Grade 2 English Scope and Sequencepdf.usaid.gov/pdf_docs/PA00N2P6.pdf · Greeting and leave taking Self-introduction Naming classroom objects Naming classroom objects Naming classroom

Ministry of Education

Grade 2 English

Scope and Sequence

Grade 2 English

Scope and Sequence

DISCLAIMER This document was produced with support from the U.S. Agency for International Development through the USAID/ Ethiopia READ TA Project under Cooperative Agreement No. AID-663-A-12-00013. This publication was produced for review by USAID and was prepared by RTI International. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

1

Grade 2: Scope and Sequence Weekly Template

Theme 1: School

Overall Description of Theme and Topics: Theme 1, School, is made up of only a topic entitled In the Classroom. This topic is planned to be treated in the first two weeks of the year (Week

1 and Week 2).

Topic 1: In the Classroom

Learning outcomes:

Greet each other and introduce themselves.

Name classroom objects.

Locate classroom objects referring to the appropriate prepositions.

Respond to classroom instructions and act accordingly.

Use personal pronouns and common contradictions in their conversations.

Week 1: In the Classroom

Lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Language

Items

Greeting and leave

taking

Self-introduction Naming

classroom objects

Naming

classroom objects

Naming

classroom objects

Position of objects

Vocabulary:

Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, pen, pencil, eraser, rubber, marker, computer, curtain

Academic: come, go, stand up, sit down, read, write, listen, speak, stop, be quite, raise your hand, hello, fine, thank you, good morning/afternoon.

Sight words: is, that, this a, an, these , those

Oral Language Hello song

Hello! How are

you? Fine, thank

you. And you?

What’s your name?

My name’s…

Good bye

What is your

name?

My name is…

What’s this/that?

It’s a/an…

What are

these/those?

They are….

What’s this/that?

It’s a/an…

What are

these/those?

They are….

What’s this/that?

It’s a/an…

What are

these/those?

They are….

Where’s…?

It is on/in/under/near/

Reading

Comprehension ((predicting,

visualizing, main ideas, details)

2

Phonemic Awareness/Phonics pen= p-e-n

sit = s-i-t

desk = d-e-s-k

stop= s-t-o-p

Concept of Print/Conventions Upper and lower

cases (a-z and A-Z)

Fluency Read words loudly

e.g. desk, chair,

duster, come

Names of

classroom objects

Read words

loudly

e.g. bench, write,

listen

Read on/in/under/near

loudly.

Writing

Letter formation, words,

sentences, Penmanship,

Handwriting, Punctuation

Upper and lower

cases (a-z and A-Z)

Matching words

with pictures

Names of

classroom objects

Write prepositions:

on/in/under/near

Assessment

Formative/Continuous

Summative (Post Unit

Assessment))

Informal

monitoring/Rising

words

Informal

monitoring/Rising

words

Informal

monitoring/Rising

words

Informal

monitoring/Rising

words

Informal

monitoring/Rising

words

Informal monitoring/Rising

words

Resources/Texts books, pictures, flashcard, real objects, shash board

Notes for Teachers

Week 2: In the Classroom

Lessons


Language items Simple

instructions- 1

Simple

instructions- 2

Simple

instructions-3

Greeting

(reinforced)

Contractions 1

Contractions 2

Vocabulary:

Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, pen, pencil, eraser, rubber, marker, computer, curtain.

Academic: come, go, stand up, sit down, read, write, listen, speak, stop, be quite, raise your hand, hello, fine, thank you, good morning/afternoon.

Sight words: come , go, is, are, I, you, we he, she, they

Oral Language

Quiet

Listen

Write

Speak

Read

Go

Come

Sit

Reinforced:

stand up

sit down

come here

go back

don’t move

open your book

raise your hand

come in

listen to me

wash your hands

copy from the

blackboard

sing a song

repeat after me

Hello song I’m /

you’re/he’s/she’s/

we’re/they’re/it’s

Reinforce:

introduction

I am ….

She/he is…

We’re children.

I’ve/ you’ve/he’s/she’s/

we’ve/ they’ve/ it’s

3

Where’s…?

It is

inside/outside…

They’re teachers.

Reading

Phonemic Awareness/Phonics down=d-o-w-n

table=t-a-b-l-e



Written simple

instructions

Written simple

instructions

Match simple

instructions with

pictures

Concept of Print/Conventions


e.g. chalk, go, pen

Open/ your/ book/, clean/ your/ desk/, repeat/| after/ me/, look/ at/ the/blackboard

Read contracted forms

e.g. I ‘m

Writing




copy simple

instructions

Write phrases

using words

Write contracted

forms: pronoun +

verb

Write in contraction forms

Assessment



Assessment)

Physical response Physical response Physical response Informal

monitoring

Informal

monitoring

Informal monitoring

Resources/Texts books, pictures, flashcard, real objects, shashboard

Notes for Teachers

4

Theme 2: People

Overall Description of Theme and Topics: Under theme People, there are three topics, namely, Parts of our body (topic 2), Look at the

people in the picture (topic 3) and What are you wearing (topic 4).

Topic 2: Parts of our body

Learning outcomes:

Name parts of their body.

Read numbers from zero to twenty.

Use polite expressions such as “thank you” and “please” in their conversation.

Express possession using “I have” and “I don’t have”.

Respond to short imperatives.

Spell words for part of their body.

Week 3: Parts of our body

Lessons


Language

Items

Body Parts 1 Body Parts 2 Body Parts 3 Body Parts 4 Counting numbers

(0 to 10)

Has/have 1

Vocabulary:

Thematic: Head, hair, ear, forehead, eye, nose, lip, teeth tongue, mouth, neck, chest, shoulder, breast, hand finger, leg, foot, toes, knees

Academic: zero, one, two, three, four;…ten, please, thank you

Sight words: is, this , that , what , the

Oral language

What is this?

What is that?

This is….

That is ….

( pointing at the

parts)

What is this?

What is that?

This is….

That is ….

( pointing at the

parts)

What is this?

What is that?

This is….

That is ….

( pointing at the

parts)

What is this?

What is that?

This is….

That is ….

( pointing at the

parts)

Number song and

counting

numbers: zero,

one, two, three…

I have two dusters.

We have ten

benches.

She has eight

pencils.

He has three balls.

She has seven pens.

