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Grade 2 curriculum 2014-2015 Term 1 " English" (Writing (Text…
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Learning outcomes
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2WC3
use layout, spacing and consistent size of print when writing a text
2WC5
use capital letters for the first word of a sentence, when using proper nouns, and in titles
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Learning outcomes
2LSP1
recognize and use -ack,-ick, onsets and rime when reading and writing
2LSP2
recognize and use –-ice, -ide, -ine onsets and rimes when reading and writing
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2LSP4
recognize and use –ame, -ate, -ake onsets and rimes when reading and writing
Learning outcomes
2WWP1
generate and expand ideas through talking to peers, teacher and look for ideas in personal experiences during prewriting
2WWP2
write a draft with information, details and adjectives to clarify ideas and content to make the text more interesting
2WWP3
edit and proofread for conventions using a proofreading and editing checklist (e.g. spelling, punctuation, capitalization)
2WWP4
publish a final draft that exhibits best piece of writing and share it with a familiar and unfamiliar audience
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Learning outcomes
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2WTT2
write a procedural text that includes accurate, relevant and helpful information
Indicator
BY THE END OF THE GRADE, STUDENTS WILL BE ABLE TO:
IDENTIFY AND USE CONSONANT CLUSTERS AT THE BEGINNING AND END OF A WORD WHEN READING AND WRITING.
IDENTIFY AND USE SHORT AND LONG VOWELS AND VOWELS COMBINATIONS WHEN READING AND WRITING.
IDENTIFY AND USE SHORT AND LONG VOWELS AND VOWELS COMBINATIONS WHEN READING AND WRITING.
IDENTIFY AND USE Y AS A VOWEL WHEN READING AND WRITING.
IDENTIFY AND USE THE CONTROLLED R WHEN READING AND WRITING.
IDENTIFY AND USE CONSONANT WITH TWO SOUNDS WHEN READING AND WRITING.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
Assessment
Writes words with consonant clusters correctly.
Reads words with consonant clusters correctly.
This outcome is continuing from Grade 1
Assessment
Writes words with short vowel sounds correctly.
Reads words with short vowel sounds correctly.
D is the mastered and E is the developing Grade 1 outcomes
Assessment
Writes words with controlled r correctly.
Reads words with controlled r correctly.
Students continue to learn this outcome throughout Grade 3
Assessment
Writes words with y correctly.
Reads words with y correctly.
New Skill
This outcome continues to Grade 3.
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Indicator
By the end of the grade, students will be able to: use a wide range of simple spelling patterns when reading and writing.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
Assessment
Writes words with -ack,-ick correctly.
Reads words with -ack,-ick correctly.
Assessment
Writes words with -ice, -ide, -ine correctly.
Reads words with -ice, -ide, -ine correctly.
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Assessment
Writes words with -ame, -ate, -ake correctly. Reads words with -ame, -ate, -ake correctly.
Notes:
At home:
give students cards with different consonant clusters. Ask them to cut the first letters (letter clusters) off and then play with a family member to put back the beginning cluster with the rest of the word.
Notes:
At home:
have the students list items from their home that have the short vowel sound. Students can share their lists with the class. Write student’s words in different columns depending on the sound they represent.
Notes:
At home:
send the students home with cards with words that have a vowel followed by an r to read them with their family members.
Notes:
At home:
send the students home with Reading Time to read a story with the y sound. Ask them to highlight words with y and to bring them to class to share with others
Notes:
At home:
send the students home with cards that have long and short oo sounds. Ask students to sort the words according to the sounds they make with their family members.
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Notes:
At home:
end the students home with a set of cards that have the -ame, -ate, -ake pattern to sort with family members. Invite students to add new words to each pattern from Reading Time and from items around the house.
Indicator
By the end of the grade, students will be able to:
follow a sequence of steps independently and complete related tasks
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engage in a variety of listening contexts to develop knowledge and understanding.
work in teams and engage in interactive discussions to plan projects.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
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Assessment
Understands multiple directions.
Completes requested tasks with multiple directions
correctly.
D is the mastered and E is the developing Grade 1 outcomes
Notes:
At home:
send Reading Time home with the students to listen to and read a procedural text. Ask them to rewrite the steps using visuals or any other format they prefer. Ask students to share their revision with the class.
Indicator
By the end of the grade, students will be able to:
plan and deliver a variety of presentations for different audiences.
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use speaking skills effectively to meet the needs of audience.
give their opinion on a topic and support it with details.
participate in a range of conversations.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
Assessment
Recite poems of interest.
Tells stories without hesitation.
D is the mastered and E is the developing Grade 1 outcomes
Notes:
At home:
ask students to listen to and read a book from Reading Time. Ask them to listen to how the story is being read.
Assessment
Actively participates in classroom structured discussions.
D is the mastered and E is the developing Grade 1 outcomes
Notes:
At home:
ask students to listen to and read a book from Reading Time. Ask them to have a conversation with a family member around the topic the book covers.
Assessment
Asks questions when having a discussion to support understanding.
