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LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


To segment 3:8 The child will use his 3:8 Words in relevant texts 3:8 Regular review of 3:8 Words in text 3:8 The child will
sounds in knowledge of segment to Words in everyday use letter sound s. Words in every day use decode by
printed words decode whatever he reads Words from appropriate texts. Words from segmenting
or as they are written. Which can be easily Use of sounds through supplementary readers when
segmented. games. and grade appropriate requested by a
Names of some children in the texts rhymes, poems, teacher.
class. Listen to recorded songs. The child will
materials segmenting Words wall, segment to
for independent reading Word Families satisfy his own
Names of children in needs.
Segmenting for class. The child will
substituted words and work
sounds. individually in
groups.
Apply
segmenting
skills to any text
when
necessary.

LITERACY - CURRICULUM GUIDE, GRADE 2 Page 1 of 16


GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


3:9 The child will 3:9 Blends 3:9 Discover that every letter 3:9 Single letter 3:9 The child will
Sound out recognize that blends Digraphs (which are common- cannot be used to form blends and cards. recognize
regular words and digraphs are formed ch, sh, th, ph, wh.) /or digraphs blends and
including when some letters work Blends, digraph, digraphs in
those with together. Blends- Children will be taught to recognize cards regular words.
blends and bl,cl,sl,cr,dr,fr,gl,gr,pr,pl,st,sm,sn sight word lists
digraphs The child will distinguish ,sk,sp,sq (u),tr,wr (a) blends other word lists The child will
between blends and Children’s names. produce the
digraph in different (b) digraphs sound of
positions in words. consonant
Identify digraphs and blends in blends and
The child will recognize words. digraphs
that not very letter is Circle digraphs/blends in words. correctly.
heard in a digraph.
Sound out digraphs/blends in words The child will
Select words which blend digraphs use
from among others. appropriate
decoding skills.
Create word list with blends,
digraphs.

LITERACY - CURRICULUM GUIDE, GRADE 2 Page 2 of 16


GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


3:10 The child will 3:10 The onset/rime principle 3:10 Discuss the idea of 3:10 Letter cards 3:10 The child will
Builds and understand that word something common to a Phonogram cards , produce
easily reads families have something in Endings for word families family e.g. name. word family lists appropriate
word families common. Look at lists of words to sounds
Dependable rimes e.g. identify what is common Ag ……………ake
The child will use the onset at ,ab , ake ,an ,et ,ill ,ike , ain in word families Bag …………..bake The child will use
rime principle to identify ,all ,ight ,am ,……… Hag …………..cake appropriate
word families. Building word families. Fag……………fake decoding skills.
Word families Wag…………..lake
The child will use the onset Separating families into Lag……………Jake The child will
rime principle to build word onset and rimes. Nag…………..make recognize
families. Rag…………...take phonograms.
Substituting suitable Sag……………rake
onsets rimes. The child will
substitute
Given phonograms appropriate
children will substitute phonograms/rimes
onsets.
The child will make
Create word family lists several words
independently or based on the
working in pairs, groups knowledge of one
word e.g. bug,
Display word lists on tug, rug, hug.
word wall.

Use list creation in


sentences-oral and
written.
Writes messages to
parents, teachers,
friends-one, two, three

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GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


Reads 3:11 The child will read any 3:11 Read for 3:11 Review skills for 3:11 Text books, black 3:11 Children
decodable text decodable text fluently Fluency fluency accuracy board sentence strips will practiced,
accurately accurately and with Accuracy expression. (whole) cut up. Basic skills.
fluently and expression. Expression Observe and practice
with expression Punctuation and phrasing phrasing. The dog sees the bird -Read with
The child will read any The dog sees the bird expression
appropriate grade level text Use good intonation
accurately, fluently and Use punctuation marks Punctuation cards e.g. -Pronounce
expression. Read at an appropriate words correctly
Rate/speed. every time
Any grade level and
Use segmentation appropriate text hard -Complete
blending to decode cards. timed reading
words almost instantly. exercises.
Bingo game
Recognising words in Fishing Game -use rapid
isolation and in context. Stepping Stones. blending and
segmenting
Reading to/for others Unscrambling jumbled strategies.
Using fix up strategies Words.
Use context through
Pictures, words,
content.