Reading

Phonemic Awareness/Phonics leg= l-e-g

lip= l-i-p

hand= h-a-n-d

eye= e-y-e



Read words for

body parts

Read and match

words with

pictures

Read number in

words and figures



e.g. hair, teeth,

tongue, mouth

Read words

loudly

e.g. make, chest,

shoulder, breast

5

Writing

Letter formation, words, sentences,

Penmanship, Handwriting,

Punctuation

Label their body

parts

Match words to

figures

Write numbers in

words and figures

Assessment



Assessment)

Turn and Talk/

Informal

monitoring

Turn and Talk/

Informal

monitoring

Turn and Talk/

Informal

monitoring

Turn and Talk/

Informal

monitoring

Turn and Talk/

Informal

monitoring

Turn and Talk/

Informal monitoring


Notes for Teachers

Week 4: Parts of our body

Lessons


Language Items Has/have 2 doesn’t /don’t

have

Polite

expressions

words/phrases

related to body

parts

Imperatives Counting numbers

11-20

Vocabulary:

Thematic: Head, hair, ear, forehead, eye, nose, lip, teeth tongue, mouth, neck, chest, shoulder, breast, hand finger, leg, foot, toes, knees

Academic: eleven, twelve, thirteen, fourteen….., please, thank you

Sight words: has, have, I, she, he, this, what, yes, no

Oral language She has ….

I have ….

She has ….

He has … I have …

She doesn’t have

…

I don’t have ….

He doesn’t

have…..

We don’t have…

Ok!

Thank you

Yes, please

Yes, thank you

No, thank you

This is my….

Recycled:

What is this?

What is that?

This is…

That is ….

Show me your…

Touch your …..

Point to …..

Look at…

Raise your…

Copy

Eleven , twelve,

thirteen,

fourteen……

Reading

Phonemic Awareness/Phonics



Written simple

Imperatives



e.g. zero, one , two

Short phrases and

sentences that

Read polite

expression

words/phrases

e.g. please, thank

you

6

contain has/ have

Writing

Letter formation, words, sentences,

Penmanship, Handwriting,

Punctuation

Complete

sentences with

has/have

Copy simple

sentences that

contain doesn’t

/don’t have

words and

phrases for body

parts

Complete

imperatives with

appropriate verbs

Write numbers in

words and figures (

11-20)

Assessment



Assessment)

Observation

Informal

monitoring

Observation

Informal

monitoring

Turn and Talk Turn and Talk Turn and Talk Observation

Informal monitoring


Notes for Teachers

7

Topic 3: Look at the people

Learning outcome Talk about family members.

Describe people using familiar and short descriptive words.

Read words and short sentences for family members.

Spell words for family members.

Use present continuous to talk about people’s action.

Week 5: Look at the people in the picture Lessons


Language

Items

Words related to

family

Descriptive

Words 1

Descriptive

Words 2

He/she is…

He/she is…

( continued)

Words related to family

Vocabulary

Thematic: mother, father, sister, brother, uncle, niece, nephew, aunt, son, daughter, grandfather, grandmother

Academic: thin, fat, tall, short, young, old, happy, sad, beautiful, handsome

Sight words: father, mother, brother, sister

Oral language

Words for family

members

Descriptive words:

thin, fat, tall,

short, young, old,

happy

Talk about

family members

E.g. My father is

young.

She is tall.

Talk about family

members

E.g. My father is

young.

She is tall.

Talk about

family members

using present

simple

My family

Reading

Phonemic Awareness/Phonics son= s-o-n

old= o-l-d

uncle= u-n-c-l-e

aunt= a-u-n-t

fat= f-a-t

sad= s-a-d



Descriptive

words/phrases

Read short

sentences and

match to

pictures


Fluency Words related to

family members

Read words loudly

e.g. thin, fat, tall,

short, young, old,

happy

Read words loudly

e.g. uncle, nephew, aunt..

Writing



Complete the

sentences with

Complete short

sentences

8

Handwriting, Punctuation descriptive words describing family

Assessment



Assessment))

Informal

monitoring

Informal

monitoring

Rising words

Informal

monitoring

Informal

monitoring

Rising words

Informal

monitoring

Turn and Talk

Informal monitoring

Rising words


Notes for Teachers

Week 6: Look at the people

Lessons


Language

Items

People in the

picture

Descriptive words Describing one

another (in the

form of game)

What are you

doing?

What are they

doing?

Question and answer

Vocabulary

Thematic: mother, father, sister, brother, uncle, niece, nephew, aunt, son, daughter, grandfather, grandmother, parent

Academic: thin, fat, tall, short, young, old, happy, sad, beautiful, handsome

Sight words: tall, short, fat thin, happy, sad Oral language

Talk about people

in the picture (tall,

short, thin)

Talk about people

(handsome,

beautiful)

Game ( guess the

described person)

Converse in present

continuous

Converse in

present

continuous

Asking and answering

questions about people in the

picture using both

affirmative and negative

forms

Reading




Identify short

sentences in present

continuous

Read and match

sentences with

pictures



e.g. thin, fat, tall

,short

Read loudly Read words

loudly

e.g. happy, sad

Writing




Spell handsome

and beautiful

Copy and match

short sentences

describing people

in pictures

Complete short

sentences in

present

continuous

Copy negative or affirmative

forms

Assessment



Informal

monitoring

Rising words

Informal

monitoring

Informal

monitoring

Rising words

Informal

monitoring

Informal

monitoring

Turn and Talk

Informal monitoring

Rising words

9

Assessment)) Turn and Talk


Notes for Teachers

Topic 4: What are you wearing? Learning Outcomes

Name common clothes people wear.

Spell words for clothes.

Use present continuous while talking about what they are wearing.

Identify colors related to the clothes.

Read short texts.

Week 7: What are you wearing?

Lessons


Language

Items

Naming clothes Naming clothes

with color

Naming clothes

with color

Clothes of

different size

I am wearing/I’m

not wearing…

Question and answer 1

Vocabulary:

Thematic: Shirt, jacket, skirt, scarf, dress, trousers, short, sweater, coat, uniform, socks, shoes, hat

Academic: pink shirt, blue jacket, black trouser, white sweater

Sight words: shirt, coat, skirt, jacket, blue, black, wear

Oral language

Name clothes in

the picture

This is a shirt

That is a skirt.

Identify colors

relating them to

clothes

This a blue coat.

Identify colors

relating them to

clothes

( continued)

Talk about size:

small, medium,

large

E.g. I am wearing

a blue jacket.

I am not wearing

socks.

What am I/is he/she

wearing?

