), I ________ a bicycle (ride) etc. Write a number of statements on the board/provide a worksheet. Ask students to identify whether it is a question or a simple sentence e.g., What is the colour of the sky?, The sun always rises in the East and sets in the West etc.
Worksheets on question words. Provide a series of questions, asking students to answer them. An effective way is to use simple comprehension passages based on a range of texts.
Summative Assessments: Class tests, end of unit assessments etc. |
Learning Activities:
While reading aloud, ask what, where, when, who and why questions. If reading fiction, ask them if they can guess the ending of the story.
Reading is the most effective way to develop language skills. Encourage students to read as extensively as possible. Tell them to read newspaper headlines, title covers of books, go through picture dictionaries etc. Ask questions and encourage discussions on the read books. Display book charts in class. This helps develop a sense of competition and inculcate the habit of reading. |
Competency C: Vocabulary and Grammar
Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning in familiar and unfamiliar settings. |
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Student Learning Outcomes: Identify & classify vocabulary, apply word-formation techniques and parts of speech concepts for reading, writing and spoken language. |
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Knowledge: Students will: understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.
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Skills: Students will be able to… 1. Sort words into different categories from reading materials and use
2. Recognize and speak simple grade-level words that show feelings and emotions (e.g. sad, happy, angry). 3. Articulate and use simple rhyming words in writing (e.g -nd, nk, nt, mp). 4. Learn to arrange words alphabetically based on the first letter (ABC order apple, bag, cat). 5. Learn to join words with prefixes, and recognize and locate some compound words from various text sources. 6. Describe the use of joining words in speaking to join words and sentences. 7. Use of simple present, past and future tenses to show actions 8. Identify the difference between direct speech and speech bubbles. |
Assessments
Formative Assessments Provide a worksheet with sample statements asking students to correct the incorrect statements.
Answer Key: 1 (Chinese, English, Japanese); 2. (June, Metropolitan Museum, Central Park); 3. Economic History of Europe); 4. (summer); 5. (Dr., Friday) Design simple practise worksheets on Tenses. Word puzzles, word games can be used extensively to develop a strong understanding of Prefixes and suffix Summative Assessments Encourage students to use correct punctuations in their creative writings. Class tests and end of term assessments. |
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Learning Activity:
Share words with commonly used prefixes and suffixes. Encourage students to read and pronounce these words. Explain meanings of these words. Students can make a list in their notebooks.
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Competency C: Vocabulary and Grammar
Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication. |
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Student Learning Outcomes:
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Knowledge: Students will:
Identify, use and simple sentences:
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Skills: Students will be able to…
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Assessments
Formative Assessments
Ask students to suggest changes to their sentences to e.g. change them from present to past tense, to add an appropriate sentence opening. Summative Assessments Encourage students to use correct punctuations in their creative writings. Class tests and end of term assessments.
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Activity 1:
Activity 2:
Share words with commonly used prefixes and suffixes. Encourage students to read and pronounce these words. Explain meanings of these words. Students can make a list in their notebooks.
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Competency D: Writing Skills
Standard 1: Write English legibly, fluently and with correct grammar, punctuation and spelling, for a variety of purposes. Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes: Generate ideas on a topic to project implicit and explicit meanings, and to use the storytelling technique to convey ideas or factual writing style. |
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Knowledge: Students will …
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Skills: Students will be able to….
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Assessments
Formative Assessment: Students will be asked to write a small introduction about themselves, using correct formation of words and usage of parts of speech, like nouns and pronouns. (4 to 5 sentences)
Sample: The teacher may ask a child to show her in the air how the letter ‘b’ is written. The teacher may write a letter incorrectly on the board and ask the children if it is correct, and what might be wrong with it.
Summative Assessments: Write a short paragraph of to 7 sentences on any given topic using a minimum of 2 nouns, one adjective, two verbs and one describing word. Marks will be given for the correct usage of these parts of speech. |
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Learning Activities: Activity 1:
Encourage students to:
Handwriting:
The quick brown fox jumps over the lazy fox.
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Competency D: Writing Skills
Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes: Write 3-5 simple, meaningful sentences of their own on the given text types, using correct capitalisation, punctuation and spelling using pre-writing strategies; |
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Knowledge: Students will …
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Skills: Students will be able to….
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Assessments
Formative Assessment: Students will be asked to write a small introduction about themselves, using correct formation of words and sentences. Summative Assessments: Write a short paragraph/story on any given topic using simple nouns, verbs, adjectives & adverbs. |
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Learning Activities: Pre Writing Strategies: Read different types of books (Fiction, non fiction). Discuss different elements of a story with students. Develop a sample draft on the board with students. Developing a draft with students is an excellent way to develop writing skills.
Once students have read, discussed and considered a story, they should attempt to write their own version of it. Before they write their story, encourage them to plan it using a simple flow diagram to map out the basic structure of the story – beginning, middle and end.
While Writing: Encourage them to write simple words and phrases to describe the main characters and the setting. (If possible, prepare a plan sheet with simple headings:
Beginning: _____________________________ Middle:________________________________ Ending: _______________________________
While they are writing, encourage them to use:
Post Writing: Ask students to volunteer and read their writings to the class. Encourage them to improve their work by suggesting a different word where necessary. |