Lesson Plan Booklet For Grade 2

USAID/MOE Partnership for Improved Reading Outcomes
Ministry of Education, Caenwood Centre, Grant Hall,

37 Arnold Road, Kingston 5
Tel/Fax: (876) 967-5192
Grade 2
LESSON PLAN BOOKLET
Developing Decoding, Comprehension, Fluency,
Study Skills, Grammar and Writing Skills
in Boys and Girls
First Developed in October 2014

Table of Contents
Introduction ..................................................................................................................................... 2
Structure of the Literacy 1-2-3 Lesson ........................................................................................... 2
Decoding Lessons: Sample Lesson Plan 1...................................................................................... 5
Decoding Lessons: Sample Lesson Plan 2.................................................................................... 11
Comprehension Lessons: Sample Lesson Plan 1 .......................................................................... 31
Fluency Lessons: Sample Lesson Plan 1 ...................................................................................... 61
Fluency Lessons: Sample Lesson Plan 2 ...................................................................................... 65
Study Skills: Sample Lesson Plan 1.............................................................................................. 69
Grammar Lessons: Sample Lesson Plan 1 .................................................................................... 86
Grammar Lessons: Sample Lesson Plan 2 .................................................................................... 90
Writing Lessons: Sample Lesson Plan 1 ....................................................................................... 95
Writing Lessons: Sample Lesson Plan 2 ....................................................................................... 99
Writing Lessons: Sample Lesson Plan 3 ..................................................................................... 104
Addressing Gender Issues in Lesson Plans ................................................................................. 120
A Sample Lesson Plan with Gender Issues Addressed ............................................................... 124
USAID/Ministry of Education Project for Improved Reading Outcomes 1

Lesson Plan Booklet – Grade 2
Introduction
The following lessons were developed as one of the deliverables of the USAID/Ministry of
Education Project for Improved Reading Outcomes. The plans were developed to provide
teachers at Grades 1-3 with a model which they could utilize in lesson planning. The need for
this document was in response to the observations by teachers and administrators that more
support was needed in effectively delivering literacy instruction, using group rotations. These
sample lesson plans reflect the format suggested by the Literacy 1-2-3 strategy, a critical
component of the National Comprehensive Literacy Programme.
In November 2014, ninety (90) Reading Coaches were employed to support literacy instruction
in schools across the island. The 90 Reading Coaches who support select schools were given
additional training in the development and monitoring of plans using the Literacy 1-2-3 Strategy.
Subsequently, the Reading Coaches were required to develop Language Arts lessons using the
Literacy 1-2-3 format. The lesson plans were reviewed by the Regional Literacy Coordinators
and Project Reading Specialists/Advisors. The final product is therefore a combined effort of the
Reading Coaches, the Regional Literacy Coordinators and the Project Reading
Specialists/Advisors.
The Revised Primary Curriculum was consulted while developing the lessons hence the
Attainment targets, objectives and focus questions in the lessons were informed by the
curriculum. This set of lesson plans reflects the literacy skills to be developed at Grade 2. The
sample lessons provide suggestions about some texts (teacher created texts, Literacy 1-2-3 texts
as well as others) and activities that may be used to support the lessons. However, the teacher
may make his/her own selection of texts and activities, ensuring that the content adequately
supports the achievement of the lessons’ objectives.
Remember that these lessons are a guide especially with regard to how to manage the
grouping aspect of a lesson that reflects the Literacy 1-2-3 format.
Structure of the Literacy 1-2-3 Lesson

The Literacy 1-2-3 programme suggests whole class and group sessions (which may be
independent or teacher guided) during a one hour Language Arts Window period. Time must be
effectively utilized to facilitate the sequential development of the lesson. The plans should
therefore provide opportunities for the teacher to transmit content, skills and or strategies using
explicit instruction and modelling. Time should also be allocated for students to use their new
knowledge/ skill, through guided and independent practice.

Breakdown of Language Arts Window Period
1. The First Whole Class Session
The teacher starts with a Whole Class session where she teaches explicitly and models
the skills, strategies and content that students will need to help them perform the
independent tasks that they will be required to do later in the small group sessions. This
Whole Class session should not go beyond 20 minutes.
2. Group Sessions - Teacher Guided and Independent

The teacher divides the class into groups (ability, interest, etc.) Depending on the size of
the class, the teacher can have up to four small groups. The group sessions will last
between 30 to 40 minutes. This session facilitates the extension and practice of
knowledge/skills/strategies through teacher guided support and independent practice.
The teacher will rotate in order to provide direct support to any two (2) groups within the
period. This is referred to as the Teacher Guided Group. While the teacher is supporting a
group, the other students will work on their own at meaningful activities. This is referred
to as the Independent Group.
Example of How Grouping Works
Group 1 Group 2 Group 3 Group 4

Teacher Guided Independent
(Rotation 1) 15 minutes
15 minutes Independent Independent
Independent 30 minutes 30 minutes Teacher Guided
15 minutes (Rotation 2)
15 minutes
In the example above, the teacher has grouped her class in four, but has decided to
provide additional support to Groups 1 and 4. She will therefore have Group 4 do
independent activities for the first fifteen minutes while offering direct, focused support
to Group 1 during that period. In the second fifteen minutes, Group 4 will receive the
focused attention of the teacher while Group 1 will be engaged in fifteen minutes of
independent practice. During the 30 minute period Groups 2 and 3 would have been
engaged in independent activities, with oversight from the teacher.
3. The Final Whole Class Session

The final session of the lesson should not go beyond 15 minutes. The time allocated for
this session is dependent on the time spent on the first whole class and small group
sessions. During this session all groups share, with the whole class, what they have learnt
and, or products that they have developed in the small group setting. The teacher may
also take the opportunity to reinforce/remind students about rules, tips or other pertinent
information necessary to the understanding of the lesson.

Some Considerations
In planning the lessons, the teacher must give consideration to the following:
IMPORTANT POINTS
a. Number of small groups

b. Duration of the small group sessions
c. Which group (s) will be Independent
d. Which 2 groups will be Teacher Guided
e. Selection of appropriate meaningful activities which
will support the attainment of the objectives,
especially as students transition between teacher
guided and independent group sessions.
f. Selection of suitable resources (written text,
technology based etc.) that will enable students to
learn and practice the skills/content /strategies being
transmitted
It is hoped that these lessons will provide a better understanding of how to incorporate the
Literacy 1-2-3 format in lesson planning and lesson execution.

DECODING LESSONS: SAMPLE PLAN 1
Decoding Lessons: Sample Lesson Plan 1

Grade: Two
Subject: Language Arts
Duration: 1 Hour
Unit Title: Satisfying our Needs
Focus Question: Why do I need Education?
Topic: Vowel Digraphs- Long E
Attainment Target:
1. Apply relevant decoding skills to the reading process.
Objectives:
By the end of the lesson students will:
1. Read words with the Long E sound
2. Spell words with the Long E sound
3. Use words with the Long E sound to complete cloze procedure
4. Create a cheer using words containing the Long E sound
Skills: Reading, segmenting, blending, writing, listening, speaking

Materials: Elkonin Box, Letter tiles/ cards, Jolly phonics/phonics sound cards, picture cards,
activity sheets, Long E cheer (see lesson)
Technology: Website - http://www.youtube.com/watch?v=s8D1JQSdTSM , multimedia
projector, computer, Jolly Phonics related song
Strategies: Phoneme Blending, Segmenting, Substitution

Content:
1. Words are made of sounds. We use letters to represent sounds. Sounds may be
represented by one or more letters.
2. The word seed has three sounds- /s/ /ee/ /d/.
The sounds are written with the letters s-e-e-d.
3. The /ee/ sound is called the Long E sound and is represented by the letters ee.
Extension of concept for Above Grade Level readers

4. The long E sound may also be represented by the letters, ea, e or ie as in meat, be and
field.

Procedure:
Whole Class Activities [15 minutes]

1. Display picture of a seed; say the word “seed” and ask pupils to listen to the sounds in the
word.
2. The teacher will stretch out the word seed to indicate the beginning and middle sound.
3. Students will be directed to place a grain of peas/ cut out circles (counter) in each
compartment of Elkonin box to represent each sound heard in the word seed. Teacher
will demonstrate this to whole class.
4. Students will then be asked to slowly repeat the word seed while the teacher writes the
letter(s) for each sound produced.
Elkonin Box
s ee d
Counter Counter Counter

graing
5. Teacher will write the word “seed” on the board and read the word together with pupils.
6. Teacher and students will complete a sound analysis chart with the word “seed”.
Example D1-1: Sound Analysis Chart

The word is seed.
It has 4 letters.
It has 3 sounds because: ee makes one sound.
7. The teacher will repeat activities A and B using two other words: sleep and see.
8. Teacher will draw students’ attention to the difference between the number of sounds and
letters. Teacher will then ask pupils to explain the difference.
9. Teacher and students will make generalization about the sound of ee together in a word.
Students will then watch the YouTube Double E clip at
http://www.youtube.com/watch?v=s8D1JQSdTSM or Sing Jolly Phonics related song.

Group Activities [40 minutes]

Group 1 - Below Grade Level
A. Teacher Guided (20 minutes)
1. Using drawn Elkonin Boxes and letter tiles/cards, teacher will guide students to segment
and blend words with vowel digraphs ‘ee’ using whole part blending.
a. The word ‘seed’ will be written on the board, teacher will then say – this word is
‘seed’ - if I remove the ending letter ‘d’, what is the new word? see
b. Remove the beginning letter and have pupils tell the remaining sound ‘ee’.
c. Teacher will now say, “Now let’s use what we have learned about the ‘ee’ sound to
read some more words.”
d. Help students to blend and read new words by replacing the beginning or ending
letter tile with another letter tile, for example, change seed- seep, seep- peep, peep-
peek, peek- keep. Have students identify the sounds for all letter tiles in
compartments as they create the new words.
B. Independent (20 minutes)
1. Give students work sheet with pictures beside Elkonin boxes and cut outs/counters.
2. Instruct students to call and sound out the name of each item pictured placing one counter
in each box as had been demonstrated previously by teacher.
3. Students will write the letter / letters representing that sound under each Elkonin box
(Students may be given letter tiles as an alternative to writing)
4. Students will complete word analysis chart for each picture.
Example D1-2: Word Analysis Charts
The word is: ___. The word is: ___. The word is: ___.
It has __ sounds. It has __ sounds. It has __ sounds.
It has___ letters. It has___ letters. It has___ letters.
Because: ee makes one sound Because: ee makes one sound Because: ee makes one sound

Group 2 - Above Grade Level

A. Independent (20 minutes)
1. Students will be given a worksheet to manipulate letters in words to create new words by
changing the ending or beginning sounds.
2. Students will complete a Find –A Word worksheet. Words should include the various
letter combinations which produce the Long E sound.
B. Teacher Guided (20 minutes)

1. Students will be given copies of the Long E Cheer.
Long E Cheer
Hooray for long ee the best sound around!
Let’s holler long ee words all over town!
There’s queen and bee and cheese and scream
There’s clean and read and tea and dream
There’s me and we and she and he
There’s brief and chief and deep and sea
Long e, long e, give a great cheer
For the neatest sound you ever will hear!
(Adapted from Scholastic Phonics Tales)
2. Teacher will ask students to listen and underline the words with the long e sound as she
reads the Long E cheer to them. Students will be asked to state the words they had
underlined.
3. Teacher and students will scrutinize these words and comment on the letter/combinations
used to represent the Long E sound in the words.
4. Using the discussion as a guide, the words will be categorized by placing them in a table
under the headings (ee, ea, ie, e).
5. Students will be asked to give some other words which have the Long E sound.
These will also be recorded.
ee ea e ie
see sea me thief
bee read he chief
6. Students will be asked to create a new rhyme by replacing the underlined words in the
Long E cheer with these new words.
7. Students will create a tune for the Long E cheer.
Group 3 - At Grade Level

1. Students will be asked to write seven sentences using words from the video shown or
from memory.
2. Students will be given a worksheet to manipulate letters in words to create new words by
changing the ending or beginning sounds.

Students will:
1. Share results of word analysis (Group 1)
2. Sing new Long E Cheer created (Group 2)
3. Share words created on worksheet (Group 3)
Evaluation:

Worksheet: (At and Above Grade Level)

Make the Bird Happy
Change the word feed to tweet in 10 steps by using the letter/cluster of letters given to change
the first or last letter of the previous word. The first one is done for you.
k sw t m p
1. feed
2. weed
3. wee_
4. __eek
5. mee__
6. sleet
7. slee_
8. __eep
9. swee__
10. tweet
Ans: feed, weed, week, meek, meet, sleet, sleep, sweep, sweet, sweep, sweet, tweet


Grade: Two
Duration: 1 Hour
Unit Title: Living Together as a Family
Focus Question: How do family members relate to each other?
Topic: Consonant Digraph ‘sh’
Attainment Targets:
1. Apply relevant decoding skills to the reading process
2. Use recognizable handwriting and appropriate spelling and vocabulary.
Objectives:
At the end of the lesson students will be able to:
1. Use sound symbols relationships when encountering new words with ‘sh’ digraph
2. Read words with ‘sh’ sound at the beginning
3. Use words with the targeted sound in their writing.
Skills: reading, writing, viewing, spelling, speaking, listening
Materials: Crossword puzzle, poems, ‘sh’ words, tongue twister, worksheet, tape recorder, text-
Help Shelly
Strategies: Echo Reading, Choral Reading
Content:
A consonant digraph consists of two successive consonants which are combined to produce one
sound. The letters ‘s’ and ‘h’ combine to produce the sound heard at the beginning of the words
shop, she and shell.

Procedure:
1. Students listen to tongue twister on tape recorder. E. g. ‘She Sells Sea Shells by the Sea
Shore’
2. Students repeat the tongue twister along with the tape recorder.
3. They say the sound they heard most often in the tongue twister.
4. Ask students to identify the two letters that produce the one targeted sound. Supply if
they are unable to do so. Teacher writes the letters that produce the sound.
5. Ask students to give words from the tongue twister that have the targeted sound.
6. Students tell where in the words the sound is heard
7. Write the words on the chalkboard
8. Have students call the words again
9. Underline the digraph ‘sh’
10. Have students repeat the sound of the digraph
11. Ask students to give orally, other words and objects in the classroom or elsewhere, whose
names begin with the ‘sh’ sound.
12. Employ Echo Reading strategy to share the text “Help Shelly” or any other text that has
several words with the targeted sound. (See Help Shelly at end of lesson)
13. Remind students that a word that begins with ‘sh’ says /sh/ at the beginning

Group 1
1. Students select at least six words beginning with ‘sh’ from the Magic Pot.
2. Teacher assists students, where necessary, to pronounce the words.
3. Teacher guides students in developing a tongue twister, nonsense verse, poem or song
etc., using the selected words.
1. Students practice reading the text they have written, to at least 2 classmates.
Group 2
Independent (30 minutes)
1. Students complete a word puzzle in which they will identify some ‘sh’ words. They will
select any four of the words to compose sentences.
2. Students share their sentences with 2 of their classmates.
3. Students practise reading the words and sentences they created.