E.g.

I am, he/she is

wearing….

Who is wearing….?

Baby is wearing…

Reading


visualizing, main ideas, details) Short reading text

and underline

words related to

clothes.

Beza is seven years

old.

She is wearing

skirt.

She has a book on

Read and match to

pictures

10

her hand.

She is wearing a

pair of shoes.


Concept of Print/Conventions Read short

sentences in

present

continuous tense

Fluency Read loudly

phrases

e.g. coat, shirt

Read words

loudly ( e.g.

uniform, short,

scarf, socks and

sandals

Read phrases

loudly

e.g. black trouser,

white sweater

Writing




Write phrases

looking at pictures

Match words

related clothes

with pictures

Copy short questions

and sentences

Assessment

Formative


Assessment)

Turn and

Talk/informal

monitoring

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring

Turn and Talk/informal

monitoring/ rising

words


Notes for Teachers

Week 8: What are you wearing? Lessons Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Language

Items

Question and

answer 2

Song on clothes Short forms 1 Short forms 2 Dialogue 1

Dialogue 2

Vocabulary:

Thematic: Shirt, jacket, skirt, scarf, dress, trousers, short, sweater, coat, uniform, socks, shoes, hat, suit

Academic: pink, shirt, blue jacket, black trouser, white sweater

Sight words: wear, green , shirt, blue, uniform

Oral language

What am I/is

he/she wearing? ( continued)

Adapted Jazz

chants by Carolyn

Eraham

isn’t/aren’t

I’m not wearing…

We aren’t

wearing…

He isn’t

wearing…

She’s wearing a

shirt.

He’s wearing a

hat.

He isn’t wearing a

uniform

She isn’t wearing

a sweater.

A: What are you

wearing?

B: I’m wearing a

uniform

A: What color is your

uniform?

B: It’s blue.

Reading

11



Read short

sentences and

point to pictures


Concept of Print/Conventions Read words and

phrases for clothes

Fluency

Read words loudly

e.g. blue, pink, white,

black

Writing




Write short forms

of the underline

phrases

Copy short

sentences with

contractions

Match descriptive

phrases with

appropriate picture

Assessment

Formative


Assessment)

Turn and

Talk/informal

monitoring

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring


monitoring/ rising

words


Notes for Teachers

12

Theme 3: Food Overall Description of Theme and Topics: Under the theme, Food, there is a topic entitled Time to Eat and Drink (topic 5) which is

addressed in week 9 and 10.

Topic 5: Time to eat and drink

Learning outcomes: Name familiar foods and drink.

Read words for familiar food and drink items.

Identify singular and plural forms of nouns.

Ask and answer questions using “how many.

Count numbers from 21 to 30.

Copy words/phrases for foods and drinks

Week 9: Time to eat and drink

Lessons


Language

Items

Naming food items Naming drinks How many? 1 How many? 2 Role play Counting numbers (21-30)

Vocabulary

Thematic: cake, milk, bread, banana, orange, candy, ice cream, chewing gum, tea, coca cola, cabbage, potatoes, tomatoes, carrot, green paper, onion,

salad, mango, papaya, lemon, avocado, sugar

Academic: Twenty one, twenty two, twenty three……

Sight words: what, this, there, are, how many, please, thank you

Oral language Identify and name

food items and

play the dialogue:

A: What is this?

B: This is cake/….

Time to eat

Breakfast

Lunch

Diner

Identify and name

drinks and play the

dialogue:

A: What is this?

B: This is milk/….

How many…. are

there?

There are…

How many…. are

there?

There are ….

Customer: “I want

bananas, please.”

Shopkeeper:

“How many?”

Customer: “Three,

please.”

Shopkeeper:

“Here you are.”

Customer:

“Thank you”

Polite

expressions:

Please and thank

you

Listing text

Reading

Comprehension (predicting,


Read

words/phrases for

food

Read

words/phrases for

drink

Read plural forms

loudly

Read the words and

match with figures



13

Fluency Loud read

e.g breakfast,

lunch, dinner

Read the numbers 21-

30 (in words) loudly

Writing




Copy

words/phrases for

food

Copy

words/phrases for

drink

Add /-s/ to words

to make plural

forms

Complete

dialogue with

expressions/words

Assessment



Assessment)

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring


monitoring/ rising

words


Notes for Teachers

Week 10: Time to eat and drink

Lessons


Language

Items

Naming fruits Naming vegetables How many? Numbers 31 to 40 We have/we don’t

have

Numbers

thirteen/thirty, fourteen/

forty

Vocabulary

Thematic: cake, milk, bread, banana, carrot, chicken, chips, egg, orange, candy, ice cream, cheese, chocolate, chewing gum, tea, coca cola, cabbage,

potatoes, tomatoes, carrot, green paper, salad, mango, papaya, lemon, avocado, onion

Academic: thirty one , thirty two, thirty three……..forty

Sight words: what, is, this Oral language

Identify and name

fruits.

Role play

A: What is this?

B: This is

mango/…

Identify and name

vegetables

Role play

A: What is this?

B: This is carrot/….

Listening text Count numbers

from 31 to 40

Conversation

Teacher: Do we

have oranges on

the table?

Students: No, we

don’t have/yes,

we have five

oranges

Counting ….teen vs

…ty

Reading


visualizing, main ideas, details) Read words/phrases

for vegetables

Read and match

words with

numbers



Fluency Read

words/phrases for

Loud read

Cabbage, papaya, Loud read

We/don’t/have/

Loud read

Fourteen/forty

14

fruits potato, tomato apple.

Writing




Copy and write

words/phrases for

vegetables

Complete

sentences using

appropriate phrase

Write the numbers

(figures) in words

Complete

sentences missing

number s and

food item

referring to a

picture

Write the numbers in

words

( thirteen/thirty,

fourteen/ forty)

Assessment



Assessment)

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring/ rising

words

Turn and

Talk/informal

monitoring

Turn and

Talk/informal

monitoring

Turn and

Talk/informal

monitoring/ rising

words


monitoring/ rising

words


Notes for Teachers

15

Theme 4: Likes and Dislikes Overall Description of Theme and Topics: Under theme, Likes and Dislike, there is a topic entitled I Like my School (topic 6) which is


Topic 6: I like my School Learning outcomes:

Talk about what they like and don’t like.

Ask their friends’ likes and dislikes.

Read story pictures about one’s likes and dislike and answer questions.

Complete sentences using like and don’t like.