D is the mastered and E is the developing Grade 1 outcomes
Notes:
At home:
send Reading Time home with the students to listen to and read a book. Ask them write down a set of questions about the topic to ask their teacher and peers.
Indicator
By the end of the grade, students will be able to:
use self-correction and word identification strategies to read and understand the meaning of unknown words.
explain how structural features of an informational report text supports in achieving the purpose of the text.
read independently at grade level.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
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Notes:
At home:
send Reading Time home with the students to listen to and read a book. Ask them to share with the class the strategies they used to read unfamiliar words.
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Notes:
At home:
send Reading Time home with the students to listen to and read a story of their choice. Students need to read on a daily basis for their reading levels to improve.
Indicator
By the end of the grade, students will be able to:
identify the main idea and supporting details of a text and include them in a summary.
link familiar texts with one another.
explain how texts could move the feelings and emotions of a reader.
analyse text for different features.
Link and explain similarities and differences between texts and personal life.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
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Assessment
Identifies the main idea of a text.
Identifies details from a text.
Summarizes a text without losing the meaning.
D is the mastered and E is the developing Grade 1
outcomes
Notes:
At home:
send Reading Time home with the students in order to listen to and read a book. Ask the students to summarize the book they have read using a summary frame.
Indicator
By the end of the grade, students will be able to:
write a recount that links to personal life and exhibits a strong author’s voice.
write a procedural text that include logical steps and provides accurate and helpful information.
write an informational report that includes information from different resources and that reflect accurate structural features.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
Assessment
Produces a well-developed recount.
Uses a personal experience to include in a recount.
Exhibits a clear voice in own writing.
D is the mastered and E is the developing Grade 1 outcomes
Assessment
Produces a well-developed procedural text.
Includes accurate information in a procedure.
D is the mastered and E is the developing Grade 1 outcomes
Notes:
At home:
Ask students to listen to and read a book from Reading Time. Ask the students to notice the personal voice of the author in the book.
Notes:
At home:
ask the students to ask a family member to share with them the procedure of making any traditional craft. The student should write down the steps in a logical sequence along with visuals, if possible. Ask students to share their procedure with the class.
Indicator
By the end of the grade, students will be able to:
use the writing process to develop a coherent writing piece.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
Assessment
Engages in discussions with others to develop ideas for writing.
D is the mastered and E is the developing Grade 1 outcomes
Assessment
Produces a first draft that includes some information and details.
Uses adjectives to support ideas.
D is the mastered and E is the developing Grade 1 outcomes
Assessment
Revisits ideas to clarify and develop them.
Edits own work for simple convention errors using familiar tools.
D is the mastered and E is the developing Grade 1 outcomes
Assessment
Produces writing pieces that exhibit understanding of writing techniques.
Shares writing with others.
D is the mastered and E is the developing Grade 1 outcomes
Notes:
At home:
provide students with different topics to practice the skill of focusing the topic and expanding on it.
Notes:
At home:
ask the students to listen to and to read a book from Reading Time. Ask them to pay attention to how ideas are developed in the book.
Notes:
At home:
ask the students to listen to and to read a book from Reading Time. Ask them to complete the workbook. Check how students do on the language part of the workbook.
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Indicator
By the end of the grade, students will be able to:
use punctuation marks (periods, question marks, exclamation marks, commas and apostrophes) correctly when writing.
form letters proportionality in print.
correctly write in different tenses.
to use the structural features of an informational report text when writing.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
Assessment
Forms letters legibly
Form uppercase letters efficiently
Form lowercase letters efficiently
Tries to write in cursive
D is the mastered and E is the developing Grade 1 outcomes
Assessment
Writes in a readable manner that exhibits organization and goof pencil grip control
D is the mastered and E is the developing Grade 1 outcomes
Assessment
Uses capital letters for names of people and places
Uses a capital letters for the first word when writing a sentence
Uses capital letters for most words in titles
D is the mastered and E is the developing Grade 1 outcomes
Notes:
At home:
Ask the students to read a book from Reading Time and to complete the workbook activities. Check whether the students are forming letters proportionately when writing. Encourage the student to use cursive writing when answering one of the workbook questions.
Notes:
At home:
send Reading Time home with the students to listen to and to read a book. Ask the students to highlight (titles, headings and sub-headings).
Notes:
At home:
send Reading Time home with the students to listen to and to read a book. Students should be provided with opportunities to read books every day.
Assessment
Uses (on-in-out-up-down-off-at-for-after-before-in front of- behind-inside-outside) correctly when writing.
Uses prepositional phrases correctly when speaking.
Identifies prepositional phrases in texts.
Write simple sentences correctly.
Writes compound sentence correctly.
D is the mastered and E is the developing Grade 1 outcomes
Assessment
Writes a sentence that includes a subject and a verb
Writes a compound sentence that includes two ideas joint by a coordinator
D is the mastered and E is the developing Grade 1 outcomes
Notes:
At home:
ask the students to draw or take pictures of items placed in different places. Ask them to share their pictures or drawings with others in class.
Notes:
At home:
send Reading Time home with the students to listen to and to read a book. Students should be provided with opportunities to read books every day.
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