Group 3
1. Students are given a jingle with words having the targeted sound.
Example D2-1: Jingle with targeted sound /sh/
Text
Help Shelly
Shane, please help Shelly to get her shoes,
She left them on the shelf, I know.
Shelly is too short to reach the shelf
Should Shane help Shelly to get her shoes?
2. Students practice reading the jingle and pronouncing the words with the targeted sound.
3. Students underline the words having the targeted sound.

1. Teacher assists the group in writing another jingle using other ‘sh’ words.
2. Engage students in an echo and choral reading exercise of the jingle.
Group 4
1. Students, in pairs, practice pronouncing the list of words below.
2. Students, individually, complete the passage below using the words in the list.
3. Students share their work with at least 2 others for feedback.
4. Students practice reading the sentences.
List of words Passage
showed ___________ went to __________ to buy sugar and milk.

she
The ____________ took the milk from off the _____________. She
shopkeeper
____________ the girl the tin of milk. The girl _____________ her
shook
head. “That is not the one I want,” _____________
Shelly
____________. The shopkeeper put her finger to her lips and
shh!
said, “_____________.”
shop
shouted
shelf


1. Students share their work orally.
Evaluation:


Grade: Two
Duration: 1 Hour
Unit Title: Satisfying Our Needs
Focus Question: How do people get from place to place?
Topic: Decoding
Sub-Topic: Long Vowel digraph “oa”
Attainment Target:
Apply relevant decoding skills to the reading process
Objectives:
By the end of the lesson students will be able to:
1. Read words with long vowel digraph ‘oa”
2. Give the long sound that oa represents
3. Use words with long oa digraph in sentences
Skills: reading, writing, listening, speaking
Materials: letter cards/tiles, puzzles, poem/jingle
Strategies: Phoneme blending, Substitution
Content: In most words that contain the “oa” digraph, the long sound of “o” is made and the “a”
remains silent.
Procedure:
1. Read the poem/jingle in which most words have the long “oa” sound. Invite students to
listen to find out the sound that is most often repeated.
2. Ask students to repeat the sound.
3. Repeat the poem/ jingle and ask students to listen for the words that have the targeted
sound. (Ensure that the poem does not include words that are “r” controlled” e.g “soar’ in
which case the “oa” does not give a long sound).

4. Write the words with the targeted sound on the chalkboard.

5. Invite students to call the words and to say the two letters which make the targeted sound.
6. Tell students that “oa” says the long sound of “o” in most words and that “a” remains
silent.
7. Have students say the jingle/poem making sure to focus on correct pronunciation of
words with the targeted sound.
8. Give practice in reading other words having the “oa’ digraph.

Group 1 (Below Grade level)
1. Engage students in an exercise of letter substitution to form new words and nonsense
words with “oa” digraph, e.g., oat, oal, oad, oab.
boat, soat, coat, goat
2. Help students create a nonsense rhyme with some of the words. Students practice reading
the rhyme.

1. Working individually, students write 3 sentences with 3 teacher selected words chosen
from the teacher guided activity.
2. Students exchange their work with a classmate for feedback.
3. Students practice reading the sentences.
Group 2
1. Provide students with a set of letter cards/tiles
Example D3-1
t o g a
2. Have students re-arrange the letters to form words having the long “oa” digraph, say
them and use in a sentence.
3. Students share their work with classmates.

1. Teacher asks students to share the work done in the Independent session and provide
feedback
2. Guide students in a practice exercise in letter substitution to form new words and
nonsense words with the long “oa” sound.
Example D3-2
oat oal
coat coal
goat goal
boat boal
moat moal
soat foal
3. Have students practice reading the words
Group 3
1. Provide a “Search –A-Word” puzzle.
2. Working in pairs students find the words with the “oa” sound.
3. Students practice reading the words to each other.
4. Students make sentences with 3 of the words in the puzzle and read them to each other.
Example D3-3
Search-A-Word Puzzle - Long Vowel Digraph “oa”
m u j b d c o u c
u g o a g l o a x
x a o c o o k a k
t l k k a a a o t
c o a l t f o v i
t o a d o p s l n
Word List
boat load goat
coal loaf soak
coat oak toad

Group 4
1. Students work in pairs to complete a puzzle like the one below
Example D3-4
g o a t I am an animal
I carry people on the water
People use me to cook their food
I look like a frog
People wear me
People like to _______________in the water
2. Students exchange their work with another pair to get feedback

3. Students make sentences using 3 of the ‘oa’ words
4. Students practice reading the sentences and words from the puzzle

1. Groups present their work
2. Remind students about the rule for pronouncing some words with the long “oa” digraph
Evaluation:


Grade: Two
Duration: 1 Hour
Focus Question: How do People and Goods Move From One Place to Another?
Topic: Adding ‘ing’ and ‘er’ to CVC words - Doubling Final Consonants
Attainment Target:
Apply relevant decoding skills to the reading process
Objectives:
1. Read words with final consonant doubling
2. Construct and read sentences with words having the targeted inflections
Skills: Listening, writing, speaking, observing
Materials: tape recording of the song, “I Feel Like Running, Skipping”
Strategies: Segmenting, Blending
Content: Before adding the endings ‘ing’ or ‘ er’ to words that have a consonant-vowel-
consonant (CVC) pattern such as in ‘cut’ and ‘hot’; or a double consonant-vowel-consonant
pattern such as ‘spot’ ‘flip’; we must first double the final letter.
E.g. Cut – cutting; hot – hotter; nap – napping; hit – hitting,
Spot – spotting; flip – flipping, flipper
Previous Knowledge: Students were taught about one syllable, CVC and CCVC words in
previous lessons

Procedure:
1. Students listen to and then sing along with tape recorded song, “I Feel Like Running,
Skipping, Praise the Lord” and do the relevant actions (running, skipping, clapping, etc.)
2. Teacher writes on the chalkboard targeted words that have the final consonant doubled.
3. Engage students in visually scrutinizing the words to note that the final letter of the base
word is doubled before the inflection, “ing” or “er” is added.
4. Teacher segments the words into base words and additions (e.g., run/ning, hot/ter)
5. Teacher shares the rule for consonant doubling including a reminder about one syllable
words.
6. Teacher pronounces each segment of the word and then blends the parts to pronounce the
whole word. Point out to students that the letter that is doubled is pronounced once.
7. Students spell and pronounce each word as teacher points to it.
8. Engage students in a “Working with Patterns” exercise using other words
Example D4-1:
Dip, dipper, dipping
Skip, skipper, skipping

Group 1
1. Remind students about the rule for consonant doubling.
2. Provide some words with the inflections added e.g. swimming, clapping, slipping,
grabbing, bigger, better , litter, sitter.
3. Provide assistance to students in segmenting the words to show the base, the letter
doubled and the inflection, e.g., big/g/er, slam/m/ing.
4. Have students blend the parts to pronounce the words.
5. Help students to develop and read sentences with the targeted words.

B. Independent: 15 minutes
1. Students, working in pairs, complete each sentence below with the new word formed
from the base word in bracket.
Example D4-2
Example: She is bigger than her brother (big)
a. He is __________in the sea (swim)

b. The ___________ stole the man’s money (rob)
c. The dog is __________on the step (sit)
d. This apple tastes___________(bet)
e. I like __________ on the sports field (run)
f. The drink tastes ___________(bit)
2. Students exchange their work with another pair for feedback.

3. Students practice reading the sentences and spelling the words with the inflections
added.
Group 2
1. Students work independently to complete the table below.
2. Students choose 2 words with the inflections added to write sentences.
3. Students share their work with a classmate for comments.
Example D4-3
Base word Add letter Word with ‘er” and “ing” added
Example: set t setting, setter

1. win
2. bit
3. bet
4. let
5. run
6. bet
7. rob
8. sit

1. Invite a few group mates to share work done earlier and provide feedback
2. Place students in 2 groups and assign a story frame to each group.
3. Go through the list of words students will use to complete the frame.
4. Guide students to use the most suitable words from the list to complete the assigned
frame.
5. Have students read their story.
Example D4-4
Frame 1
Words: winning, clapping, winner, sitting, swimming
One day mother was___________ in the living room watching the sports
news. Suddenly she started __________her hands. She saw her niece
__________ in the pool. She was _______ the swimming race. “Oh!” she
shouted, “I Know that she would be a ________one day.”
Frame 2
Words: robber, grabbing, running, slipping, runner
Mary is ______________ away from the ___________. He wants to steal
her purse. He is a faster _________than Mary. “Oh, no!” she is
___________. “Look! The man is _________ her purse.”
Group 3
1. Provide the following table with list of words.
2. Students work in pairs to complete the table.
3. Students write 4 sentences using 4 selected words with the inflections added, from the
table.
4. Students practice reading the base words, words with the inflected endings and the
sentences.

Example D4-5
Base word Add letter Word with “ing” and ”er” added
Example: Sit t sitter

Example: Sit t sitting
1. wet
2. wet
3. bet
4. bet
5. bit
6. sin
7. sin
8. run
9. run
10. rob
11. rob
12. let
13. let
14. rot
15. rig
16. rig

1. Each group shares its work
2. Students write in their log the lesson learned about consonant doubling.
Evaluation:


Grade: Two
Duration: 1 Hour
Unit Title: My Family
Focus Question: Who are my family members?
Topic: Sight words
Attainment Targets:
1. Apply relevant decoding skills to the reading process
2. Use recognizable handwriting and appropriate spelling and vocabulary
Objectives:
1. Spell sight words using phonic skills.
2. Make sentences with targeted sight words.
3. Read targeted sight words
4. Complete puzzles and games with targeted sight words.
Skills: Listening, speaking, reading, writing, viewing, picture discussion,
Materials: Careful and Carefree- Literacy 1-2-3 reader, pictures, worksheets, word dominoes,
ball
Strategies: Visual Scrutiny, Memorization (See It, Read/Say It, Spell It)
Content:
Sight words are words that are recognized instantly from memory. Any word can become a sight
word once we have memorized it and can read it quickly.

Procedure:
1. Students will be shown pictures representing the words to be learnt.
2. Ask students to name each picture. As each name is given, place the appropriate word
beside the picture. Point to and read each word twice. Invite students to read along.
3. Lead students in the visual scrutiny of the word. Have students note the features of the
word e.g., length, individual letters, phonetic irregularities or similarities to other words.
Say the word again.
4. Repeat the process with all the targeted words.

Group 1
1. Distribute worksheets which have the targeted words written on them. Each word should
have three lines underneath. ( See example below)
Boy girl big little
______ ______ ______ ______
______ ______ _______ _______
________ _______ _______ _______
2. The teacher will call a word and have students find the word on the worksheet. The
students will rewrite the word called on any of the lines beneath it.
3. Continue calling the targeted words in random order until they have all been written three
times.
4. Students will read to the teacher, sentences from the text, which contains the targeted
words.
B. Independent ( 20 minutes)
1. On a worksheet given, students will match targeted words written in various ways
e.g. Cat little Girl LITTLE big girl cat Boy BIG
2. Provide a targeted word and have students will fill the blank with the correct letters
to complete the targeted word. e. g.
family f_m_ly fa_i _y _ amil_
3. Students will select at least three of the targeted words to create sentences.

Group 2
1. Students will play a game of word domino. Dominoes pieces should include targeted
words from this and from previous lessons.

2. Distribute worksheet on which the words in focus have been randomly written. Each
word should be recorded at least three times.
3. The teacher will call each word and have the students find the word, read it aloud,
spell it and circle it.
4. Students will read to the teacher sentences, from the text Careful and Carefree
which contain the targeted words.
Group 3
1. Students will complete various activity sheets using the words in focus. Example of
activities includes- Find A Word puzzles, Picture Clue crossword puzzles, unscrambling
words and cloze sentences. Have students share their work with a classmate.
Whole Group Activities [10 minutes]

1. Arrange the class in a large circle. Call a targeted word from the lesson. Toss the ball to
a student. Instruct the student receiving the ball to repeat the word and spell it before
tossing the ball to another student. That student receiving the ball should spell a word
from the lesson as dictated by the previous student.
2. Ask randomly selected students to give one clue they will use to remember any word they
had learnt.
Evaluation:


Grade: Two
Duration: 1 Hour
Unit Title: Satisfying our needs
Focus Question: How can I spend my leisure time?
Topic: Sight words/word recognition
Attainment Target:
Apply the relevant decoding skills to the reading process
Objectives:
1. Read basic and other sight words in context
2. Spell the targeted words correctly
3. Use sight words in sentences
Skills: Identify sight words, read with fluency, read for meaning
Materials: ‘The Yellow Balloon’ Read With Me, Literacy 1-2-3 Grade 2 Primary Anthology,
flash cards, letter tiles, word cards, crayons, glitter glue, sprinkles, strips for sentences
Strategy: Phoneme Segmenting and Blending, Repetition, Memorization
Content:
Sight words are words that are recognized instantly.

Procedure:
1. The lesson will begin with the teacher communicating the lesson’s objectives to the
students.
2. The teacher will read aloud to the students a short selection of the story “The Yellow Gas
Balloon” from the Literacy 1-2-3 Anthology for Grade 2. The selection should contain
the target words. The students will be asked to point to each word using their pencils as
they follow in their books.
3. The teacher will write one of the target words on the board.
4. The teacher will demonstrate for the students how to use phoneme segmenting and
blending to decode the words. For example:
a. Using self-talk, the teacher will identify and give the sound of each letter of the target
word. S/He will give the sound of each letter as he/she runs a finger under each letter.
b. The teacher will repeat the procedure, inviting students to say the sounds with him /
her. The teacher will increase the speed on each repetition.
c. The teacher will ask students to call the word pronounced.
5. Repeat for all words which have a regular phonetic spelling.
For words with an irregular spelling:

 Call each word.
 Have students repeat and spell the word called. Students will
clap their hands as each letter is called. Repeat the activity until
all the words have been covered. For other words students
could be asked to stomp the feet or snap their fingers.
6. The teacher will ask the students to say the word and write it.

Group 1- Mixed Ability
1. The teacher will divide the group into smaller groups of two or three before giving each
person multiple copies of one or two target words.
2. Each student will be given the opportunity to flash his/ her card while the other group
members will say the word. The flash card will be covered or placed face down on the
centre of the tables.
3. All students will write the word from memory in their note book.
4. The student with the card will ask each child in his/ her group to spell the word. A card
will be given to each student who correctly spells the word.
5. The student who gets the largest number of cards wins.

1. The teacher will record all the target words on the board.
2. S/He will help students to create a poem, jingle or story using the target words.
3. Students will read the piece created.

1. Each student will be given a set of letter tiles. (N.B. Ensure that there are enough letters
to accommodate those words which have multiple occurrence of a letter/letters.)
Students will use their letter tiles to create the words called by the teacher. Students will
write the correctly spelt word in their notebooks.
2. Students will read a short passage containing the target words to the teacher.

1. The students will use the words in their notebooks to write sentences.

1. Working in pairs, students will use all the day’s target words to create sentences on
sentence strips.
2. Students will be instructed to write the targeted word as creatively as possible, for
example, using letters cut out from magazines or newspapers, crayons, glitter glue etc.
For example,
The boy to the top of the pear tree.