Week 11: What we like

Lessons


Language

Items

Role play I like tea I like apple I like dancing I don’t like… Question and answer

Vocabulary

Thematic: cat, dog, goat, mouse, sheep, donkey, cow, banana, milk, orange, lemon tea, football, Play-station, etc.

Academic: I, do, dancing, singing, jumping, reading, running

Sight words: I, do, don’t, like Oral language

1.Coversation

A: Do you like

orange?

B: Yes, I do.

2.Conversation

A: Do you like

lemon?

B: No, I don’t.

What drink do you

like?

I like tea/….

What fruit do you

like?

I like apple/….

What activities do

you like?

I like jumping/….

What drink/fruit

you don’t like

I don’t like coca

cola.

I don’t like lemon.

I don’t like

fighting.

Dialogue

Student A: Do you like

…..?

Student B: Yes, I

like…../

Student B: No, I don’t

like….

Reading


visualizing, main ideas, details) List of short

sentences ( story)

about someone’s

likes/dislikes:

e.g.

John likes his

school.

John doesn’t like

milk.

John likes reading.

Read story

pictures and mark

the likes/dislikes

of the person in

the picture

Read a table describing

what people like/

dislike and answer short

yes/no questions


16


Fluency Loud read

What/drink/do/you/

like?

Loud read

I/don’t /like/ coca

cola.

Writing




Complete the

sentences with

like and don’t

like.

E.g. I have a dog.

His name is Bobby.

I _____ Bobby

very much.

Complete a table

with list of food

items, drinks and

activities they

like,

A survey table (the

table includes names of

students and list of

fruits, drinks and

activities) – students

write from each

category the thing they

like: e.g. What fruit do

you like? I like bananas.

What drinks do you

like? I like milk. What

activities do you like? I

like dancing.

Assessment



Assessment)

Informal

monitoring/observa

tion

Informal

monitoring/observa

tion

Informal

monitoring/observ

ation

Informal

monitoring/observ

ation

Informal

monitoring/observ

ation

Informal

monitoring/observation


Notes for Teachers

Week 12: What we like

Lessons


Language

Items

He likes candy. We like milk. Do you like

mango?

Do you like

reading?

Question and

answer

Role play

Vocabulary

Thematic: cat, dog, goat, mouse, sheep, donkey, cow, banana, milk, orange, lemon tea, football, Play-station, etc.

Academic: I, do, dancing, singing, jumping, reading, running

Sight words: he, she, we, they, like, don’t, doesn’t Oral language

He likes …

She likes….

He doesn’t like…

She doesn’t like…

We like…

We don’t like…

They like…

They don’t like…

Do you like… Do you like… Conversation

A: Do you like

…..? B: Yes, I

like…..

A: Do you like

…..?

B: No, I don’t

A: What

drink/fruit/activities do

you like?

B: I like …….

A: What

drink/fruit/activities do

you not like?

17

like. B: I don’t like……

Reading



Short text (story)

about someone’s

likes and dislikes

Read short text

and underline

someone’s likes

and dislikes

Read story picture

and match with

illustration (likes

and dislikes)



Fluency

Writing




Write out

someone’s likes

and dislikes in short

text

Complete short

sentences with

likes/dislikes

E.g. I ----- mango.

I ----- fighting.

Write the items you like

and dislike after

reading a table with a

list of drinks/fruits/

Activities

E.g. I like ….

I don’t like….

Assessment



Assessment)

Informal

monitoring/observ

ation

Informal

monitoring/observa

tion/ rising words

Informal

monitoring/observ

ation

Informal

monitoring/observ

ation/ rising

words

Informal

monitoring/observ

ation

Informal monitoring/observation/ rising words


Notes for Teachers

Theme 5: Objects Overall Description of Theme and Topics: Under the theme objects, there are four topics entitled as how many books, I have a new pen,

what color is your shirt and my house.

Topic 7: How many books?

Learning outcomes: Identify names of household objects.

Read words and short text for household objects.

Use present simple tense to name household objects.

Tell their age.

Use numbers to count objects.

Tell telephone number of their parents.

Write words for household objects.

Read numbers from 41-50.

Week 13: How many books?

Lessons

18


Language

Items

Describing

classroom objects

Naming household

objects

Has/have How many? don’t have Negative contractions

(doesn’t have)

Vocabulary

Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, books, pen, pencil, rubber, marker

bed, shelf, sofa, cupboard, television, radio, refrigerator bedroom, living room, kitchen, bath room

Academic: eleven, twelve, thirteen… twenty

Sight words: What, is, this, that, a, have, has

Oral language

Listening text Conversation

A: What is this?

B: This is a….

A: What is that?

B: That is ….

I have ….

She has ….

He has …..

We have ….

Conversation

A: How many

books do you

have?

B: I have …….

A: How many

pens does she/he

have?

B: He has ………

I don’t have ….

We don’t have

…….

You don’t

have….

They don’t

have….

She doesn’t have …

He doesn’t have….

Reading



Read a list of

simple sentences

and underline

has/have



Fluency Loud read

Refrigerator

Kitchen

Bedroom

Loud read

How/ many/

rubbers/ do/ you/

have?

Writing




Write four

sentences based on

information from

listening text

Complete the

dialogue with the

names of

household/

classroom objects

in the pictures

Complete the

dialogue

E.g.

A: How many

books do you

have?

Write three

sentences using I

don’t have

Write sentence about

what people don’t have

19

A: What is this?

B: This is a….

A: What are these?

B: These are ….

B: I have -----

books.

A: How many

exercise books do

you have?

B: I have -----

exercise books

Assessment



Assessment)

Informal

monitoring

Informal

monitoring

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal

monitoring

Informal monitoring


Notes for Teachers


Lessons


Language

Items

Doesn’t/don’t have How old are you?

Counting things Telephone

number

Five books How many?

Vocabulary

Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, books, pen, pencil, rubber, marker

bed, shelf, sofa, cupboard, television, radio, refrigerator bedroom, living room, kitchen, bath room

Academic: I, twenty one, twenty two, twenty three….forty

Sight words: I, no, there, are, book, is

Oral language Conversation:

A: Do you have a

ruler?

B: No, I don’t have

A: Does she have a

bag?

B: No, she doesn’t

have.

Listening text

Conversation:

A: How many

desks are there?

B: There are----

desks.

Conversation:

A: What is your

mother’s /father’s

telephone

number?

