By the end of the sub strand, the learner should be able to:

Look at the picture and describe the event taking place.

Recognise the consonant blends sn in different spoken words.

How do you pronounce the following sound sn?

Which words have /sn/ sound in them.

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to practice new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds.

Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 108,

Oral questions, Portfolio, Observation

2

Reading Cultural Activities

Comprehension

By the end of the sub strand, the learner should be able to:

Identify the people/animals, where action takes place or the information in a text for comprehension.

Use common context clues to increase comprehension of a text.

Answer simple direct and indirect questions based on a text they have read.

How can we tell where events have taken place?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read.

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 110

Oral questions, Portfolio, Observation.

3

Listening and Speaking Cultural Activities

Language Structure and Functions.

Wh questions -- what, where, when, whose

By the end of the sub strand, the learner should be able to:

Ask questions using ‘what’, ‘when’ ‘whose’ and ‘where’ correctly to get information about simple ceremonies like a wedding.

Appreciate the use of what, where, when and whose to seek information.

When do you wake up?

Learners role play activities that lead to the use of what, where, when, whose.

Answer questions on What, where, when, whose appropriately.

Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups

Charts, pictures/ photographs, flash cards with prompts for Wh questions and computer devices with relevant audio/visual recordings of dialogues/ dramatization depicting the use of Wh questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 108-109

Oral questions, Portfolio, Observation.

2

1

Writing

Guided Writing

By the end of the sub-strand, the learner should be able to:

write words from a prompt to demonstrate mastery of vocabulary.

Write the pattern sn correctly, legibly and neatly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 111

Oral questions, Portfolio, Observation

2

Reading Cultural Activities

Connected text reading and fluency

By the end of the sub strand, the learner should be able to:

Read the sound /sw/correctly in preparation to reading.

Read 65 words accurately per minute from a text.

Read a text transitioning from word by word to phrasal reading,

Do you sometimes start to read and stop in the middle because you cannot continue?

Learners read the sound /sw/ audibly and correctly and words with the sound /sw/

Learners read while observing commas, full stops and question marks in pairs.

Learners practice reading unfamiliar sentences containing decodable and non-decodable words from printed text, charts, tablets, mobile phone, laptops, computers or overhead projector.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 115-117

Oral questions, Portfolio, Observation

3

Listening and Speaking Cultural Activities

Language Structure and Functions.

Wh questions -what, where, when, whose

By the end of the sub strand, the learner should be able to:

Use what, when, where and whose to denote, object, time, place and ownership,

Appreciate the use of what, where, when and whose to seek information.

Where is your Home?

When do you wake up?

Take part in games that allow them to ask questions using the wh- words

Sing / recite short poems to practice the use of the use of what, where, when and whose.

In groups, learners re-order jumbled up sentences to logical order

.

Charts, pictures/ photographs, flash cards with prompts for Wh questions and computer devices with relevant audio/visual recordings of dialogues/ dramatization depicting the use of Wh questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 113-114

Oral questions, Portfolio, Observation.

3

1

Writing

Punctuation

By the end of the sub strand, the learner should be able to:

Write the pattern sw correctly, legibly and neatly.

Recognise appropriate punctuation marks in a text.

Use full stops, capital and small letters, question marks and exclamation marks correctly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New  Progressive Primary English Learners Book/Grade 2 pg. 116

Oral questions, Portfolio, Observation

2

Reading Child Labor.

Comprehension

By the end of the sub strand, the learner should be able to:

Read the sound /tw/ accurately and correctly.

Answer simple direct and indirect questions based on a text they have read.

Enjoy talking about a text they have read.

How we tell the characters in a story?

Learners interact with a printed or digital

text, listen and follow a story, poem or conversation and locate sentences (in pairs or groups) containing answers to direct questions, for information and enjoyment.

Learners read out words that have the sounds /tw/ aloud as a class and alone.

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 120-121

Oral questions, Portfolio,

Observation

3

Listening and Speaking Child Labor.

Language Structure and Functions.

Describing words (size, color, shape)

By the end of the sub strand, the learner should be able to:

Use describing words in relation to size, color and shape.

Appreciate the use of color, size, shape and number to talk about child labor.

What things can you see outside?

What color are they?

Learners group objects in terms  Size-(big/small), colors - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number

In groups, learners describe objects in the classroom using size, color and number

Learners color pictures of various objects.

Flash cards, regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and color.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 118-119

Oral questions,

Portfolio, Observation

4

1

Writing

Guided Writing

By the end of the sub strand, the learner should be able to:

Write words from a prompt to demonstrate mastery of vocabulary.

Write the pattern tw legibly and neatly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 121

Oral questions, Portfolio, Observation.

2

Listening and Speaking Child Labor

Pronunciation and Vocabulary Child Labor

By the end of the sub strand, the learner should be able to:

Pronounce the sounds /q/ /x/

Recognize new words used in the theme to acquire a range of vocabulary and their meaning.

Pronounce the vocabulary related to the theme correctly for effective communication.

Which words start or end with the sound /x/ /q/? 2. What new words have you learnt?

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to practice new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds

Regalia, charts, pictures/ photographs and models of learnt sounds.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 122-123

Oral questions, Portfolio, Observation.

3

Listening and Speaking Child Labor

Language structure and functions Describing words (size, color, shape)

By the end of the sub strand, the learner should be able to:

Identify different  colors of objects found in the environment,

Appreciate the use of color, size, shape and number to talk about child labor.