1. Each group will present their final piece to the entire group.

Evaluation:

COMPREHENSION LESSONS: SAMPLE PLAN 1
Comprehension Lessons: Sample Lesson Plan 1

Grade: Two
Duration 1 hour
Unit Title: Satisfying Basic Needs
Focus Question: How am I Educated?
Topic: Comprehension
Sub Topic: Story Elements- Characters
Attainment Targets:
1. Read for meaning fluency and enjoyment
2. Respond critically and aesthetically to literature and other stimuli
Objectives:
1. Identify characters in a story
2. Describe at least one character in a story
3. Express thoughts and feelings about a story character
Skills: reading, writing, listening, viewing and speaking.
Materials: Story-Aunt Bev and the New Van- Read with Me, Literacy 1-2-3 Grade 2 Primary
Anthology.
Strategies: Directed Reading Listening Activity (DRLA)
Content:
A character is anyone or thing who plays a part in the story. Characters may be people, animals,
plants or objects. Characters that are not people may sometimes behave like humans, doing
things that humans do. Characters have different qualities or traits. Some words we may use to
describe a character are kind, mean, helpful, selfish, happy, and sad. The actions of the
characters give us a clue about their qualities or traits.

Procedure:

1. The teacher will instruct students to list the people they encounter as they listen to pages
54 and 55 of the story Aunt Bev and the New Van.
2. The teacher will review the list the students suggested and have them state what the
person(s) did in the story.
3. The teacher will define the term ‘character’.
4. The teacher and students will review the list and allow students to make changes based
on the definition of a character. Students will be asked to give a reason for (justify) any
changes they suggest.

Group 1 (Mixed Ability- At and Below Grade Level)
1. The teacher will use self-talk to model for students the process of identifying the
character traits of the persons suggested in the whole class activities above. The
teacher will say for example:
Example C1-1 Self-talk Model
 One of the characters in the story was Father.
 What can I say about Father?
 I know that the book said that he can fix things.
 What word could I use to describe someone
who is good at fixing things?
 Someone who is good at fixing things is skilful.
 I can say then that Father is skilful because he can fix things.
2. The teacher and students will read selected portions of the story and using the table
below, the teacher will guide students into identifying the traits of the other
characters.
Example C1-2: Identifying Traits of Characters
Character (who) Character Trait Reason (why - from the book,
(quality) or your experience)
Father is skilful because he fixes things
Janet is helpful because she helps her
father to fix his truck


1. The students will draw a picture of 2 of their favourite characters and write two or three
sentences stating what they liked most about those characters. The sentences should
include words that describe the traits of the characters. Students share their work with a
classmate.

1. The teacher will place students in pairs. Assign pages from the story to be read to each
pair of students. Ask the students to identify and list the characters they encounter in
reading the pages.

1. The teacher will review the students’ list of characters.
2. Using Table 1 above as guide, the teacher will share with the students, information about
the character(s) s/he encountered during the reading.
3. The teacher will ask each pair of students to use Table 1 above to guide them as they
share something about one character they encountered during their reading.
4. The teacher will record the responses on a chart to be displayed in the class.
Group 3 (Above Grade level)

1. Students will be asked write a Character Report from a selected storybook in the
Literacy corner or from their class readers. See below for a sample of the Book Report
Form.

1. Students will share the products as follows
a. Group 1- One or two students will share picture and sentences developed in the
Independent activity session. Other pictures may be displayed in the classroom.
b. Group 2- One or two students will report on chart/table produced during Teacher
Guided session
c. Group 3- Select one or two students to read their report. The other reports may be
mounted in the classroom.

Evaluation:

Example C1-3: My Character Report
My Name: ______________________________________ Date: ________________________________

Title of Book: ______________________________________________________________________________
Characters: _______________________________________________________________________________
The character( s) I like the best
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I liked this / these character(s) because

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
The character(s) I liked the least
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I did not like this/these character(s) because

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
A Picture of My Favourite Character


Grade: Two
Duration: 1 Hour
Sub-topic: Predicting Outcome
Attainment Target:
1. Read for meaning, fluency and enjoyment
Objectives:
By the end of the lesson students will:
1. Predict what is going to happen in a story.
2. State what they can use to help them make predictions about a story (title, picture, story
events, and personal experiences).
3. Confirm/ modify their predictions as the story is read to them.
Skills: reading, writing, listening, predicting
Materials: Literacy 1-2-3 Text: ‘Big and Strong’, story of ‘Cinderella’ and Snow White,
pictures from the story of Cinderella, sentence strips
Strategies: Read Aloud, Think Aloud,
Content:
When we make a prediction about a story we make a guess about something that will come later
in the story. You can use clues such as pictures, words and sentences from the story, together
with what you know from your experiences, to figure out what will happen next. You may
change your prediction as you read on in the story. While you are making your predictions you
should check to see if they are supported by the story.

Procedure:
1. Teacher tells students that they are going to practice their predicting skills.
2. Ask students to share their views about what they think is meant by making a prediction.
3. Engage students in a discussion based

on their responses about making
predictions.
During the discussion introduce the tip
to the students.
4. Model, using Think Aloud, the tip to

students, using the story, ‘Big and
Strong.’
a. Ask questions as you proceed, to
elicit information that confirms or
disconfirms predictions made.
b. As you read stop at predetermined
portions of the text to engage
students in short discussions so that
they can revisit their predictions, to
confirm, modify or make further
predictions.
5. Model the strategy again using the story, ‘Snow White’.
a. Introduce students to the cover and the title of the book and ask them to make
predictions. Use questions such as:
 What will the story be about?
 Why do you think so?
 What helped you to come to that decision?
b. Ask students to supply textual and personal support for the decisions they make.
6. Share with students that they may change their prediction as they read on in the story.
They should check that their predictions are supported by the story.


Group 1
1. Provide the following facts and using questioning, guide students to give (2) two possible
outcomes/conclusions and supporting evidences for the conclusions drawn.
Facts
Fact 1: Cinderella was unhappy.
Fact 2: The prince loved her.
Fact 3: Cinderella’s stepmother and step sisters hated her.
2. Guide students to complete the activity through the following questions:

a. Why was Cinderella unhappy?
b. What facts are given to support the idea that she was unhappy?
c. Do you think the prince will help her? Why? Why not?
d. What are the facts that help you to say what you say?
e. How do you think the story will end? (Conclusion/outcome)

1. Students will use facts from a story, as provided by the teacher, to make predictions.
(See table below)
Example C2-1: Using facts to make predictions
Story Title
Possible outcome/
Facts Prediction Supporting evidence
1.
2.
3.

Group 2
1. Ask students to complete the worksheet below or one similar to it.
Example C2-2: Predicting Outcomes Worksheet

Predicting Outcomes Worksheet
1. Using pictures from the ‘Cinderella’ story students write a simple sentence about
what you think is happening in each picture.
2. Write a sentence to say how you think this story will end?

1. Teacher reads the Cinderella story to the group. While reading he/she stops at pre-
determined intervals to question students as to whether what they wrote is aligned to what
was read to them and invite them to make adjustments where necessary
2. Encourage students to provide supporting evidences for adjustments made

Group 3
Provide a worksheet with sentences/short scenarios. Ask students to complete the worksheet by
providing the possible outcomes for each sentence/scenario presented.
Example C2-3: Predicting Outcomes Worksheet Sample 2

Sentence 1: Mother gave John $100 for his lunch money and he lost it.
What do you think will happen to John?
Possible outcome/s:
a. He will ask his friends for lunch
b. He will report to his teacher who will give him lunch
c. He will go home for lunch
d. He will go without lunch
Sentence 2: Mary returned late from school. Her mother is angry with her.
Possible outcomes:
a. Mother gave her a warning
b. Mary is punished
Sentence 3:
Possible outcome/s:
Sentence 4:
Possible outcome/s:


1. Each group shares what they have done.
2. Remind students that good readers use text titles, pictures, story events and personal
experiences to make predictions about a text.
Evaluation:

Story of Cinderella
Once upon a time there lived an unhappy young girl. Her mother was dead and
her father had married a widow with two daughters. Her stepmother didn't like her
one little bit. All her kind thoughts and loving touches were for her own daughters.
Nothing was too good for them - dresses, shoes, delicious food, soft beds, and
every home comfort. But, for the poor unhappy girl, there was nothing at all- no
dresses, only her stepsisters’ hand-me-downs- no lovely dishes, nothing but scraps-
no rest and no comfort. She had to work hard all day. Only when evening came
was she allowed to sit for a while by the fire, near the cinders. That’s why
everybody called her Cinderella.
Cinderella used to spend long hours all alone talking to the cat. The cat said,
“Meow”, which really meant, “Cheer up! You have something neither of your
stepsisters has and that is beauty.” It was quite true. Cinderella, even dressed in
old rags, was a lovely girl while her stepsisters, no matter how splendid and
elegant their clothes, were still clumsy, lumpy and ugly and always would be.
One day, beautiful new dresses arrived at the house. A ball was to be held at the
palace and the stepsisters were getting ready to go. Cinderella didn't even dare
ask if she could go too. She knew very well what the answer would be: “You?
You're staying at home to wash the dishes, scrub the floors and turn down the
beds for your stepsisters.” They will come home tired and very sleepy. Cinderella
sighed, “Oh dear, I'm so unhappy!” and the cat murmured “Meow.”
Suddenly something amazing happened. As Cinderella was sitting all alone, there
was a burst of light and a fairy appeared. “Don't be alarmed, Cinderella,” said the
fairy. “I know you would love to go to the ball. And so you shall!” “How can I,
dressed in rags?” Cinderella replied. “The servants will turn me away!”
The fairy smiled. With a flick of her magic wand Cinderella found herself wearing
the most beautiful dress she had ever seen. “Now for your coach,” said the fairy;
"A real lady would never go to a ball on foot! Quick! Get me a pumpkin!” “Oh, of
course,” said Cinderella, rushing away. Then the fairy turned to the cat. “You,
bring me seven mice, and, remember they must be alive!”
Cinderella soon returned with the pumpkin and the cat with seven mice he had
caught in the cellar. With a flick of the magic wand the pumpkin turned into a
sparkling coach and the mice became six white horses, while the seventh mouse
turned into a coachman in a smart uniform and carrying a whip. Cinderella could
hardly believe her eyes.

“You shall go to the ball Cinderella. But remember! You must leave at midnight.
That is when my spell ends. Your coach will turn back into a pumpkin and the
horses will become mice again. You will be dressed in rags and wearing clogs
instead of these glass slippers! Do you understand?” Cinderella smiled and said,
“Yes, I understand!”
Cinderella had a wonderful time at the ball until she heard the first stroke of
midnight! She remembered what the fairy had said, and without a word of
goodbye she slipped from the Prince’s arms and ran down the steps. As she ran
she lost one of her slippers, but not for a moment did she dream of stopping to
pick it up! If the last stroke of midnight were to sound... oh... what a disaster that
would be! Out she fled and vanished into the night.
The Prince, who was now madly in love with her, picked up the slipper and said to
his ministers, “Go and search everywhere for the girl whose foot this slipper fits. I will
never be content until I find her!” So the ministers tried the slipper on the foot of
every girl in the land until only Cinderella was left.
“That awful untidy girl simply cannot have been at the ball,” snapped the
stepmother. “Tell the Prince he ought to marry one of my two daughters! Can't
you see how ugly Cinderella is?”
But, to everyone’s amazement, the shoe fitted perfectly.
Suddenly the fairy appeared and waved her magic wand. In a flash, Cinderella
appeared in a splendid dress, shining with youth and beauty. Her stepmother and
stepsisters gaped at her in amazement, and the ministers said, “Come with us
Cinderella! The Prince is waiting for you.”
So Cinderella married the Prince and lived happily ever. As for the cat, he just said
“Meow!”
Image of Cinderella and Prince retrieved on October 7, 2014 from

http://img4.wikia.nocookie.net/__cb20131229122626/disney/images/6/63/Cinderella_and_Prince_Charming.jpg


Grade: Two
Duration: 1 Hour
Unit Title: Satisfying our needs
Focus Question: How do people and goods move from place to place?
Sub-topic: Making Inferences
Attainment Target:
Read for meaning, fluency and enjoyment
Objectives:
1. Answer questions at the inferential level
2. Provide supporting evidences to answers given
Skills: analyzing, listening, reading, discussing.
Materials: Pictures depicting a story, story
Strategies: Question Answer Relationship (QAR), Directed Reading Thinking Activity (DRTA)
Content:
An inference is a conclusion reached on the basis of evidence, meaning and reasoning. The
answers to the questions are not clearly stated in the text, but by looking at information in
different parts of the text and using your experience you can get an answer. The title and pictures
in the story can also give you hints that will enable you to make inferences.

Procedure:

1. Tell students that a story has clues that tell them what the story will be about before they
read it. These clues are the title as well as the pictures on the cover of the book and in the
story
2. Present the title and pictures on the cover of a select story. Ask students to say what they
think the story will be about.
3. Ask students to explain how the title and pictures on the cover support their responses
4. Do a Picture Walk of the story
5. Give students the opportunity to change their predictions if necessary
6. Guide students in providing evidences from the Picture Walk to support their responses
7. Read the story or part of the story to students and stop at points to ask questions that will
require them to engage in inferential thinking
8. Model how to use cues in the story and their experiences to answer the inferential
questions asked (Include questions such as, How do you think…, Why do you say so?,
Which word/s, picture/s sentence/s give you a clue…?
9. Engage students in practicing how to search for answers to questions posed- Example,
reading more than one sentence, identifying cue words, examining pictures
10. Remind students that text titles, pictures, words and sentences in the story provide clues
that will help us to answer questions.
Group 1
1. Provide a short passage/story with questions set at the inferential level
2. Engage the group in reading the passage/story along with you
3. Guide students in searching for clues that will help them in answering the questions
4. Have students read the clues from the story as well as share personal experiences that
support their responses

1. Provide a set of pictures
2. Have students, working in pairs, use the pictures to help them complete a frame similar to
the example provided below

Example C3-1
Pictures Sentences Clues
Picture 1 I think the people in the There is a smile on their
picture are (sad, happy) faces. They are hugging each
other
Picture 2 I think they are at a I see someone dressed as a
hotel/church waiter. I have been to a
hotel before and the building
looks like a hotel
Picture 3 I think they are having a I see the people eating, and
picnic at the zoo/school playing games. People eat
and play games at picnics. I
see many animals in cages.
Animals are sometimes kept
in a zoo. My family had a
picnic at Hope Zoo. This
place looks like a zoo.
1. Students share their work with another pair of students
Group 2
1. Provide students with copies of a short story and a worksheet.
2. Students work in pairs to answer a set of inferential questions about the story.
Ask questions such as, Who do you think …? What do you think …? How do you know…?
See sample below.
Example C3-2: Sample Work Sheet on Inferential Questions
Question Answer Clues/ Evidence

Who do you think will Kevin will win the race. The story says that he is
win the race? a fast runner.
What do you think will I think she will get to I see her father in a
happen to Sue? school on time today. new car.

1. Have students share their responses to the questions posed in the independent activity
session of the lesson, including supporting evidences.
2. Provide another short passage/story and a set of inferential questions.
3. Work with students to answer the questions and to search for supporting clues.