B: It is

0913426587

Count and tell

objects in the

picture/ classroom

e.g. There are five

books

There are-----

Say words with plural

marker ‘-s’)

E.g.

Ten books

Five pens

Twenty tables

Fourteen desks

Reading



Read a list of

sentences and

underline

structure “doesn’t

/don’t have”

Read and match

numbers with

objects in the

pictures

Read a list of

short sentences

and underline

numbers with

names of objects



20

Fluency Loud read

It/ is/ 0913426587

Loud read

Fifteen tables

Thirteen bench

Writing




Write their ages

E.g. I am eight

years old.

Write their

mother’s/father’s

telephone number

Write numbers

from 21-40 in

words and figures

Write the plural forms

of the objects (add -‘s’)

E.g. book-books

Pen-pens

Assessment



Assessment)

Informal

monitoring

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal monitoring


Notes for Teachers


Lessons


Language

Items

Naming kitchen

items

Naming bedroom

items

Counting numbers

(41-50)

How many? What is this? What is that?

Vocabulary

Thematic: desk, bench, table, chair, blackboard, chalk, duster, whiteboard, book, pen, pencil, rubber, marker, bed, shelf, sofa, cupboard, television, radio,

refrigerator bedroom, living room, kitchen, bath room

Academic: forty one, forty two, forty three…. fifty

Sight words: we, have, what , this, that, is, a, thirteen, thirty, fourteen, forty, fifteen, fifty

Oral language We have a

television.

We have….

Listening text Practice

Forty one

Forty two

Forty three…fifty

Conversation

Teacher: How

many shelves are

there in the

picture?

Students: There

are ---- shelves.

Conversation

A: What is this?

B: This is a

cupboard.

Conversation

A: What is that?

B: That is a window.

Reading



Read a list of

words in a table

and identify

kitchen items

Read and match

numbers from

41-50 in words

and figures



Fluency

Writing

Letter formation, words, Look at pictures Write numbers in Complete Complete sentences

21



and write down the

names of bedroom

items

words ( 41 to 50) sentences with

nouns ( e.g. This

is….) referring to

a picture

with nouns ( e.g. That

is….) referring to a

picture

Assessment



Assessment)

Informal

monitoring

Informal

monitoring Guided

review

Informal

monitoring

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal monitoring

Guided review


Notes for Teachers

Topic 8: A new pen

Learning outcomes: Describe objects in terms of shape and size.

Tell whether a person is tall or short and young or old.

Describe objects in terms of color.

Use the conjunction “and” to join words.

Use numbers to count objects.

Complete short sentences using descriptive adjectives.

Read short descriptive sentences and match them with the described object.

Week 16: I have a new pen

Lessons


Language

Items

I have a pencil and

a marker

A blue sweater and

a brown scarf

The dress is old

and red

The table is

rectangle

Role play She is tall

Vocabulary

Thematic: table, book, blackboard, pen ,desk, duster, bed, chair, television, radio, spoon ,knife, fork

Academic: and, black, white, green, yellow, red, pink, brown, etc. big, small, short, tall, thirty one, thirty two

Sight words: what, is, this, that, a, small, big, it

Oral language

A pencil and a

marker.

A door and a

window

A goat and a dog

A tall girl in a

yellow dress.

A short girl in a

pink dress.

A thin blue book.

A thick black book

The dress is old

It is red.

The dress is old

and red.

This table is

square.

This book is

rectangle.

That ball is circle.

Conversation

A: Is your book

rectangle/square?

B: It is rectangle.

A: Is a ball

circle/rectangle?

B: It is circle.

Listening text

Reading

22



Read short

sentences and

match them with

the described

objects.

Read short

sentences and

match them with

the described

pictures.

Read words and

match to the

pictures



Fluency Read phrases out

loud

Writing




Write descriptive

phrases Write descriptive

phrases based on

the pictures

Complete short

sentences using

adjectives of

shape and size

referring to

picture.

Write four sentences

about family using tall

and short.

Assessment



Assessment)

Turn and talk

Guided Review

Turn and talk

observation

Turn and talk

observation

Turn and talk

Guided Review

Turn and talk

Guided Review

Turn and talk

Guided Review


Notes for Teachers

Week 17: A new pen

Lessons


Language

Items Have/has doesn’t/ don’t

have

Role play 1 Role Play 2 Counting and

using numbers

Using the conjunction

‘and’

Vocabulary

Thematic: table, book, blackboard, pen ,desk, duster, bed, chair, television, radio, spoon ,knife, fork

Academic: “ and”, black, white, green, yellow, red, pink, brown, etc. big, small, short, tall, thirty one, thirty two

Sight words: I , he , she , we, they , you, has, have, a, is

Oral language

I have a ball.

She has a big cake.

He has a pen.

You have a bag.

We have a ball.

They have rulers.

I don’t have a

phone.

She doesn’t have a

bag.

He doesn’t have a

brother.

We don’t have

cupboard.

They don’t have a

Teacher: What do

you have in your

bag?

Students: I have

…

Students examine

contents of their

Teacher:

Do you have a

pen? Is it new?

Do you have a

rubber? Is it big?

Is it circular?

Students continue

Revising

counting and

using numbers

…and….

He has a blue pen and a

white paper.

She has a big bag and a

small umbrella.

23

class.

school bags (ask

and answer

questions)

in pairs

Reading



Read sentences

and match them

with pictures.

.



Fluency Loud read

She/ has/ a /big/ bag/

and/ a /small/ umbrella.

Writing




Write four

sentences about

what they have.

Write four

sentences about

what they don’t

have.

Write sentences of

about 7 words (using

‘and’ to connect words)

E.g. I have a pen and a

book.

Assessment



Assessment)

Physical response

Informal

monitoring

Physical response

Informal

monitoring

Guided Review

Physical response

Informal

monitoring

Physical response

Informal

monitoring

Physical response

Informal

monitoring

Guided Review

Physical response

Informal monitoring

Guided Review


Notes for Teachers

24

Topic 9: What color is your shirt Learning outcomes:

Identify primary and secondary colors.

Sing a song on colors.

Read names of colors.

Spell words for colors.

Write words for color.