What things can you see outside?

How many are they?

What do they look like?

Learners identify things in the environment that have different colors.

Learners construct sentences in pairs using the different objects

Color different shapes of objects and describe. them appropriately

Listen to a text containing describing words.

Flash cards, regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and color.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 123-124

Oral questions, Portfolio, Observation

5

1

Reading

Connected text reading and fluency

By the end of the sub strand, the learner should be able to:

Observe basic punctuation marks as they read,

Read a text transitioning from word by word to phrasal reading.

Answer questions directly or indirectly related to the story read.

How can you read many words in a given text?

Learners read while observing commas, full stops and question marks in pairs.

Learners read aloud the story a windy day in groups, pairs and individually as modeled, and pick out decodable (phonic) and non-decodable words (sight words)

Regalia, flash cards, pictures/ photographs.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 124 - 126

Oral questions, Portfolio, Observation

2

Writing

Guided Writing

By the end of the sub strand, the learner should be able to:

Write words from a prompt to demonstrate mastery of vocabulary.

Recognise the correct form and meaning of the words to be used in filling in gaps.

Why is it important to guess the meaning of something?

In groups, learners re-order jumbled up sentences to logical order and write two coherent paragraphs of about 5-10 sentences.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 126-127

Oral questions, Portfolio, Observation

3

Listening and Speaking

Attentive listening

By the end of the sub strand, the learner should be able to:

Listen attentively during a conversation about a visit to the hospital.

Respond to specific simple two directional instructions in oral communication,

Appreciate the importance of listening attentively for effective communication.

Why should we obey instructions from our elders?

Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play.

Sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication.

Learners respond to instructions, listen without interrupting as modeled.

Regalia, charts, pictures/ photographs and models of attentive listening, audiovisual recordings of pictures on attentive Listening.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 128-129

Oral questions, Portfolio, Observation

6

1

Listening and Speaking Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

By the end of the sub strand, the learner should be able to:

Use conjunctions to join words and short sentences during in a conversation.

Appreciate the differences in people and things in their environment.

Why was the baby crying?

Group items and talk about them using the conjunction “and”

Contrast objects or people in the classroom room using ‘but’ in pairs/small groups.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, because.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation

2

Reading

Word reading

By the end of the sub strand, the learner should be able to:

Read more complex grade level vocabulary with the letter sound /br/st/ /fl/ /dr/ correspondence in different formats.

Enjoy reading grade level vocabulary in a variety of genres.

How do you try to read new words?

Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc.

Learners read words without letter sound correspondence from either print.

Story books, poems, newspaper cutting on children’s stories.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 130

Oral questions, Portfolio, Observation

3

Reading

Comprehension

By the end of the sub strand, the learner should be able to:

Identify the people/ animals, where action takes place or the information in a text for comprehension.

Use common context clues to increase comprehension of a text,

Answer simple direct and indirect questions based on a text they have read.

How can we predict how a story, poem or conversation will end?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners read while observing commas, full stops and question marks in pairs.

Learners answer questions related to the comprehension.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound

Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg.131-132

Oral questions, Portfolio, Observation.

7

1

Writing

Guided Writing

By the end of the sub strand, the learner should be able to:

Write words from a prompt to demonstrate mastery of vocabulary.

When do we use capital letters?

When do we use small letters?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs with the guidance of the teacher.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 132

Oral questions, Portfolio, Observation

2

Listening and Speaking

Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

By the end of the sub strand, the learner should be able to:

Use conjunctions to talk about caring for the sick, hungry, the elderly and people with special needs,

Appreciate the differences in people and things in their environment.

Who was playing hide and find?

Sing and recite poems.

Listen to a story, poem or conversation and answer oral questions.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, Because.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation.

3

Listening and Speaking

Pronunciation and Vocabulary

By the end of the sub strand, the learner should be able to:

Recognize the consonant blends tr, sp, tw in different spoken words.

Pronounce the vocabulary related to the theme correctly for effective communication.

Appreciate reading words with the consonant blends tr, sp, tw in a variety of genres.

How are these words pronounced?

Train, Spoon, Twenty.

Learners observe the picture and discuss what is happening.

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 136

Oral questions, Portfolio, Observation.

8

1

Reading

Comprehension

By the end of the sub strand, the learner should be able to:

Identify the people/ animals, where action takes place or the information in a text for comprehension.

Answer simple direct and indirect questions based on a text they have read.

Enjoy talking about a text they have read.

How can we tell where events have taken place?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

In pairs and groups, learners talk about where the action is taking place, who is involved, using clues from pictures and the text.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (story)

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.137-138

Oral questions, Portfolio, Observation.

2

Listening and Speaking

Language structures and functions

Caring for others Conjunctions ‘because’

By the end of the sub strand, the learner should be able to:

Use the conjunction because to join words and short sentences during in a conversation.

Appreciate the differences in people and things in their environment.

Why was the dog barking?

Group items and talk about them using the conjunction “because” Sing and recite poems.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, because.

Oxford New  Progressive Primary English Learners Book/Grade 2 pg.135-136

Oral questions, Portfolio, Observation.

3

Writing

Guided Writing

By the end of the sub strand, the learner should be able to:

Copy the pattern q and x neatly and legibly in their exercise books.

Appreciate the importance of writing correct meaningful words, phrases and sentences.

How do we write q and x?

Learners match pictures with words and simple sentences

Learners write meaningful sentences and paragraphs with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 138

Oral questions, portfolio, observation

9

ASSESMENT