Example C3-3: Sample text with inferential questions
The boy stood under the mango tree that was laden with ripe juicy
fruits. Suddenly the dog started barking angrily and rushing towards
the boy. The boy jumped over the fence.
Questions:
1. Why do you think the boy was under the mango tree?
2. Why did the boy jump over the fence?
3. What do you think the dog would have done to the boy?
4. Do you think the dog knew the boy?
Group 3
1. Provide a set of pictures to depict a story.
2. Students will work in pairs to do the following:
a. Write a story based on what they think is happening in the pictures.
b. Give a title to the story.
3. Students will share their story with another pair of students.

1. Have students share their work
2. Remind students to use text titles, pictures, words and sentences in a text as well as their
experiences to answer inferential questions.
Evaluation:


Grade: Two
Duration: 1 hour
Unit Title: Living together as a family
Topic: Comprehension - Identifying Cause and Effect Relationship
Attainment Targets:
2. Respond critically to literature and other stimuli.
Objectives:
1. Identify cause and effect relationship in sentences or stories
2. Establish cause and effect relationship in sentences or stories
3. Write sentences using signal words to show cause and effect
Skills: Comprehension- identifying a cause, identifying an effect
Materials: “Big and Strong” Read With Me, Literacy 1-2-3Grade 2 Anthology, Graphic
Organizer, worksheets, other stories depicting cause an effect.
Technology: http://www.youtube.com/watch?v=bWK0PF_-fc8 Song which gives students an
introduction to cause and effect.
http://files.havefunteaching.com/worksheets/reading/cause-and-effect/cause-effect-worksheet-
2.pdf Worksheet with sentences on cause and effect.
Strategies: Think Aloud, Questioning, Graphic Organizers

Content:
A cause is the reason for an event or action and an effect is the result of an action or event.
Some words which help us to understand the cause and its effect are if, and, so and because.
Examples:
 If I eat my vegetables I will grow big and strong.
 My parents took me to the clinic because I was sick.

Procedure:

1. The teacher will direct pupils to listen as s/he reads pages 1-11 of the story Big and
Strong.
2. To introduce the idea of a cause and its effect, the teacher will ask students to give some
of the reasons for main character’s growth as suggested by the other characters in the
story.
3. The teacher will then define the terms cause and effect.
4. The teacher will have the students watch the YouTube video “Cause and Effect” at
http://www.youtube.com/watch?v=bWK0PF_-fc8
5. Using the examples presented in the video, the teacher will extend and strengthen the
main points about a cause and its effect.
6. The teacher will ask students to suggest their own examples of causes and their effects.
7. The teacher will document these examples on the board, using different colours to
highlight the cause and the effect in the statements given.

Group 1
1. Students will be given a worksheet with short scenarios written at grade level.
2. Students will identify and write under the appropriate heading the cause and effect in
each scenario or story.

1. The teacher will review the worksheet activity completed in the independent section and
provide feedback.
2. The teacher and students will read another short story or passage where the cause and
effect relationship is depicted using signal words such as because, and or so.
3. The teacher will ask students to identify the cause and effect in the story.
4. S/he will also ask students to indicate which word linked the action (cause) to the effect
(result). Students should be guided to identify the signal words used in the passage/
sentence. Discuss the usefulness of signal words to link cause and effect.
5. Using a Think Aloud to demonstrate, the teacher will provide additional practice with
more examples, before allowing students to independently write two sentences ,using
signal words to show cause and effect relationship.

Group 2
1. Students will be given a short story or scenario(s) at the appropriate reading level.
Students will read story. The teacher will pose specific questions to help students as s/he
guides them through the process of identifying the cause and effect in each scenario or
story. For example:
a. Who / what was the story about?
b. What action or event occurred?( effect)
c. Why did that action occur? ( cause)
2. What words helped you to identify the effect?
3. Students will write the identified cause or effect under appropriate heading of a graphic
organizer or table. See Examples C4-2 and C4-3 on the next page.

1. Students will be asked to write a suitable cause or effect to complete the sentences given.
Example C4-1
Write a suitable cause or effect to complete the following sentences.
a. Ann bought some flowers because _________________________ .
b. _______________________because he got a prize.
c. If you eat your vegetables __________________________________ .
Group 3
1. Students will be given a worksheet with short scenarios at grade level. Students will
identify the cause and effect in each scenario presented. (N.B. Worksheets may be
downloaded at http://files.havefunteaching.com/worksheets/reading/cause-and-
effect/cause-effect-worksheet-2.pdf)
2. Students will write and illustrate four sentences demonstrating Cause and Effect.

1. Students will share the products of their independent work.

Evaluation:
Samples for Group 2

Example C4-2: Representing ‘Cause and Effect’ in tabular format
Effect Cause
The man fell His shoelaces were untied

Example C4-3: Representing ‘Cause and Effect’ with a graphic organiser


Grade: Two
Duration: 1 Hour
Topic: Reading Comprehension - Finding Main Ideas
Attainment Targets:
1. Read for meaning, fluency and enjoyment.
2. Respond critically to literature and other stimuli.
Objectives:
1. Identify the main idea of a passage
2. Locate supporting details.
Skills: Reading, listening, speaking
Materials: Short Passages (teacher-made or other texts) centred around the unit title, Chart,
PowerPoint Presentation on Main Idea, multi-media projector.
Strategies: Questioning, Choral Reading, Read Aloud, Think Aloud
Previous Knowledge: Students already know the elements of a story.
Content:
Main idea is like the ‘heart’ or the ‘big point’ of the text or paragraph. It tells you what the story
is about. The main idea may be the lesson learned or the moral of the story. It is the most
important part of the story or paragraph. Sometimes the reader can tell the main idea from the
title. The supporting details are the things that describe the main idea and tell us more about it.
The supporting details make the main idea stronger.

Procedure:
1. Teacher projects a power point presentation depicting a passage. She reads it along with
the students.
Example: What’s the Point?

I live in an extended family setting. Mom loves to travel. She tells me to
behave in school. I always go to bed early at nights. Tomorrow I will play
with my friends.
2. Teacher asks the students if they understood what the passage was mostly about. Teacher
guides students to see that it was made up of different ideas that didn’t link together. The
passage did not have a main idea.
3. Teacher emphasizes that every story or paragraph should have a main idea. Students will
be engaged in a brainstorming session about what a main idea is. Teacher will record
students’ responses on a chart/ chalkboard. She then shares what a main idea is. She
shares another version of the passage projected earlier.
Example: I live in an extended family setting. My grandmother, grandfather

and an aunt live with us. I like to live in this kind of family setting
4. Teacher asks the question- What is this story mostly about?

Point out that the main thing the story is telling is that “I live in an extended family
setting”. She underlines the sentence.
5. Share that the other sentences tell more about the extended family and are called
supporting sentences.
6. Make a power point presentation to show examples of main idea questions, key words
and phrases for further vocabulary development and meaning making. ( See table below)
The main idea questions can be asked in different ways:

The main idea in the passage is … The passage is mainly about ….
Key Words: mostly, main, theme, best title, best describes, sums up, topic
7. Explain that the main idea, in many cases, is the first sentence of a paragraph.
8. Teacher projects another short passage and models, using the Think Aloud strategy, how
to find the main idea and supporting details of a text. She asks questions such as: I
wonder what this passage is about? What is the writer trying to say? What lesson
can I learn from this?
9. Record the main idea and share with students how the other sentences tell more about the
main idea.
10. Take students through a chart/poster depicting the steps to finding main idea and
supporting details. (See chart at the end of the lesson)


Group 1:
1. Given a short passage about “Family”, the teacher guides students to make a main idea
poster for their class. They use the Main Idea Chart/poster as a guide. The poster should
highlight clues to help them understand how to find the main idea of the given passage.

1. Students write in their Learning Log, 2 things that they learnt that will assist them in
identifying main ideas
2. Students share their work with 2 classmates
Group 2:
1. From a given passage, use self-questioning techniques to find and document the main
idea. The questions that guide the process are:
a. What is the passage mostly about?
b. What could be another title for the passage?
c. Which sentences tell more about the main idea?
d. What are some important key words listed in the passage that help me find the main
ideas?

1. Teacher use the Main Idea Chart mentioned in the lesson to guide students in developing
a simple brochure with tips for identifying Main Ideas.
Group 3:
1. Given teacher prepared passages, the students (a) read and underline the sentence which
depicts the main ideas (b) strike through the sentence that doesn’t support the main idea.
The activity should be called “Strike the Odd One Out”
2. Students share their work with classmates for feedback.

1. Each group makes a presentation on the task(s) given.
2. Teacher reinforces what the main idea of a text is and the strategies to be used to find the
main idea.

Evaluation:
Main Idea Chart mentioned in the lesson
Source:https://encryptedtbn3.gstatic.com/images?q=tbn:ANd9GcQvm_iR32AnkX21UiCr2AIH-
51Gys4JxX2fNpD6flEppHDejNCF


Grade: Two
Duration: 1 Hour
Topic: Summarizing
Attainment Target:
1. Read for meaning, fluency and enjoyment.
Objectives:
1. Select the best summary for a paragraph
2. Write a sentence to summarize a paragraph and/or short story read
Skills: Reading, identifying main points, recording, writing, thinking

Materials: Paragraphs or short stories, worksheet
Strategies: Questioning, Summarizing
Content:
When summarizing, we use as little words as possible to tell the important points about an event
or idea. When we write a summary we should ensure that we
a. State the most important points, details or ideas (main ideas)
b. Use as few words as possible
c. Leave out information that we do not need
Procedure:
1. Display and read aloud with students a long and a short account of an incident which
happened.
2. Ask students to compare both versions stating the similarities/ differences between the
two reports. E.g. identification of who was involved, where the incident occurred, when it
occurred, length of reports, etc.
3. Explain the concept of a summary and the steps in writing a summary.
4. Ask students which of the two reports represents an example of a summary and why
5. Review the steps to be used in creating a summary.

6. Using a table to record observations, guide students to use the criteria given to identify
the summarized report of the two examples. Questions to be used in the evaluation are :-
 Was the most important information about the event stated?
 Was the account short?
 Did the report include information that we did not need to know?
 Did you use your own words to write your summary?

Group 1-(Mixed Ability)
A. Teacher-Guided (15 minutes)
1. Give students a new paragraph and a checklist with the words- Who, What, Where,
When, How, Why.
2. Read paragraph with students and help them to identify the answers to these questions.
3. Show students how to use the information to create a summary sentence using the
sentence pattern, Who -What –Where/ When –Why/How.

1. Give students a paragraphs or short stories on a worksheet and ask them to use the pattern
given to create their own summary sentences.
Group 2- (Mixed Ability)

1. Provide students with worksheet. Ask students to match each paragraph with the most
appropriate summary.
B. Teacher-Guided (15 minutes)

1. Have students share their work done in the independent session and provide feedback.
2. Give students a new paragraph.
3. Write the questions Who?, What?, Where?, When?, How?, Why?, on the chalkboard.
4. Read paragraph with students and help them to identify the answers to these questions.
Record the responses.
5. Show students how to use the information/responses to create a summary sentence using
the sentence pattern, Who -What –Where/ When –Why/How.
6. Support students as they use the steps/pattern.
7. Ask students to summarize two or three paragraphs using the steps/pattern taught.

Group 3- (Mixed Ability)

1. Give students worksheets with four short stories.
2. Ask students to read the passages and select an appropriate title.
3. Using the cloze passage format, have students write a summary for each story.

1. Have a presenter from each group share his/her summary.
2. Sing the song “summarize” to close.
Evaluation:

Example C6-1: Song on “Summarize”
Summarize
To make content simpler
And make big text smaller
Summarize (clap, clap)
State the main ideas,

Important points and details
Use as few words as possible,
Include only what we need,


FLUENCY LESSONS: SAMPLE PLAN 1
Fluency Lessons: Sample Lesson Plan 1

Grade: Two
Duration: 1 Hour
Topic: Reading Fluency
Attainment Target:
Read for meaning, fluency and enjoyment.
Objectives:
1. Chunk sentences into meaningful phrases.
2. Read with expression.
3. Read smoothly.
4. Pay attention to punctuation marks while reading
Skills: Reading, listening, speaking
Materials: Teacher-made passages, sentence strips, tape recorder, story - ‘Another Family’
Strategies: Chunking, Echo Reading, Choral Reading, Repeated Reading
Content:
Fluency is the ability to read smoothly with proper speed, accuracy and expression.
Chunking is a technique to encourage the student to read phrases that represent meaning rather
than separate words. Chunking helps comprehension and fluency by grouping words into thought
units rather than word-by-word.
FLUENCY TIP
Good readers pay attention to punctuation marks while reading. They read in
phrases rather than word by word.
Good readers also read with expression.

Previous Knowledge: Students already know that they should attend to punctuation marks
while reading.
Procedure:
1. Explain the focus of the lesson. Share that fluent reading aids comprehension
2. Engage students in the choral reading of a short passage.
3. Tape record the reading
4. Play the reading and ask students to comment on how the reading sounds
5. Draw lines (chunking) between each phrase and model reading the passage
6. Share that when we read we should pay attention to punctuation marks, read with
expression and read smoothly. Share the fluency tip.
7. Have students comment on your reading
8. Have students read along with you
9. Have students read the passage again using the chunked version
10. Tape record the reading
11. Replay students’ first and second readings and have them compare both readings
12. Provide practice in chunking and reading with another short passage or sentences.
Group 1
1. Give students a short script
2. Have groups of 3 chunk the script into phrases
3. Each group shares its work with 2 other groups
4. Students practice reading the chunked script

1. Teacher reviews the groups’ chunked script
2. Discuss Fluency Checklist with students.
3. Ask each group to read its work. Remind them to pay attention to punctuation marks and
to read smoothly
4. Engage students in assessing each group’s presentation using the Fluency Checklist,

Fluency Checklist
Yes No
Did they chunk the passage correctly?
Did they pay attention to Punctuation Marks while reading?
Did they read with expression?
Did they read smoothly?
Group 3 (Non Fluent Readers)

1. Have students practise breaking sentences into chunks.
2. Model reading the sentences.
3. Have the whole group read along with you.
4. Have small groups and individuals read the sentences.
5. Provide feedback using the Fluency Checklist.
6. Guide students in chunking other sentences.
7. Have pairs and small groups read the sentences to you.
8. Have students provide feedback to their classmates, using the Fluency Checklist.

1. Provide each student with a set of sentences.
2. Students chunk the assigned sentences.
3. Students practise reading these sentences to their elbow partner (person sitting beside
you).
4. Students assess their partner’s reading using the Fluency Checklist.
Group 3
1. Place students in groups of two or three.
2. Provide each group with a chunked section of the text, Another Family, as well as
individual copies of the Fluency Checklist.
3. Instruct groups to
a. practise reading their section to their group members.
b. read their section of the story to at least two other groups, who will provide feedback
using the Fluency Checklist.

1. Each group presents the activities given.

2. Students provide feedback on the presentation, using the Fluency Checklist.
Evaluation:

Fluency Lessons: Sample Lesson Plan 2

Grade: Two
Duration: 1 hour
Topic: Fluency
Attainment Target:
Read for meaning, fluency and enjoyment.
Objective:
1. Read grade level texts in phrases
Skill: Reading in phrases
Materials: Phrase strips with phrases from story, pocket chart, Literacy 1-2-3 reader “Careful
and Carefree”, flash cards, phrase cards, Passage for Reader’s Theatre
Strategies: Echo Reading, Paired Reading, Readers’ Theatre
Content:
To understand what we read we must be able to call the words accurately and read at a speed that
is not too fast or too slow. It is also important we use the sound of our voice to help the listener
to understand what we read (expression). By doing all of these things our reading becomes clear.
When we read clearly and accurately we call it fluency.