Week 18: What color is your shirt

Lessons


Language

Items

Naming colors Name the colours song/rhyme

about colors

Where is… My jacket is blue. It’s a big black bag

Vocabulary

Thematic: pen, book, table, chair, chocolate, shirt, bag, god, cat, trousers, skirt, dress, uniform, socks, black, white, green, yellow, red, pink, brown

Academic: her, his, our, their, it

Sight words: color, what, is, black, green, blue, yellow, red

Oral language

Both primary and

secondary colours

green garden

blue pen

yellow flower

brown chocolate

colors of the

rainbow and point

to colors as they

sing

Listening text

Conversation

A: what colour is

your shirt?

B: It is black.

Her shirt is pink.

Our classroom is white.

His bag is red.

Their dog is black.

Reading



Read sentences

with pictures and

mark them

Read a list of

sentences and sort

out words referring

to colours.

Read and match

names of colors

with colored

pictures.

Read and point to the

letters



Fluency

What/color/is/you

r/shirt?

Writing




Write three

sentences about

their clothes

including their

Write missing numbers

in a given table.

25

colour

Assessment



Assessment)

Turn and talk

Observation

Guided Review

Turn and talk

Observation

Guided Review

Turn and talk

Observation

Turn and talk

Observation

Turn and talk

Observation

Guided Review

Turn and talk

Observation

Guided Review


Notes for Teachers

Week 19: What color is your shirt

Lessons


Language

Items Question and

answer 1

Question and

answer 2

Counting numbers

( 51 to 60)

What do you have

What do they

have

Goodbye

Vocabulary

Thematic: pen, book, table, chair, chocolate, shirt, bag, god, cat, trousers, skirt, dress, uniform, socks, black, white, green, yellow, red, pink, brown

Academic: her, I, you, my, her, their, they, it

Sight words: color, what, is, it, black, white, yes, wear

Oral language Describe what

classmates are

wearing in terms

of colours

A: What color is

my bag?

B: It is black. What

color is my trouser?

A: It is blue.

Numbers ( 51 to

60)

I have a blue

jacket and a white

shirt.


A: Good afternoon.

B: Good afternoon

A: You are wearing a

white shirt.

B: Yes. You are also

wearing a white shirt.

A: Yes. It is our

uniform.

A: I must go. Goodbye

B: Goodbye

Reading



Read number

words and match

with figure

numbers

Read and match

names of colors

with colored

pictures.



Fluency Loud read

I/have/a/blue/jacket Write items they

have with

description in

number and

colour

Loud read

Good/morning

Good/ afternoon

Good/bye

Writing

Letter formation, words, Write numbers in Write complete

26


Handwriting, Punctuation words and figures.

sentences using

color phrases.

Assessment



Assessment)

Turn and talk

Observation

Turn and talk

Observation

Guided Review

Turn and talk

Observation

Turn and talk

Observation

Guided Review

Turn and talk

Observation

Turn and talk

Observation

Guided Review


Notes for Teachers

27

Topic 10: My House Learning outcomes:

Identify words for household objects and rooms in a house.

Read names of household objects and rooms in a house.

Talk about what people do in different rooms in a house.

Spell words for household objects and rooms in a house.

Week 20: My House

Lessons


Language

Items

Counting numbers

( 61 to 70)

Naming rooms in a

house What is this

room?

Where do we find

soap The story of baby

bird

Song 1

Vocabulary

Thematic: bed, table, shelf, chair, sofa, cupboard, television, radio, refrigerator, bedroom, living room, kitchen, bath room

Academic: this, that, it

Sight words: what, is, this, that, a, there, are, it

Oral language

Numbers Listening text This is a bedroom.

That is a living

room.

This is a dining

room.

A: Where do we

find a bed?

B: It is in the

bedroom.

Listening text House song

Reading



Read number

words and match

with figures



Fluency

Writing




Write figures and

word numbers Write names of

rooms in a house

Write sentences

about objects in

different rooms.

Assessment


Observation

Informal

Observation

Informal

Observation

Informal

Observation

Informal

Observation

Informal

Observation

Informal monitoring

28


Assessment)

monitoring monitoring monitoring monitoring monitoring


Notes for Teachers

Week 21: My House

Lessons


Language

Items

Naming kitchen

items

Naming Bathroom

items

Counting numbers

( 71 to 80)

Story Dialogue Song 2

Vocabulary

Thematic: bed, table, shelf, char, sofa, cupboard, television, radio, refrigerator, bedroom, living room, kitchen, bath room

Academic: I, this, that, my, big, small

Sight words: this, that, my

Oral language

This is a knife/

stove/ spoon/fork/

plate/ pan/pot…

This is

towel/mirror/hand

wash/water tan

Counting numbers


A: Where do you

eat?

B: I eat in the

living room.

House song

Reading



Read words for

kitchen items and

match with

pictures



Fluency Loud read

Towel

mirror

Water/tank

Loud read

sentences

Writing




Write words for

kitchen items

Write words for

bathroom items Write five

sentences about

what they do in

rooms of a house

Write numbers from 71

to 80 in words and

figures

Assessment



Assessment)

Observation

Informal

monitoring

Observation

Informal

monitoring

Observation

Informal

monitoring

Observation

Informal

monitoring

Observation

Informal

monitoring

Observation

Informal monitoring


Notes for Teachers

29

Theme 6: Animals Overall Description of Theme and Topics: Under theme, animal, there is a topic entitled Animals we know (topic 11) which is addressed in week 22,

23 and 24.

Topic 11: Animals we know

Learning outcomes:

Name domestic animals and familiar wild animals.

Tell where animals live.

Mention what animals eat.

Read words for animals, what animals eat and where they live.

Write words for animals, what they eat and where they live.

Week 22: Animals we know

Lessons


Language

Items

Naming animals 1 Naming animals 2 Dialogue Naming animals

body parts

What is

happening?

Small, big, white, black

Vocabulary

Thematic: meat, forest, grass, bush cat, dog, hen, rabbit, tortoise, goat, sheep, donkey, horse, camel, elephant, giraffe, lion, fish, zebra

Academic: big, small, tall, fat, thin, black, white, short ,heavy

Sight words: what, is, this, that, a, how many Oral language

This is a cat.

That is a dog.

This is a cow

That is a hen.

This is a hyena.

That is a zebra.

This is a giraffe.

That is an elephant.

A: What is that?

B: It is a cat.

A: What is that?

B: It is a zebra.

A: What is this?

B: It is a lion.

A: What is this?

B: It is a cow.

A: What is this?

B: It is a tail.

Listening text.

This is a black dog.

This is a small cat.

Reading



Read the names of

animals and match

to pictures

Read and match

words for animals

with pictures

Read sentences and

match to pictures.



Fluency Loud read

Zebra

Giraffe

elephant

Write numbers 71

to 80 in words and

figures.

Writing



Write names of

animals under each

Write names of

animals under each

Write names of

animals under a Write descriptive

sentences using names

30

Handwriting, Punctuation picture. picture. given category. of animals

Assessment



Assessment)

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal monitoring


Notes for Teachers

Week 23 : Animals we know

Lessons


Language

Items

Which animal eats

plants?

Which animal eats

meat?

Which animal eats

plants and meat?

Which animal eats

what?

Dialogue Song

Vocabulary



Sight words: what, it, this, a Oral language Grass/tree/leaf/

bush/plants/wheat/

teff/corn/maize/

sorghum/ meat

Practice

This is a grass.

That is a tree.

Practice

A: Which animal

eats meat

B: Dog

A: What does rat

eat?

B: Rat eats meat

and bread.

Practice

A: What does a

Zebra eat?

B: It eats grass

A: What does a

dog eat?

B: It eats meat.

Practice

A: What does an

elephant eat?

B: It eats leaf.

A: What does a

lion eat?

B: It eats meat.

Song: Strange Animals

in Farah’s Garden

Reading



Read sentences

and match to

pictures.



Fluency Loud read

Tiger/eats/meat

Lion/eats/meat.

Loud read

Zebra/eats/grass.

Writing




Write four

sentences based on

information given.

Write four

sentences about

what animals eat.

Write missing

numbers from 71

to 80.

Assessment



Assessment)

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal monitoring

31


Notes for Teachers

Week 24: Animals we know

Lessons


Language

Items Naming where

animals live

Where animals live Dialogue Counting numbers

81 to 90

Yes/No game

with animals’

name

Song

Vocabulary



Sight words: this, that, where, do Oral language

Jungle/forest

/bush/hole/

tree/nest/

Cave/water

Practice

Fish lives in

the water.

Ape lives on

trees.

Hyena lives in

cave.

Practice

Fish lives in the

water.

Elephant lives in a

forest.

A: Where do hyenas

live?

B: Hyenas live in

caves.

A: Where do birds

live?

B: Birds live in nests.

Practice counting

numbers

Play the game.

Play Old Macdonald

Song

Reading



Read names of

animals and

match to

places they

live.

.



Fluency Loud read

words for

where animals

live

Loud read

Where/ do/ birds/ live?

Loud read

numbers.

Writing




Write missing

numbers.

Assessment



Turn and talk

Informal

monitoring

Turn and talk

Informal monitoring

Turn and talk

Informal monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal

monitoring

Turn and talk

Informal monitoring

32

Assessment

Resources/Texts Books, pictures, Flashcard, real objects, Shash board

Notes for Teachers

33

Theme 7: Ability Overall Description of Theme and Topics: Under the theme, Ability, there is a topic entitled My Mother can Cook (topic 12) which is

addressed in week 25and 26.

Topic 12: My Mother can Cook

Learning outcomes: Make use of action common verbs in their conversation.

Ask and answer questions using “can you?”

Read short texts about people/animals can do and can’t.

Write short sentences about what they can do and can’t.

Week 25: My Mother can Cook

Lessons


Language

Items

Who can fly Fish can swim Crocodile can

swim

Counting numbers

91 to 100

I can play

charades

I can sing a song

Vocabulary

Thematic: Hop, run, walk, jump, make, fly, swim, boil, cook, sing, write, read, listen, speak, watch, see, touch, smell, taste

Academic: I, he, she , we, you, they, can, can’t, yes, no

Sight words: I , can, can’t, yes, no

Oral language

Jump/hop/run/

walk/fly/sing

Practice

Birds can fly.

Apes can jump.

Frogs can hop.

Practice

I can play football.

I can’t cook food.

A: Which animal

can swim?

B:A fish can

swim.6

Practice counting

numbers

Play game

Sing a song

Reading



Read sentences and

match to pictures

Read number

words and match

to pictures

Read a poem and act out

the actions



Fluency .Rabbits can run

fast.

Birds can sing.

Writing




Write three

sentence about

what they can do

and two sentences

about what they

can’t do

Write sentences

based on the

actions

demonstrated

Writ missing

numbers both in

figure and words

Write three

sentences about

what they can

do at school or

home

34

Assessment



Assessment)

Total physical

response

Informal

monitoring

Total physical

response

Rising words

Informal

monitoring

Total physical

response

Informal

monitoring

Total physical

response

Rising words

Informal

monitoring

Total physical

response

Informal

monitoring

Total physical response

Rising words

Informal monitoring


Notes for Teachers

Week 26 : My Mother can Cook

Lessons


Language

Items

He can climb a

tree

I can speak English Can you play

football?

Can your mother

read English?

Game Song

Vocabulary

Thematic: Hop, run, walk, jump, make, fly, swim, boil, cook, sing, write, read, listen, speak, watch, see, touch, smell, taste

Academic: I, can, can’t, you, he, we, she, yes, no

Sight words: can, can’t, yes, no Oral language Practice

Listen and repeat

(pointing to

pictures)

A: Can you read

English?

B: Yes, I can read

English.

Listening to story. A: Can your

father play piano?

B: Yes, he can/

No, he can’t.

A: Can your

mother read

English?

B: Yes, she can/

No, she can’t.

Students sit in

circle having the

action verbs on

cards at the

center and

students pick the

card and say I

can… and act the

action.

Song: Students should

sing the song and

demonstrate with

actions

Reading



Read sentences

and match with

what people in the

pictures can do

Read sentences and

math with pictures

Read sentences

and point to

pictures

Read the lyrics of the

song and act out the

action



Fluency

Writing




Write sentences

about the actions

demonstrated in

pictures

Write four

sentences about

what you their

fathers can and

can’t do

Write five

sentences about

what you can’t do

Assessment Total physical Total physical Total physical Total physical Total physical Total physical response

35



Assessment)

response

Informal

monitoring

response

Rising words

Informal

monitoring

response

Informal

monitoring

response

Rising words

Informal

monitoring

response

Rising words

Informal

monitoring

Informal monitoring


Notes for Teachers

36

Theme 8: Transport Overall Description of Theme and Topics: Under the theme, Transport, there is a topic entitled I walk to school (topic 13) which is


Topic 13: How I come to school

Learning outcomes: Identify words for vehicles and modes of transportation.

Read words for vehicles and mode of transportation.

Converse on transportation in their village and cities.