Procedure:

1. Read a sentence, first, word by word, then in phrases to students.
2. Ask students to tell which reading was easier to understand and why.
3. Confirm correct answers and state reason(s).
4. Give an explanation of fluency in reading (see content) to pupils.
5. Display the sentence cut into phrases in a pocket chart.
6. Model fluency by reading to and with pupils, sweeping fingers under each phrase (I/ do
not play /with anything /that could be bad/ for me).
7. Display a phrase pyramid and have pupils read and predict what will come next in the
pyramid; display the phrases in the following order:
Example F2-1: Phrase Pyramid
OR
a. I do not play
b. I do not play with anything
c. I do not play with anything that could be bad
d. I do not play with anything that could be bad for me

8. Read the completed sentence and direct pupils to listen for the pauses (I do not play/ with
anything/ that could be bad/ for me.)
9. Students will practice by reading sentences in phrases as modelled by teacher.
10. The teacher and students will practice phrasing by echo reading the first or a few pages of
the book, Careful and Carefree. (Students will follow in their little books)

Group 1- Below Grade Level
A. Teacher-Guided Activity (20 minutes)
1. Teacher will guide students in echo reading phrases from the story while gently gliding
the fingers under the words.
2. Students will then locate and read an identified phrase from their books, as directed by
the teacher.

1. The teacher will give sentence strips from the story to students. The strips will have the
phrases highlighted.
2. Students will practice reading in pairs.
Group 2- At Grade Level

1. Students will echo read the text in pairs.
2. They will play a flash card game with phrases from the text, provided by the teacher.
3. Students will arrange the phrases in correct sequence and read the sentences created.

1. Students will read from text to the teacher.
2. The teacher will provide feedback as necessary.
Group 3- Above Grade Level

1. The teacher will give students a passage suitable for Readers’ Theatre.
2. Students will practice reading with each other, using the Readers’ Theatre strategy.

1. Students from Group 3 will share passage in a Readers’ Theatre.

Evaluation:

STUDY SKILLS: SAMPLE PLAN 1
Study Skills: Sample Lesson Plan 1

Grade: Two
Duration: 1 Hour
Topic: Gathering Information
Attainment Targets:
1. Apply study skills and be able to search for information
2. Give and receive information
Objectives:
By the end of this lesson pupils will be able to:
1. Give a simple definition of a questionnaire
2. Develop a questionnaire
3. Use questions developed in class to conduct an interview
Skills: Reading, writing, speaking, listening, thinking, interviewing
Materials: “Just A Quick Look”, Read With Me, Literacy 1-2-3 Grade 2 Primary Anthology,
sample questionnaire, graphic organizer, Checklist for Construction of Questions
Strategies: Read Aloud, Questioning,
Content: A questionnaire is a list of questions that is used to get information for a given
purpose. Some examples of questions that can be found in a questionnaire are:
 What is your name?

 Where do you live?
 What is your date of birth?
 What is the name of your mother/father?
 What is your sex? male / female

Procedure:
1. Read to students pages 18- 24 of the play “Just A Quick Look” in the Literacy 1-2-3
Grade 2 Primary Anthology. Students will discuss the procedure that was followed when
the children were lost. (The father went to the police to report the children as being
missing. The police officer asked questions for his report).
2. Ask students to suggest the questions or information the Constable would have needed to
help him/her to find the children.
3. The teacher will record the information on the chalkboard as the responses are given by
the students.
4. Suggest to the children that the police officer could have given the father a questionnaire
to complete.
5. Provide students with a definition and example of a questionnaire.
6. Turn students’ attention back to the scenario of the lost child. Using the responses given
assist students in formulating questions which could have been included in a missing
person questionnaire. Example:
i. What is the person’s name?
ii. Is the person a boy or girl?
iii. How old is s/he?
iv. How tall is s/he?
v. What was s/he wearing?
vi. Where did you last see the person?
vii. What time did you last see him/her?
viii. What is the person’s address?
7. The teacher will explain to students that this questionnaire was specifically for lost
children but that you may create and use questionnaires for other reasons e.g. health and
employment information
8. Discuss other items that could be included in a questionnaire e.g. weight, school, family
members/ next of kin.
Group 1
1. Using the missing person’s questionnaire the teacher will help students to create a play
depicting the conversation between the police constable and the parents as they report the
loss of the children.

1. Students will practice the play for presentation to the class.

Group 2
1. Students will formulate questions to be used to generate personal information about a
family member.

1. The teacher and students will review the questions created, ensuring that they were
written in Standard Jamaican English. Students will make corrections as necessary.
Group 3
1. Students will be asked to use the graphic organizer below to guide them in writing
questions for an interview with a friend.
Example S1-1: Graphic Organizer for Writing Task
Date of
birth
Type of
Name
family
My
Family
Friend
Address
members
Favorite
food
2. Students will use the Checklist for the Construction of Questions to ensure that the
questions were written in Standard Jamaican English.

Students in
a. Group 1 will present the play.
b. Group 2 will share examples of the questions included in their questionnaire
c. Group 3 will use the questionnaire created to interview a classmate.

Evaluation:
Example S1-2: Checklist for Construction of Questions

Yes No
1. Does a question word e.g., who, where, what, how when, was,
did begin my sentence?
2. Do all my questions have a subject?
3. Do my questions make sense?
4. Did I use capital letters for the beginning of the sentence and for
proper nouns (special names)?
5. Did I end my questions with a question mark?


Grade: Two
Duration: 1 Hour
Topic: Study Skills - Conducting Interviews
Attainment Targets:
1. Give and receive information.
2. Apply study skills and be able to search for information.
Objectives:
1. Develop questions to ask during an interview.
2. Conduct interviews with classmates
3. Use the Questioning the Author (QTA) as an interviewing strategy
Skills: listening, speaking, viewing
Materials: Literacy 1-2-3 books “Another Family” & “School Rules”, Author’s Chair,
computer, multimedia projector, and internet-YouTube
Strategies: Read Aloud, Questioning the Author (QTA), Think Aloud
Content:
An interview is a conversation between two or more people. Questions are asked by the
interviewer to get information from the interviewee.
QTA: The QTA strategy can be used to help you to get a better understanding of what you have
read by asking questions about the text and the author. Some questions you might ask are:
 What is the author's message?
 Does the author explain this clearly?
 How does this help you to understand what the author said earlier?

Procedure:

1. Share objectives of the lesson with the students.
2. Engage students in a conversation about interviews, interviewer, and interviewee for
vocabulary development purposes.
3. Have students talk about their experiences regarding interviews and share experiences
seen/heard on television, radio or in real life.
4. Share question stem cards with students.
Example S2-1: Question Stem Card
Who?
What?
When?
Where?
How?
What is?
5. Select a short passage that is interesting and can spur a good conversation. Decide
appropriate stop points where you think the students need to obtain a greater
understanding.
6. Use Think Aloud to demonstrate the QTA strategy.
Example S2-2: Examples of questions to guide the Think Aloud process
a) What is the writer trying to say?

b) Who is the author talking about?
c) Why is the author telling me that?
d) Does this make sense to me?
e) What else would I want the author to say?
Guided Practice:
7. Teacher guides students in practicing the strategy, QTA, using the story “Another
Family”. This will be done in the form of an interview where some students will ask the
questions and others, who are authors of the story, provide the responses based on the
information presented in the text.


Group 1
1. Two members of group pretend that they are the authors of the text, “School Rules”.
They sit in the Authors’ Chairs and are interviewed by 2 of their classmates. The
interview is guided by selected questions prepared by the teacher.
2. Other group members will record the responses.
Group 2
1. Pairs of students write at least three questions they would like to ask the author, Suzanne
Francis Brown, who wrote the Literacy 1-2-3 text “School Rules”. The questions can be
based on the pictures displayed on the cover of the book or the text.

1. Invite students to share their questions with the group
2. Teacher engages students in evaluating the questions based on the criteria below.
Did I:
Ask the Who question?
Ask the What question?
Ask the When question?
Ask the Where Question?
Ask the Why question?
Begin my question with a capital letter?
End my question with a question mark?
3. Guide students to revise their questions where necessary.

Group 3:
1. Discuss with students, some of the things about which they would like to interview their
classmates as it pertains to their favourite story.
2. Review the use of question stems in formulating questions
3. Provide students with the Question Stem chart below to guide the questions they will
formulate.

1. Students complete the Question Stem Chart below
Example S2-3: Question Stem Chart

Title of story Favourite Setting Plot Ending/
characters Conclusion
Example: Who? Where? What? How?
What?
What is the title
of your
favourite story?

1. Students share group activities
2. Provide opportunity to clarify/reinforce concepts taught earlier.
Evaluation:


Grade: Two
Duration: 1 Hour
Topic: Study Skills
Sub Topic: Categorization
Attainment Target:
Apply study skills and be able to search for information
Objectives: By the end of the lesson students will be able to:

1. Put information into categories
2. Write simple sentences, using select words from each category
Skills: Categorizing, listing, writing, spelling
Materials: word cards, picture-word cards, chart paper, pictures, letter cards, word cards, chart
with list of jumbled family names, story- “Wendy’s Wonderful Week”
Strategy: Sorting
Content:
When we categorize we put things that have similar qualities together.

Procedure:
1. Show the class pictures of different family members engaged in various activities. For
example, at church, a wedding, a birthday party, cooking, praying washing, shopping, etc.
2. Engage students in a short discussion about the activities being suggested in each picture.
3. Elicit from students, sentences to represent these activities.
4. Have available, labels naming each activity. Place labels under each picture activity that
is displayed.
5. Have students read aloud the label for each picture activity.
6. Tell students that we can group/categorize people, things, activities, etc. together,
depending on how alike they are.
7. Introduce two categories under which the activities mentioned can be listed, for example,
Family Celebrations, and Chores. (Teacher will have each category written on cartridge
paper in bold print.)
8. Allow students to read aloud the name of each category as it is placed on the board.
Explain to students that each family activity can be best placed under one of the
categories named.
9. Guide students in categorizing the activities based on their similarities - using the two
categories suggested - Family Celebrations, Chores.
10. Do another categorizing exercise with students.

Group 1
1. Give students word cards with the names of relatives in the family.
2. Students categorize the names into two groups – Male, Female (Examples of names-
brother, sister, father, uncle, mother, grandma, aunt, cousin, grandpa, nephew, niece,
king, queen, princess, prince, hen cock, bull, heifer, Jenny, Jack, stallion, mare ).
Example S3-1: Categorizing names as male or female
Male Female
3. Students write one sentence using three words from each category mentioned.
4. Students engage in peer editing-exchange their work with a classmate to get feedback.

Group 2
1. Provide pictures and or words of ‘happy’ as well as ‘sad’ family occasions
(e. g. weddings, funerals, graduations, dinners, picnics, farewell trips, etc.).
2. Engage students in a discussion about what is happening in each activity and how they
are similar or different.

1. Give students a set of pictures. Ask students to work in groups of three to sort the pictures
into two categories- Sad Time, Happy Time.
2. Students select two pictures, one from each category and write a sentence about each.
3. Students engage in peer review - exchange their work with a classmate for feedback.
Group 3
1. Given the book “Wendy’s Wonderful Week” students make a list of the activities Wendy
did on any three days of the week.
2. Students complete a chart by placing Wendy’s activities into the following categories –
Work, Play, Family Time.

1. Review work done by students in the Independent section of the lesson.
2. Provide a set of jumbled names of family members/relatives. Assist students to
unscramble the names, for example, .e.g., isrtes (sister), cnious (cousin).
3. Discuss with students the likely categories for these persons.
4. Guide students as they work in pairs to categorize the words in the table (see Example
S3-1 for table that could be used).
5. The working pairs chose two words from a category and write two sentences.
6. Guide students to provide feedback to their classmates’ work.
Group 4
1. Students engaged in playing the “Word-O” game. Students select a word from a bag and
say the word. Examples- uncle, Christmas, washing, cooking, grandmother
2. Students categorize the selected word under the most suitable category (see Example 3-3
on the next page for example of table that could be used).

Example S3-2: Categorizing words – Word-O game
Male Female Celebrations Chores
3. Each student selects 2 words, one from each category, and write 2 sentences
4. Students share their work with another for comments.

1. Students in the various groups share activities that were done.
Evaluation:


Grade: Two
Duration: 1 Hour
Topic: Study Skills – Pictographs
Attainment Target:
1. Apply study skills and be able to search for information
Objectives:
1. Interpret simple pictographs
2. Construct simple pictographs.
3. Read information and use pictographs to represent the information.
Skills: Tallying, speaking, listening, constructing pictographs
Materials: Literacy 1-2-3 “Another Family,” Sample of pictographs, teacher created story
Strategy: Read Aloud
Content
A pictograph is a type of graph that uses symbols and pictures to represent information. This
type of graph has a “key” which explains what each symbol means and a title which says what
the information is about.

Procedure:
1. Inform students that a pictograph is a graph or chart that uses symbols/ pictures to show
information.
2. Present an example of a pictograph (see Example S4-1) and guide students to interpret it.
Example S4-1: Pictograph 3. Point out that a pictograph must have a

key, title, label, and pictures.
 A title explains what the graph is
about.
 The pictures stand for a given
number of objects.
 The label tells the kind of data that is
shown.
 The key tells how much each
symbol represent.
4. Teacher and students view examples of various simple pictographs shown below.
Example S4-2: Pictograph Example S4-3: Pictograph
5. Guide students to answer questions about each pictograph in Examples S4-2 and S4-3.
Examples of questions:
a. What is the title of this graph?
b. How many animals does one symbol represent?
c. How many elephants are at the zoo?
d. How many students like blue?
e. How many students like red?
f. What did you do to find the answer?

6. Read aloud a short section of the text: “Another Family”.

7. Ask students to pretend that they saw the pretty birds in the nest.
8. Ask students to share the number of birds they saw.
9. Explain that they need a symbol/picture to represent the birds.
10. Teacher uses a symbol, for example, a rectangle to represent a bird to create the
pictograph.
represents one bird
11. Teacher and students create the pictograph to represent the number of birds students
reported seeing.
12. Ask students to assess the pictograph to see whether the important elements- a title, label
and key are included.

Group 1
1. Using questions written on the chalkboard, the group leader elicits information about the
modes of transportation used by students to travel to school. See sample questions below.
Questions:
 How many students travel by bike to school? 3
 How many students walk to school? ___
 How many students take the minibus to school?____
 How many students ride bicycle to school?_____
 How many students take the taxi to school? ______
2. The group leader will document the responses.