Use prepositions “by” and “on” while talking about transport appropriately.

Write short sentences to explain how they come to school.

Week 27: How I come to school

Lessons


Language

Items

Transport on land Transport using

animals

Airplane flies in

the sky

How do you come

to school?

Story Transport song

Vocabulary

Thematic: Airplane, bicycle, boat, ship, bus, car, train ,taxi, bajaj, cart, on horseback, on foot, city, village, town

Academic: it, I, this, that, how, he, she, by, on, does, do, come

Sight words: this, that, a, what, it

Oral language

Listen and talk

about the modes of

transport in

pictures

Name modes of

transport(animals)

A: What is this:

B: This is a boat.

A: How do

Yeabsira and

Helen come to

school?

B: They come to

school by taxi.

Listen to a story

and mark in a

table.

Listen and repeat (doing

actions)

Reading



Read words and

match to pictures

Read words and

math to pictures



Fluency Loud read

bus

bicycle

train

Read loud

donkey

mule

horse

Loud read

I/come/to/school/

by/taxi.

She comes to

37

taxi camel school by bus.

Writing




Write sentences

about mode of

transport

Write sentences

about pictures Write four sentences

using modes of transport

Assessment



Assessment)

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal

monitoring

Guided review

Informal monitoring

Guided review


Notes for Teachers

Week 28: How I come to school

Lessons


Language

Items

Transport in my

village

Mode of transport

in cities

I ride a bicycle Transport in

village

Going places Transport song

Vocabulary

Thematic: Airplane, bicycle, boat, bus, car, train ,taxi, bajaj, cart, horseback, foot, city, village, town

Academic: we, have, has, don’t, doesn’t, yes, no

Sight words: we, cities, village town, have, has, yes, no Oral language A: Do you have

bajaj in your

village?

B: Yes, we have

bajaj.

Cities have taxies. Listen to a story

and mark in a

table

Name vehicles or

animals in picture

Listen and follow

words.

Remark: Students sing

and learn the song.

Reading



.



Fluency Loud read

There is a taxi in

cities.

There are boats in

Bahi Dar.

Loud read

Helicopters fly in

the sky.

I take ferry boat in

Hawasa

Writing



Write sentences

based on the

Write five sentences

using modes of transport

38

Handwriting, Punctuation example (e.g. We have…, We

don’t have…)

Assessment



Assessment)

Informal

monitoring

Guided review

Turn and talk

Informal

monitoring

Guided review

Turn and talk

Informal

monitoring

Guided review

Turn and talk

Informal

monitoring

Guided review

Turn and talk

Informal

monitoring

Guided review

Turn and talk

Informal monitoring

Guided review

Turn and talk


Notes for Teachers

39

Theme 9: Time Overall Description of Theme and Topics: Under the theme, Time, there is a topic entitled Today is Monday (topic 14) which is addressed

in week 29and 30.

Topic 14: Today is Monday Learning outcomes:

Tell days of the week.

Say ordinal numbers.

Use words to describe daily whether condition.

Tell most common holidays with in a year.

Read words for days of the week, ordinal numbers whether condition and holidays.

Sing the song happy birthday to you.

Write words for days of the week, ordinal numbers, whether condition and holidays.

Week 29: Today is Monday

Lessons


Language

Items

Today is Monday I visit my

grandparents on

Sunday

I stand first in my

class

Monday is the

first day

What is the day

today?

Song on school days

Vocabulary

Thematic: warm, cold, sunny, windy, wet, cloudy, rainy, Happy, birthday, New year, Christmas, Ramadan, Easter Monday, Tuesday, first…seventh

Academic: first, second, third, fourth, fifth, sixth, seventh

Sight words: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, what, is, it, week

Oral language

Practice

Monday

Tuesday

Wednesday

Practice

Friday

Saturday

Sunday

First

Second

Third

Fourth

Fifth

Sixth

Seventh

Monday is the

first day of the

week

Tuesday is the

second day of the

week

Wednesday is the

third day of the

week

A: What is today?

B: It is Monday

A: What is the

day before

Tuesday?

B: It is Monday

A: What is the

day after

Thursday?

B: It is Friday

Sing the sing

Reading

40



Read days of the

week and match

to the ordinal

numbers



Fluency Loud read days of

the week

Monday

Tuesday…

Loud read

Friday

Saturday

Sunday

Loud read ordinal

numbers

First

Second…

Writing




Write the missing

days of the week

Write the missing

days of the week

and the ordinal

numbers

Write the missing

days of the week

and the ordinal

numbers

Assessment



Assessment)

Informal

monitoring

Informal

monitoring

Informal

monitoring

Rising words

Informal

monitoring

Rising words

Informal

monitoring

Rising words

Informal monitoring


Notes for Teachers

Week 30: Today is Monday

Lessons

Lesson 1 Today is sunny Lesson 3 Lesson 4 Lesson 5 Lesson 6

Language

Items

Sunday is the

seventh day

Words to describe

weather A week in the in

the life of

Sintayehu

Happy New Year Happy birthday

to you

Happy birthday song

Vocabulary

Thematic: warm, cold, sunny, cloudy, rainy, Happy birthday, New year, Christmas, Ramadan, Easter, Monday, Tuesday…first, second, third…

Academic: It, you, thank you, the same to you, first, second, third, fourth, fifth, sixth, seventh

Sight words: what , is, it Oral language A: What is the first

day of the week

B: It is Monday

A: What is the

second day of the

week?

B: It is Tuesday.

Warm

Cold

Sunny

Cloudy

Rainy

Listen to a story. Happy Birthday New year Christmas Ramadan Easter

A: Happy Birth

day

B: Thank you!

A: Happy New

year

B: the same to

you

Song of birth day

Happy birthday to you



Reading



Read simple

sentences and write

41

out words related to

weather



Fluency Loud read

Sunny

Cloudy

Cold

windy

Loud read

Happy Christmas

Happy Ramadan

Happy birthday

.

Writing




Write the days the

week

Complete sentences

under pictures

Assessment



Assessment)

Informal

monitoring

Informal

monitoring

Rising words

Informal

monitoring

Informal

monitoring

Rising words

Informal

monitoring

Rising words

Informal monitoring


Notes for Teachers

Documents

Grade 2 English Scope and Sequencepdf.usaid.gov/pdf_docs/PA00N2P6.pdf · Greeting and leave taking Self-introduction Naming classroom objects Naming classroom objects Naming classroom