3. Working individually, students use the information to complete the pictograph below.
Table1: Pictograph-Ways my Classmates Travel to School
bike
walk
minibus
bicycle
taxi
Key: = 1 student
4. Students exchange their work with classmates for comments

Group 2
1. Teacher reads aloud a teacher prepared passage on family celebrations.
2. Teacher presents questions to students to elicit pertinent information about the various
forms of celebrations mentioned in the story.
3. Question students to find out how many of them participate in these celebratory activities
(See activities mentioned below)
4. Record students’ responses

1. Students construct a pictograph with the information, elicited at step 3 above, using the
template provided.
2. Students share their work with each other, for feedback.
Number of Students Taking Part in Family Celebrations

Christmas
Family Reunion
Birthday
Fathers’ Day
Mothers’ Day
Key: = 1 student
Example of Passage
Family Celebrations
Many families celebrate events together. These events include Christmas, Family
Reunion, Birthdays, Fathers’ Day and Mothers’ Day. Family members get gifts at these
celebrations and especially at Christmas.
Group 3
1. Students read a teacher prepared passage containing the name of various fruits.
2. A group leader questions his/her group mates to find out how many like the various fruits
mentioned in the story.
3. Student leader records the data on chalkboard

1. Teacher reviews the data collected by students in the independent session above
2. Assist students to create a pictograph to represent the data

3. Guide students to review the pictograph to note if the essential elements are included and
if the data is represented accurately.

1. The groups share what they have done.
2. Teacher highlights main points about pictographs and clarifies any misconception that
surfaced.
Evaluation:

GRAMMAR LESSONS: SAMPLE PLAN 1
Grammar Lessons: Sample Lesson Plan 1

Grade: Two
Duration: 1 Hour
Topic: Nouns
Sub-Topic: Proper Nouns
Attainment Target:
Know and use basic skills and the conventions of spoken and written language.
Objectives:
At the end of the lesson students should be able to:
1. Give a definition of a proper noun
2. Explain their understanding of proper nouns by giving two examples
3. Use proper nouns in sentence
Skills: Reading, listening, speaking, writing
Materials: “Big and Strong”- Literacy 1-2-3 reader, cartridge paper, markers, glue, rulers,
scissors, newspaper clipping or story, pictures
Technology: Proper noun song at http://alex.state.al.us/lesson_view.php?id=13232
Content:
Everything you see has a name, these words are called nouns. Some things have special names
these are called proper nouns. A proper noun is the special name given to a person, place, thing
and animal. A proper noun is always capitalized, for example ‘Uncle John’ and ‘Mrs. Jones”.

Procedure:
Whole Group Activities 10 minutes]
1. The students and teacher will read together pages 1-10 of the Literacy 1-2-3 textbook
“Big and Strong”. The teacher will direct the students’ attention to the use of capital
letters to begin the names and discuss the reason for this occurrence (these nouns are
special- they name a specific person, place, animal or thing. They always begin with a
capital letter no matter where they are placed in a sentence.)
2. The students will be asked to sing the proper noun song (see words below) and based on
the song students will be asked to give a definition for proper nouns.
3. The students will then be asked to suggest a special name for a particular person, place,
animal or thing encountered in the story - either in the written text or in the pictures. The
responses will be written on the board.
4. Students will be asked to make oral sentences using the proper nouns listed on the
chalkboard.

1. Students will create a chart about proper nouns. The chart should have the following
features:
 a heading;
 a definition;
 pictures showing one example of a person, place, animal or thing appropriately
labelled with a proper noun;
 four sentences using a proper noun from each category.
Group 2- Below Grade level

Teacher Guided (20 minutes)
1. Students will be encouraged to talk about the places they go to buy groceries
(supermarket), to worship etc. and their responses will be written on the board. The
teacher and students will discuss why their names, school, church, street name and
community building begin with a capital letter.
2. Students will be asked to use proper nouns to complete sentences from the story Big and
Strong.

Example G1-1: Examples of sentences for completion
1. _____________ says if I play football every day, I will grow big and strong.
2. _____________ at the store says if I eat a lot of meat, I will grow big and strong.
3. _____________ says if I go to bed early, I will grow big and strong.

1. Students will draw or cut and paste pictures to match the captions/label given, e.g.,
Fluffy the cat, Joe the farmer, My sister Ann etc.
Group 3- At Grade level

1. Students will be given pictures depicting various persons, objects or animals. Students
will be asked to write a suitable proper noun for the pictures.

1. The teacher will review with students the definition of proper nouns. They will review
the work done in the independent session to determine whether students used proper
names and if capital letters were used for the names.
2. Students will do corrections where necessary then use the names given to write sentences.

1. Students will share the work completed in their independent sessions.
2. The teacher will then divide the class into three groups of mixed ability to play the Proper
Noun Race’.
a. Each group will be given the same copy of a newspaper clipping/ or story. The
teacher will write the headings on the chalkboard (Animal, Person, Place, Thing).
Each group will be asked to find and circle the proper nouns. The group with the
most proper nouns will win the game.

Evaluation:
Proper Noun Songs
Proper Noun Song (to the tune of “Jingle Bells”)

Proper noun, proper noun
Special name we say.
Oh, we need to capitalize
This person, thing, or place.
Proper noun, proper noun
Special name we say.
Oh, we need to capitalize
This person, thing, or place.
Lyrics by Andrea Cotner 2010
http://www.youtube.com/watch?v=527L4AfjyzE (Noun song audio)
http://cotnerfirstgradewiki.wikispaces.com/file/view/Unit+2+Grammar+Songs.pdf

Grammar Lessons: Sample Lesson Plan 2

Grade: Two
Duration: 1 Hour
Focus Question: Why do I need Education?
Topic: Adjectives
Attainment Target:
1. Know and use basic skills and the conventions of spoken and written language
Objectives:
1. Identify and use simple adjectives
2. Work cooperatively
Skills: Reading, speaking, listening, scanning, skimming
Materials: Literacy 1-2-3 Reader “School Rules”, blank word cards, letter tiles, song,
worksheets, word wall
Strategies: Think Aloud, Think-Pair-Share
Content:
1. Adjectives
An adjective is a word that gives more information about a noun. It describes a noun. For
example, an adjective may give more information about size (large), colour (grey),
emotion (happy) or texture (soft).
2. Think Aloud
I can think through the steps to do a task by asking myself some questions or making
some statements such as: So far, I know…., I wonder why…, Hmm, I think…., Could I
…., This made me think of…,
Let me think this through…..
3. Think-Pair- Share
When I share ideas about a solution to a problem with a classmate, we can discuss
different ways to come up with the best solution. First I think for myself, and then I share
with a partner who also shares with me. Next each member in my group shares his/her
idea. Finally we choose the best solution.
4. Concept Sort
Ideas can be sorted into groups so we can see how they connect to each other. You can
begin with headings then place ideas in the correct group ( closed sort) or place the ideas
in groups then give each group a heading (open sort).

Procedure:

Teacher will use a concept sort activity to guide students to identify words which best describe a
stated noun using the following steps:
1. The teacher will place some examples of nouns and descriptors on the chalkboard, e.g.,
elephant, green, rock, funny, clown, rough, grass, big
2. Teacher will demonstrate for students, using the Think Aloud Strategy the process for
matching a noun with a suitable descriptive word as described in Example G2-1.
Example G2-1: Think Aloud Strategy - Matching a noun with a suitable descriptive word
a. My first word is ‘elephant’. Let me think this through to see what I know
about elephants.
b. I know elephants are animals, but what colour?
c. Green is a colour word, but elephants are grey. So green is not a good word
to describe an elephant. A better word would be ‘grey.’
d. However, I don’t see the word ‘grey’ on the chalk board
e. How else could I describe an elephant? I could describe an elephant
according to its size.
f. Do I have a word on the board that describes size? Yes. I see one here. It is
the word ‘big”. The word ‘big’ gives more information about the size. It is also
a good word to describe the size of an elephant. Elephants are big.
g. The word on the chalkboard which describes an elephant is the word ‘big’.
h. The teacher will repeat the process with other word pairs linking each word
with a descriptor.
NOUN ADJECTIVES
elephant big
rock rough
clown funny
grass green
i. Explain to students that these descriptive words are called adjectives.

j. Then reinforce the characteristics of adjectives in reference to the
descriptors used above by calling each word and asking students to identify
the concept that it relates to – e.g., colour, size, texture or emotion.

3. Extend this activity by guiding students to identify additional words from word wall that
fit each heading (size, colour, texture, emotion).
Size Colour Texture Emotion
Ask students to:

a. Look at the word wall and think of a word that would fit under the heading given.
b. Share their word with someone nearby.
4. Ask some students to share their word with the class.

5. Provide feedback as needed.
6. Reinforce concept of adjectives with song below sung to the tune of ‘Skip to My Lou’.
Adjective Song
Adjectives are describing words,

They tell more about nouns.
Big, fat, thin, tall;

Rough, tough, smooth, hard;
Funny, smart, green, red;
They tell more about nouns.
Group 1
A. Teacher-Guided (15 minutes)
1. Review song and discuss meaning of adjectives. Using the cover of the book “School
Rules” guide students into brainstorming adjectives for the picture.
2. Each student will then write a word on a word card for the class word bank.

3. Students will use letter tiles or cards to form adjectives highlighted from the Adjectives
song. Use the adjectives in two sentences.

Group 2

1. Students will use letter tiles or cards to form adjectives highlighted from the Adjectives
song. Use the adjectives in two sentences.

1. Review song and discuss meaning of adjectives. Using the cover of the book “School
Rules” guide students into brainstorming adjectives for the picture.
2. Each student will then write a word on a word card for the class word bank.
Group 3
1. Using the Think–Pair-Share strategy students will do a word sort of adjectives according
to the attributes.
Example G2-2: Word Sort of Adjectives
Activity: Word Sort
Sort the adjectives below. Write them under the correct heading.
red, rough, fat, happy, thin, big, sad, green, smooth, prickly, angry, hot,
blue, little, disappointed, large, soft, hard
Size Texture Emotion Colour
2. Use five of the adjectives in sentences.
Group 4
1. Students will skim and scan story “School Rules” for examples of nouns and adjectives
then sort them using the table in Example W1-2 below.

Example G2-3: Word Sort of Nouns and Adjectives
Activity
Sort the words into the categories below. Write them under the correct heading.
NOUN ADJECTIVE
2. Make sentences with suitable pairs of nouns and adjectives.
1. Groups will share the final products from the Teacher Guided or Independent sessions.
Evaluation:

WRITING LESSONS: SAMPLE PLAN 1
Writing Lessons: Sample Lesson Plan 1

Grade: Two
Duration: 1 Hour
Topic: Writing Language and Composing- The Writing Process
Sub-topic: Pre- Writing
Attainment Target:
Write narratives to persuade for a range of transactional purposes.
Objectives
1. Write in response to stimuli
2. Use simple sentences to express ideas
3. Complete a Graphic Organizer with the generated ideas
Skills: Writing, speaking, listening
Materials: Graphic Organizer, story stimuli
Strategy: The Writing Process
Content:
Pre-writing
Prewriting is the first step in the writing process. During this step the writer thinks about a topic
and jots down the ideas that he will write about.
A graphic organizer may be used to organize the writer’s thoughts before the actual writing
begins.

Procedure:

1. Show students a picture of a family doing an activity together.
2. Ask students questions to elicit the story the picture is conveying. Example of questions
a. Who are in the picture?
b. What are they doing?
c. How do they look?
3. Record students’ responses on chalkboard.
4. Model how to organize the students’ responses graphically.
Who are the

persons in the
picture?
Mother, father,
sons/brothers
What are they

How does the
doing?
family look?
Watching boy
Happy, smiling,
blow out candles
laughing
on birthday cake
5. Do another example, with students’ input, of organizing ideas graphically


Group 1
1. Give students a picture of a family setting-Example, a picture of a child and her siblings
sitting together watching their father engaged in a football match.
2. Ask students to provide responses to the following questions:
a. Who are the persons in the picture?
b. Do you think they are related to each other? Why?
c. What are they doing?
d. Where are they sitting?
3. Provide a template of a Graphic Organizer and have students use the information
gathered to complete the Graphic Organizer, as modeled by teacher in the whole class
activity.
4. Have students share their work with classmates for comments
Group 2
1. Provide the group with pictures illustrating a family setting.
2. Ask questions that will elicit the story that is taking place in the picture
3. List students’ responses on chart.
4. Provide some frames of a Graphic Organizer for students
5. Remind students about how to complete a Graphic Organizer to include responses to the
questions posed-Who, what, when, where (Make reference to the Whole Group activity)

1. Students work in groups of 3 to complete the Graphic Organizer.
2. Students share their work with another group for feedback
Group 3
1. Provide pictures of different family settings
2. Assign a picture, along with questions, to groups of 3
Example of Questions:
a. Who are in the picture?
b. What is the picture about?
c. Where is the story taking place?
3. Students record their responses in their books

1. Discuss with students the ideas generated from the activity above.
2. Remind students how to complete a Graphic Organizer using the information generated
(Make reference to Whole Group activity)
3. Provide Graphic Organizer frame for students to complete in groups of 3
4. Have students share their work and assist them in providing feedback to their classmates’
work.
Group 4
1. Provide pictures of 4 different family settings
2. Assign a set of pictures to groups of 3
3. Students work in pairs to answer questions about the set of pictures assigned and
complete a Graphic Organizer, using the information gathered
Example of questions
a. Who are in the pictures?
b. How do the people look?
c. What is the picture about?
d. Where is the story taking place?
4. Groups share their work with another group to obtain feedback

1. Students share their pre-writing ideas.
Evaluation:


Grade: Two
Duration: 1 Hour
Focus Question: Why do I need education?
Topic: Writing
Attainment Targets
1. Give and receive information
2. Write narrative to persuade for a range of transactional purposes
3. Know and use basic skills and the conventions of spoken and written language
Objectives
1. Use a concept map to generate ideas for writing
2. Use ideas from the pre-writing process to write sentences or a story
3. Re- read their writing and suggest changes they should make
4. Revise their writing based on feedback given by peers or the teacher
Skills: Listening, writing- sentence construction, editing, reading
Materials: “Johnny Crab-toe and the Magic Pen” Read With Me, Literacy 1-2-3 Grade 2
Primary Anthology or “School Rules” Literacy 1-2-3 reader, blank outline of a semantic map,
revision checklist, checklist for sentence construction
Strategy: The Writing Process

Content:
The writing process involves five steps. The first three are
1. Prewriting.
This is the planning step. During this step you should:
a. Choose a subject.
b. Gather details about the subject using a graphic organizer.
c. Decide what you want to tell your audience.
2. Drafting.
This means writing a first draft. This is a time to get your ideas down. During this step
you should:
a. Write all of your ideas down on paper.
b. Don't stop to check spelling or mechanics just yet, but do spell the best that you can.
c. Circle words that you are unsure of so that you can find the correct spelling during the
editing step.
3. Revising.
This is a time to improve your writing. During this step you should:
a. Read and review your first draft.
b. Share (Conference) your draft with another person to get ideas on how to improve
your writing.
c. Make changes to improve your writing piece.
(Source- http://www.studyzone.org/testprep/ela4/j/writingprocessl.cfm)
Procedure:
1. The teacher and students will view and discuss the cover- including title- and the pictures
in the story presented.
2. The teacher will explain that we can use the ideas from another story to help us to create
a story of our own.
3. The teacher will explain the first step in the writing process -Pre Writing.
4. Using the title of the story selected as a template, the teacher will assist the students to
create an appropriate title for the story/piece to be written.
5. The teacher will explain to students that people can use pictures and questions about the
pictures to help to develop ideas for writing.
6. The teacher will select one picture from the story.
7. S/He will model, through “Think Aloud”, the process of using a Concept Map to
generate words for the picture (s) shown. The teacher may use the 5W+ H questions
a. Who is in the picture?
b. What are they doing?

c. Where are they?

d. When do you think this picture was taken?
e. How do you think they feel?
8. The teacher will ask a few students to create oral sentences using three of the words
generated in the brainstorming and mapping process.

Group 1- Below Grade Level
1. Assist students to create sentences using the words generated from the map.
2. In the process use a checklist to teach/ revise the essential features of a sentence-
subject, object (predicate) and action. Reinforce, as necessary, the use of any relevant
grammatical structures previously taught e.g. proper nouns, verbs, adjectives as
sentences are created.

1. Students will complete drafting of sentences.
2. The students will read sentences created to /with a peer. The peer will be asked to use
the Checklist for Sentence Construction to evaluate the writing piece and to make
suggestions for improvement.
Group 2- At Grade Level

1. Students will be asked to select another picture from the text and, with a new
concept map generate words using the 5W+ H questions
2. Students will create sentences for both pictures using the words generated from the
maps.
3. Encourage students to spell the best way they you can, but inform them that this is not
so important at this stage. Remind them to simply circle words they suspect might be
incorrectly spelt or which they are unsure of.

1. The teacher will distribute a Revision Checklist and explain the process of revising to
students.
2. Students will be encouraged to share sentences created with a peer / the group. The
teacher will support students as they use the revision checklist to evaluate their
classmates’ sentences. Using the points on the Revision Checklist as a guide they will
give suggestions for improving their work where necessary.


1. Students will be asked to select another picture from the text and with a new
concept map generate words using the 5W+ H questions
2. Students will then create a story using the words generated from the maps.
Remind them to simply circle words they suspect might be incorrectly spelt or
which they are unsure of.
3. Students will be encouraged to share their story with the person beside them.
They will then use the points on the Revision Checklist as a guide to give
suggestions for improving their work where necessary.

1. Students from each group will share:
a. what they had learnt about the writing process
b. their writing pieces.
Evaluation:

Example W2-1: Checklist for Sentence Construction
Checklist for Sentence Construction Yes No

1. Do all my sentences have a subject?
2. Do all my sentences have an object?
3. Do all my sentences have verbs?
4. Do my sentences make sense?
5. Did I use capital letters for the beginning and for special
names (proper nouns)?
6. Did I use describing words where possible?
Example W2-2: Checklist for Sentence Construction
Revision Checklist Yes No

1. Were all the questions on the map answered?
2. Did I develop all the words/phrases on the map into
sentences?
3. Do all my sentences have a subject, an object or verbs?
4. Could I add anything else to my piece (paragraph/ story)?


Grade: Two
Duration: 1 Hour
Focus Question: How Can I Spend My Leisure Time?
Topic: Creating Advertisements/Posters
Sub topic: The Writing Process - Revising, Editing, Publishing
Attainment Targets:
1. Give and receive information.
2. Write to narrate, persuade and for a range of transactional purposes.
3. Know and use the basic conventions of the spoken and written language.
Objective
By the end of the lesson, students will be able to:
1. Apply the last three steps in the writing process in the creation of an advertisement.
Skills: Reading, listening, writing -revising, editing, publishing
Materials: “The Yellow Gas Balloon” Read With Me, Literacy 1-2-3 Grade 2 Primary
Anthology, markers, pictures of leisure activities, sample of advertisement, individual
advertisement templates, Editing Checklist
Strategies: The Writing Process, Read Aloud

Content:
1. The writing process involves five steps. These are first Pre Writing, Drafting, Revising,
Editing/Proofreading and Publishing.
a. Revising.
This is the third step in the writing process. This is done after you have decided on
what you want to write and have completed a draft of your ideas. This is a time to
improve your writing. During this step you should:
 Read and review your first draft.

 Share your draft with another person and get ideas on how to improve your
writing. (Conference)
 Make changes to improve your writing piece.
b. Editing and Proofreading

The fourth step is editing and proofreading. Remember to
 Make sure that your writing makes sense.
 Edit (check) your spelling, capital letters, and punctuation.
 Write a neat final copy of your work.
 Re-read and re-check for errors one last time.
c. Publishing
The fifth and last step is to publish your work.
 Illustrate your writing.
 Share your writing.
 Display your writing in the classroom.
(Source- http://www.studyzone.org/testprep/ela4/j/writingprocessl.cfm)
2. An advertisement is something (such as a short film or a written notice) that is shown or

presented to the public to help sell a product or to make an announcement. (Merriam
Webster Dictionary)
Procedure:

1. An extract (pg. 64 – 65) from the story, The Yellow Gas Balloon, will be read aloud to
the students.
2. Students will talk about the leisure activities that they undertake, and the reasons for their
choice of activities.
3. The teacher will present his/ her sample of an advertisement for his/her favourite leisure
activity, e.g., a reading club.

4. Students and teacher will discuss the:

a. concept of an advertisement as a piece of writing;
b. critical features of the advertisement that is - It states the name of the activity; it tells
the venue, location and time; it has a picture and it also gives a reason why students
should participate;
c. steps in the writing process.
5. Teacher and student will review these points on a checklist.

Group 1 (Mixed Ability/Interest Groups)
1. The teacher will explain the final 3 steps in the writing process and its value to the
reader- attractive/ appealing, conveys accurate information etc.
2. Using questioning, the teacher will invite students to critically review the sample
advertisement presented. Some questions include
 Was the best picture chosen for the advertisement?
 Was the writing neat?
 Were the letters/ words big enough to be read?
 Were words spelt correctly?
 Was the advertisement attractive?
 Did the advertisement give a strong reason for joining the club?
3. The teacher will explain to students that these questions can be used for editing their own
work.
Students will be asked to create an advertisement of a club for their favourite leisure
activity using the template and editing checklist provided as a guide. (See examples
below)

Students will be asked to create an advertisement of a club for their favourite leisure
activity using the template provided as a guide.

1. The teacher will explain the final steps in the writing process and its value to the reader-
attractive/ appealing, conveys accurate information etc.

2. Using the Editing Checklist, invite students to critically review the advertisement they
created.
3. Allow students to give their evaluations and to suggest how they could improve their
advertisements.

1. Students will be given a copy of the Editing Checklist and a sample of an advertisement.
They will be asked to use the checklist to evaluate the sample given and to make
suggestions to the group members on how to improve the advertisement, e.g. bigger
letters, neater writing etc.
2. Students will be asked to re- create the advertisement given incorporating the suggestions
they made.
1. Complete final editing of advertisements using checklist and place on class notice board
Evaluation:

Example W3-1: Template for Advertisement
Activity
Picture related to activity
Reason e.g
It’s Fun
Date: _____________
Time: _____________
Place: ____________
Venue: ____________
See you there!

Example W3-2: Editing Checklist for My Advertisement
Editing Checklist for My Advertisement
Did I
YES NO
 include the activity?
 include the venue?
 include the location?
 include the time?
 choose the best picture ?
 use writing that was neat?
 use letters big enough to be read?
 use the correct spelling for words?
 give a very good reason for joining the club?


Grade: Two
Duration: 1 Hour
Unit Title: Living Together As a Family
Topic: Writing- Revising (Making My Writing Better)
Attainment Target:
Write to narrate, persuade and for range of transactional purposes.
Objectives:
1. Re-read and revise their writing.
2. Elaborate on simple sentences using the Stick-Stay-Stretch strategy.
Skills: Listening, reading, writing
Previous Knowledge: Students wrote a paragraph in a previous lesson.
Materials: Short passages, students’ completed drafts (paragraphs/ completed pieces) from
previous lesson
Strategies: Guided Writing, Write Aloud, Think Aloud, Stick-Stay-Stretch
Content:
In the revision stage of the writing process the writer re-reads and makes changes to (a) the
content, (b) the organization of the information, (c) the structure of the sentences (d) choice of
words to improve the piece.
One way of revising is to say more about the simple sentences that we write. This can be done
using the strategy “Stick-Stay-Stretch”
STICK to a topic STAY on task S T R E T C H your details and imagination.
Good writers stretch out the important events in a story to make them more interesting to their
readers.

Procedure:
1. Teacher gives an overview of the lesson’s objectives.
2. Explain that revising gives the writer a chance to make his or her writing better.
3. Have a discussion about what is involved in the revision stage of the writing process
4. Write a simple sentence on the board. Example: My father ran down the road to meet
my mother.
5. Ask students to read the sentence and engage them in a discussion that emphasizes that
more details could be added to the sentence to make it more interesting and clear.
(Example: we could add details such as a description of the father, how the father ran, a
description of the mother, why the father ran to meet mother).
6. Introduce the “Stick-Stay-Stretch” strategy. Mount a writing piece (3-4 sentences) on
the chalkboard. It may contain simple sentences about a family dinner, etc.
7. Model, through Think Aloud, how to extend the ideas in the sentences. The questions
below may be used to guide the thought processes
Questions/ responses to guide teacher’s thought processes:

 How can I make my sentences more interesting? They sound so simple. I want them to
sound more exciting. Maybe I need to add more descriptive words and give more details
about where we usually eat. I must use the words to paint a lovely picture of what I am
seeing.
 What word/words could I use to describe my family?
 I could include what we eat – dinner/breakfast etc.
 I need to give more information about where we eat every day.
 I mentioned that the food is always nice. Maybe I need to use a more interesting word
like: delicious/sumptuous. Sumptuous and delicious are similar in meaning.
8. Write the answers to the questions on blank coloured cards or strips and insert at
appropriate points – thus extending (stretching) the sentences.
Example W4-1: Before the Stick-Stay Stretch strategy was applied:

My family and I eat together every day. The food is always nice. My favourite meal is
chicken with rice. Mom is the best cook in the world.
Example W4-2: After the Stick-Stay-Stretch Strategy was applied:

My family and I eat dinner together around our big, round dining table, every day. The
food is always delicious. My favourite meal is French Fried Chicken with steamed white
rice. Mom is the greatest cook in the whole wide world.
9. Rewrite another set sentence using the Stick-Stay-Stretch strategy to show students how
to extend sentences and make them more interesting.


Group 1
1. Have each student improve the sentences they generated in a previous class, using the
Stick-Stay-Stretch Strategy.
2. Each student shares his work with a classmate for feedback.
3. Students do further work on the paragraphs using feedback from their peers.
Group 2
1. Have volunteers share their work from previous class with teacher and the group.
2. Teacher provides feedback
3. Work with the group to use the Stick-Stay-Stretch strategy to improve other sentences
B. Independent: (15 minutes)

1. Give students some sentences. Ask them to improve the sentences by adding details using
the Stick-Stay-Stretch strategy.
2. Students share their improved piece with a classmate.
Group 3
1. Students revise, using the Stick-Stay-Stretch strategy, sentences from their writing piece,
developed in a previous lesson
2. Students share their revised sentences with a classmate for feedback

1. Volunteers share their revised sentences with the group. Teacher guides the group in a
peer review session where students evaluate their classmates work using the questions
stated below.
Questions YES NO
a. Are the sentences clearer/ easier to understand?
b. Are the sentences more interesting?
c. What are some of the words that are added to make the sentences
clearer and more interesting?


1. Each group shares aspects of their work.
Evaluation:


Grade: Two
Duration: 1 Hour
Topic: Writing
Sub-Topic: Expository Writing-Reports
Attainment Target:
Write narrative to persuade for a range of transactional purposes.
Specific Objectives:
1. Locate specific information from stories
2. Write in response to stimulus questions
3. Compose a simple report
4. Use a simple checklist to revise their report
Skills: Reading, writing, gathering information, organizing information, evaluating written work
Materials: Stories about family events, Report writing checklists, Learning Log.
Strategy: Questioning
Content: A report provides information we collect about people, places, events. The information
should be clear and accurate.

Procedure:
1. Share the story of a family event.
2. Ask students to list responses to the following questions in the table below:
Joe’s Birthday Party

What? What What? What Who? Who Where? When? When
was the were the were there? Where was was the
event? gifts? the event? event?
e.g. Bicycle, books Mother, In mother’s June 22, 2013
birthday party father, Aunt living room at
Mary and 6 o’clock
Joe’s friends
3. Inform students that they will be using the information gathered above to write a report
4. Share steps/ features of a report e.g. gathering information, sequencing and organizing
the information, writing clearly and precisely, reporting in the past tense
5. Model, through Think Aloud, how to use the information generated to write a report
Example:
a. What event took place? The family had a birthday party for Joe.
b. What were the gifts that Joe received? Joe got a bicycle and books for his
birthday.
c. Who were at the event? Mother, father, Aunt Mary and Joe’s friends celebrated
with him.
d. Where did the event take place? The birthday party took place in Mother’s
living room.
e. When did this party take place? It was on June 22, 2013 at 6 o’clock.
6. Question self about the order in which to place the sentences.

7. Have students help to order the sentences to create the report.
Sample Report on Joe’s Birthday Party

The family had a birthday party for Joe. It was on June 22, 2013. Mother,
Father, Aunt Mary and Joe’s friends celebrated with him. They had the
birthday party in Mother’s living room. Joe got a bicycle and books for
his birthday.
8. Provide the following checklist and guide students in using it to assess the generated
report.

Example W5-1: Report Checklist
Report Checklist
1. Do I understand what I write? Yes No
2. Did I share what I want others to know? Yes No
3. Did I write in sentences? Yes No
4. Did I place my sentences in order? Yes No
5. Did I begin my sentences with capital letters? Yes No
6. Did I end my sentences with full stops? Yes No
7. Did I write my sentences in the past tense? Yes No
9. Remind students about how to write a report (questions to ask, listing of responses,
writing the report using the information from the list of responses, writing in sentences
and sequencing the sentences, editing).

Group 1
1. Have students read a passage about a family event, for example, Fathers’ Day, and list
responses to the following questions in the table
Fathers’ Day Celebration

What was the When was the Who were there? Where was the
event? event? event?
2. Have students write sentences in response to the questions, using the list generated in the
table
3. Have students write a report using the sentences generated.
4. Each student shares his report with a classmate who will assess it using the Report
Checklist.
5. Each student will improve his/her report based on classmate’s feedback.

Group 2:
a. Independent (30 minutes)
1. Provide story of family event, e.g., Christmas Celebrations.
2. Have students respond to the following questions:
 What event was taking place?
 Who were at the event?
 How were the people dressed?
 Where was the event taking place?
 What were the people eating?
 How did the people look?
3. Have students write sentences in response to the questions, using the list generated in the
table.
4. Have students write a report using the sentences generated.
5. Each student shares his report with a classmate who will assess it using the Report
Checklist.
6. Each student will improve his/her report based on classmate’s feedback.
Group 3
1. Ask students to name a family activity that they would like to report to a friend.
2. Place students in working groups based on the preferred activity they named
3. Elicit from students aspects of the activity that they would like to share.
4. Help students generate a table with questions- What, Who, When, Where, and responses
to these questions
Example: Family Picnic

What is the name of the event? A family picnic
What were some of the activities Dancing, games, swimming

that were taking place?
Who were there? Grandpa, mother, Sue
When was it held? Boxing Day

Where was it held? At the riverside
What was served? Cake, drinks, rice and curried goat
5. Tell students that they will use the information to write a report.
6. Remind them to use the Report Checklist to guide their writing.


1. Students work in groups of 3 to write the report
2. Students exchange their work with another group that will provide feedback using the
checklist.
Group 4
1. Students read a short passage on a family event/activity/ celebration.
2. Provide the following statements/ questions on a chart and ask students to list the
responses in their books.
 Name of the event, e.g., Mothers’ Day
 Date of the event
 Time of day
 People who were participating in the event/ activity/celebration
 Reason for the event
 Activities in which the people were engaged
 Mood of the people

1. Guide students to write sentences using the responses generated above:
Example: It was Mothers’ Day. It was May 15, 2012.
2. Help the group order the sentences and write the report
3. Have the group assess the completed task using the Report Checklist

1. Students share their work.
2. They write in their Learning Log, one lesson learned about Report Writing.

Evaluation:

ADDRESSING GENDER ISSUES IN LESSON PLANS – PART A
Addressing Gender Issues in Lesson Plans

Including Gender in Lesson Planning
As boys and girls grow up they learn and

adopt values, attitudes, ideas, expectations
and beliefs which are common in the wider Research has shown that primary level
society. Personal experience and exposure textbooks reflect gender bias and
via the family, community, media, school, stereotyping in the following areas:
books and, travel can either modify their - pictorial content;
ideas and values or reinforce them. - word content;
- central characters and number of times
Schools and classrooms are among the main males/females speak; and roles carried out
by males/females in the pictorial and word
spaces where children are socialized and are
content of the text.
therefore well placed to expand their It is therefore important to assess the extent
horizons including their gender-related to which books used in primary level
horizons. That is, schools and classrooms classrooms portray these types of gender
can expand boys’ and girls’ knowledge, bias and take corrective measures where
attitudes and beliefs about their choices, possible.
abilities and roles in the family, community
Clichéd images associated with either sex
and world.
should always be avoided.
What Can Teachers Do? Teachers can deliberately select resources
Increase your understanding of gender issues that present women and men in non-
in education and how the teaching-learning traditional roles; and they can seize
process and outcomes are impacted. opportunities to raise awareness of gender
To learn more, consult your school’s copy of issues with the students.
the MOE-USAID published Guide: Closing
Source: Gender Mini-Guide for Teachers;
the Gender Gap – A Guide for Improving the Gender Socialization; Grace Christie & Prof.
Literacy Performance of Boys and Girls at Barbara Bailey; USAID-MOE Expanding
the Primary Level1 Educational Horizons Project; See:
http://www.expanding-educational-
horizons.com/PDF/Gender/Gender_Mini-
Look at learning materials with a critical eye Guide_-_Final_Edition.pdf
to identify how males and females are
represented - Is there balance? Are there
gaps and/or stereotypes, traditional or non-
traditional representations?
1
An output of the USAID/MOE Partnership for Improved Reading Outcomes; 2014

Text books, readers and supplementary aids such as pictures or posters may not have a balanced
representation of males and females and may portray males and females in stereotypical ways.
Critically analyze materials looking for such things as:

 Whether or not males and females are depicted and how often;
 Whether or not the images depict males and females in traditional roles only or
mostly, or whether non-traditional roles are portrayed. (e.g., what kind of occupations
are males and females shown in?);
 Are males typically shown as the ‘bad guy’, the prankster, etc.?
Then, be sure to include discussions about these in your lesson plan.
Choose materials where possible that have a balanced and

non-stereotypical representation of males and females.
Keep an eye out for learning materials (books, pictures etc) that show males and females in a
balanced way. Where materials do not reflect such a balance and instead project stereotypes of
either group, males or females, then do discuss the images with the students to raise their
awareness of alternative depictions.
For example, look at the pictures given on the next page.
A teacher who has only the first of the two sets of pictures for stimulating discussion can ask
students questions that relate to whether men or women alone can do the job, and whether they
have seen women firefighters or male nurses (in real life or on television). The teacher can then
facilitate a short discussion that reinforces that men and women can do similar work, have more
choices open to them now than before, and, can get children to talk about other non-traditional
occupations that they have seen men and/or women do – e.g. female bus and taxi drivers; male
nurses etc.
Fortunately, many images exist online, making it easier for teachers to access pictures that
present men and women in non-traditional roles. The teacher could therefore introduce pictures
to illustrate the main point of the discussion. From these discussions word lists and sentences can
be written and read for literacy development. Through such an approach, children learn to read
‘the word and the world’ as the late Brazilian Educator, Paulo Freire wrote.

EXAMPLE G1-1
FIREFIGHTERS
NURSES
Reflect gender considerations in lesson plans as much as

applicable
Some of the Literacy 123 stories are wonderful means of raising gender considerations as part of
developing comprehension skills.
The story “Aunt Bev and the New Van” is one of the more obvious examples. This story
introduces as a main idea, the fact that girls and boys, men and women can have similar interests
and skills.

“Billy the Bully” is another of the stories that provides an

opportunity for discussion and dispelling the
stereotypical notion that only boys are/can be bullies, and
allows for both the boys and girls to reflect on their
behavior and the impact it can have on others.

ADDRESSING GENDER ISSUES IN LESSON PLANS – PART B
A Sample Lesson Plan with Gender Issues Addressed

The following lesson plan is included in this handbook. Here it is, with gender related
amendments highlighted in bold typeface.
Grade: Two
Duration: 1 Hour
Unit Title: Satisfying Basic Needs
Focus Question: How am I Educated?
Sub Topic: Story Elements - Characters
Attainment Targets:
2. Respond critically to literature and other stimuli
3. Respond in the affective domain to literature
Objectives:
At the end of the lesson students will be able to:
1. Identify characters in a story
2. Describe at least one character in a story
3. Express thoughts and feelings about a story character
Skills: Reading, writing, listening, viewing and speaking.
Material: Aunt Bev and the New Van - Read with Me, Literacy 1-2-3 Grade 2
Primary Anthology
Strategy: Direct Reading Listening Activity (DRLA)

Content:
A character is anyone or thing who plays a part in a story. Characters may be people, animals,
plants or objects. Characters that are not people may sometimes behave like humans, doing
things that humans do. Characters have different qualities or traits. Some of these qualities or
traits are not traditional ones. Some words we may use to describe a character are kind or
mean, helpful or selfish, happy or sad, usual or unusual. The actions of the characters and the
reactions of others to them, give us a clue about their qualities or traits.
Procedure:
1. The teacher will read aloud or play the recording of the story Aunt Bev and the New Van
stopping to ask the students to say the names of the people they hear mentioned as they
listen.
2. The teacher will write and review the list of persons the children identify and ask students
to state what the person(s) did in the story.
3. The teacher will introduce and define the term ‘character’.
4. The teacher will guide students in discussing the male and female characters and
what they learned about them from the story.
5. The teacher will give a list of words describing qualities or traits of the female and male
characters in the story (e.g. skillful, smart, doubtful, helpful) and ask students to add
other words. Students will be asked to give a reason for (justify) any quality or trait they
suggest.
6. The teacher will ask students to say whether they think the boys would allow Janet
to play in the car with them after all, why or why not.

1. The teacher will use self-talk to model for students the process of identifying the
character traits of the persons suggested in the whole class activities above. The teacher
will say for example
 Two of the characters in the story were Father and Aunt Bev.
 What can I say about Father?
 What can I say about Aunt Bev?
 How did the boys and men react to Aunt Bev at first?

 Why did they react that way?

 I know that the book said that father and Aunt Bev can fix things.
 What word could I use to describe someone who is good at fixing things?
 Someone who is good at fixing things is skilful.
 I can say then that Father and Aunt Bev are skilful because they can fix things.
2. The teacher and students will read selected portions of the story and using the table
below, the teacher will guide students into identifying the traits of the other characters.
Character (who) Character Trait (quality) Reason ( why - from the book, or
your experience)
Father is skilful because he fixes things
Janet is helpful because she helps her father to
fix his truck

1. The students will draw a picture of their favourite characters and write two or three
sentences stating what they liked most about a character in the story.

1. The teacher will place students in pairs. Assign sections of the story to be read by each
pair of students. Ask the students to identify and record in their books, the names of the
characters they encounter in the reading.
2. Each pair of students will read and complete the following sentences selecting words
from the list created in the whole class discussion.
Janet liked to help her mother and father. She was very ________________ .
Aunt Bev was very ________________ , she could fix cars, vans and trucks.
The men laughed when Aunt Bev said she could fix cars, vans and trucks.
They were very _________________ .


1. The teacher will have each pair of students read aloud their section of the story.
2. Teacher and students will discuss their list of characters and completed sentences.
3. Using the table above the teacher will review the lesson on identifying characters, traits
and supporting reasons.
4. The teacher will ask each pair of students to share one occupation that both men and
women can do.
5. The teacher will record the responses on a chart to be displayed in the class.
Group 3 (Above Grade level)

1. Students will be asked to write a report on the story. See below for a sample of the
Story Report Form.

1. Students will share the products as follows:
a. Group 1 - One or two students will share picture and sentences developed in the
Independent activity session. Other pictures may be displayed in the classroom.
b. Group 2 - One or two students will report on chart/table produced during Teacher
Guided session
c. Group 3 - Select one or two students to read their report. The other reports may be
mounted in the classroom.
Evaluation:

My Name: ______________________________________ Date: ________________________________

Title of Book: ______________________________________________________________________________
Characters: _______________________________________________________________________________
The character( s) I like the best
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I liked this / these character(s) because

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
The character(s) I liked the least
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I did not like this/these character(s) because

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
A Picture of My Favourite Character

Aunt Bev and the New Van

By Diane Browne
Janet liked cars and trucks. She liked to help her mother in the house. But she
liked to help her father when he was working on his truck.
There was an old car at school. The boys liked to play in the old car. Janet
wanted to play in the old car too. But the boys said that Janet must play with the
girls.
Janet said: "I help my father to fix his truck. I know about cars and trucks. When I
grow up I am going to fix cars and trucks."
The boys laughed at her. "Girls cannot fix cars and trucks," they said.
Then one day Janet's Aunt Bev came to stay with them. Aunt Bev lived in
England.
'What are you doing now, Bev?" said Janet's father. "Do you still work on a
bus?"
"No," said Aunt Bev. "I work with some people who fix cars, trucks and vans. I
fix cars, trucks and vans every day."
"Good," said Janet's father. "Then you can help me with my truck."
"Yes," said Janet's mother. "That truck gives a lot of trouble."
When Janet went to school next day she said: "My Aunt Bev is staying with us. She
lives in England. She helps to fix cars and trucks."
The boys laughed. "Is your Aunt Bev a man?" they said.
"No," said Janet. "You know she is not."
“Then she cannot fix cars and trucks," they said.
Next day a big new van stopped at the school gate. The children went to the
gate to look at the van. The man in the van took out some vegetables for the
teacher. But when he tried to start the van he could not start it. He tried to start it
again and again but it would not start. The man tried to fix it but he could not.
A boy went to call Mr. John and Lenny from the gas station. Mr. John could fix
trucks and cars very well. He tried but he could not get the van to start. Lenny
was best at fixing vans. He tried next but he could not fix this van. It was a new
kind of van. And the men from the gas station did not know how to fix this kind of
van.
Just then Janet's Aunt Bev stopped at the school to walk home with Janet. She
saw the men and the van. "I think I can help you," she said. "I can fix that kind of
van." The men laughed loudly. Mr. John said: "Women cannot fix vans."
Lenny said: "If I can't fix this van, no one can fix it."
Aunt Bev tried to start the van. It made a funny sound, but it did not start.
"I know what that sound is," she said. "I can fix it." Aunt Bev started to work on
the van. After a little time she tried to start it again. Janet was afraid that it would
not start at all. But then the van made a new sound and started with a jump.
The man from the van said to Aunt Bev: "Well you are one woman that can fix
vans. Thank you."
Janet and Aunt Bev laughed. The men from the gas station did not laugh.
One of the boys said: "Janet, can your Aunt Bev look at our old car?"
Aunt Bev looked at the car and said: "That car is too old. No one can fix it, but it is
a good car to play in."

Notes


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USAID/MOE Partnership for Improved Reading Outcomes

Ministry of Education, Caenwood Centre, Grant Hall,

First Developed in October 2014

USAID/Ministry of Education Project for Improved Reading Outcomes 1

Structure of the Literacy 1-2-3 Lesson

USAID/Ministry of Education Project for Improved Reading Outcomes 2

2. Group Sessions - Teacher Guided and Independent

Example of How Grouping Works

Group 1 Group 2 Group 3 Group 4

3. The Final Whole Class Session

USAID/Ministry of Education Project for Improved Reading Outcomes 3

a. Number of small groups

USAID/Ministry of Education Project for Improved Reading Outcomes 4

Decoding Lessons: Sample Lesson Plan 1

Skills: Reading, segmenting, blending, writing, listening, speaking

Strategies: Phoneme Blending, Segmenting, Substitution

Extension of concept for Above Grade Level readers

USAID/Ministry of Education Project for Improved Reading Outcomes 5

Whole Class Activities [15 minutes]

Counter Counter Counter

Example D1-1: Sound Analysis Chart

USAID/Ministry of Education Project for Improved Reading Outcomes 6

Group Activities [40 minutes]

B. Independent (20 minutes)

Example D1-2: Word Analysis Charts

USAID/Ministry of Education Project for Improved Reading Outcomes 7

Group 2 - Above Grade Level

B. Teacher Guided (20 minutes)

USAID/Ministry of Education Project for Improved Reading Outcomes 8

Whole Class Activities [5 minutes]

USAID/Ministry of Education Project for Improved Reading Outcomes 9

Worksheet: (At and Above Grade Level)

USAID/Ministry of Education Project for Improved Reading Outcomes 10

Decoding Lessons: Sample Lesson Plan 2

Subject: Language Arts

Unit Title: Living Together as a Family

Focus Question: How do family members relate to each other?

Topic: Consonant Digraph ‘sh’

Skills: reading, writing, viewing, spelling, speaking, listening

Strategies: Echo Reading, Choral Reading

USAID/Ministry of Education Project for Improved Reading Outcomes 11

Group Activities [30 minutes]

USAID/Ministry of Education Project for Improved Reading Outcomes 12

B. Teacher Guided (15 minutes)

List of words Passage

showed ___________ went to __________ to buy sugar and milk.

USAID/Ministry of Education Project for Improved Reading Outcomes 13

Whole Class Activities [10 minutes]

USAID/Ministry of Education Project for Improved Reading Outcomes 14

Decoding Lessons: Sample Lesson Plan 3

Subject: Language Arts

Unit Title: Satisfying Our Needs

Focus Question: How do people get from place to place?

Sub-Topic: Long Vowel digraph “oa”

Skills: reading, writing, listening, speaking

Materials: letter cards/tiles, puzzles, poem/jingle

Strategies: Phoneme blending, Substitution

USAID/Ministry of Education Project for Improved Reading Outcomes 15

4. Write the words with the targeted sound on the chalkboard.

Group Activities [30 minutes]

B. Independent (15 minutes)

B. Teacher Guided (15 minutes)

showed _ went to to buy sugar and milk.

__ _ ___

____ _ _ ___