LITERACY - CURRICULUM GUIDE, GRADE 2 Page 4 of 16


GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


3:12 Extends The child will extend his 3:12 RALP READERS 3:12 Reading, listening Mother Goose rhymes 3:12 The child
vocabulary vocabulary thought writing and repeating poems written by will engage in
appropriate appropriate content. RAINBOW READERS stories rhymes. teacher (s) appropriate
content Retelling stories heard or Known sight words lists conversation
Workbook and READERS 2 read in his own words flash cards involving the
Recounting –Retelling Word family lists. use of new and
Appropriate word lists Reporting on any Class Readers appropriate
including Grade 2 sight words. incident/experience in Timehri Readers vocabulary.
Known and other rhymes and own words. Other books from
Poems. Classroom library The child will
Keeping a personal School library. record and
Words on a Word Wall known words book. learn new
sight words. words.
Contributing to Word - Use new
Wall substituting words vocab.
for Appropriately
familiar rhymes e.g. for reading,
writing, listening
1. Mary had a little speaking.
“jam”
2. Peter Peter
“pizza” eater
3. little jack horror,
sat on a
“burner”
4. little miss muffet,
sat on a
“puppet”

Creating new endings to


old stories, fairy tales.

LITERACY - CURRICULUM GUIDE, GRADE 2 Page 5 of 16


GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


3:13 Use 3:13 Use the word 3:13 Categories 3:13 Collects and 3:13 word wall 3:13 The child
synonyms, categories synonyms, 1. Synonyms e.g. similar creates list, use these Word lists will use words
antonyms, and antonyms, homonyms and meaning words with buddies in Flash cards as instructed
homographs homographs appropriately in 2. Antonyms e.g. opposites conversation games Game: Bingo -Sort
different contents. 3. {Homograph} developing word list of Sorting boxes -List
{Homograph} same spelling opposites e.g. in-out List words for -Play game
different pronunciation and shared and Interactive completing sentences -Orally
meaning. writing using opposites. e.g. -Written
Antonyms synonyms
Tr modeling- using the In-out big large
three step model. Up-down hot heated
On-off smile grin
Word sorting according Go-come fix repair
to categories
Using words in everyday
speech, in discussion
reporting, recounting
Finding and Identifying
words in a variety of
texts.

Create word webs


words map for
synonyms .
Word ladder
Game: for finding
synonyms, antonyms,
homonyms

List of word meaning ,

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GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


3:14 3:14 Use words appropriately 3:14 sight words 3:14 – Understanding 3:14 Games 3:14 The child
Demonstrates in a variety of contents. Homonyms- words with same meanings though Words lists and will- supply
appropriate sounds different spelling, Modelling and activities answers to
use of vocab in meaning completing word lists. Flash cards questions
content Antonyms- opposites in -Completing simple Pictures
meaning e.g. in out. sentences/ stories using
Synonyms- words that mean list words. Complete
almost the same thing. -Sorting for pairs activities based
- Creating word ladders on instruction

- Select
appropriate
words based on
activities to be
completed.

Creating a concept
map. -Retell stories
with
appropriate
Creating games for vocab.
completion, guessing

Quizzing each other

Riddles for action,


completion using words
and picture clues.
E.g. I saw- eggs in a .
………….. (tree, three)

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GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


3:15 Use 3:15 Identify the meaning of 3:15 Word meaning for more 3:15 Match pictures/ 3:15 Pictures 3:15 The child
contextual and a word when used in context complex words words Word cards will complete
picture clues to and with the aid of pictures. e.g. Sentence cards given exercises
identify word Create sentences/ Pictures of sceneries. Create his
meaning. stories with pictures in own
key position (Rebus sentences/
reading) stories
substituting
pictures for
words vice
versa.

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GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


3:16 Identify 3:16 The child will recognise 3:16 Words with two meanings Demonstration for word 3:16 Word list for words 3:16 the child
words with multimeaning words and use - meanings. with two meanings will recognise
two meanings them correctly words list Write sentences to bring which may be the word and
and use them out meanings e.g. meaningful to the it’s meaning in
correctly. Bark plant The dogs bark. Grade 2 level context
Mother took the bark The child will
Fire Play from a tree Bark Fire use
Plant Farm the words
Farm Compose Play Bat appropriately.
Stand

Bat

Words with two meanings may


be as a noun and verb

LITERACY - CURRICULUM GUIDE, GRADE 2 Page 9 of 16


GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD
TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION
3:17 Reads and 3:17 Recognise a prefix as a 3:17 Root word e.g. main part of 3:17 Look at root words 3:17 Word cards with The child will
demonstrates word part at the beginning of a word prefixes e.g. un, is e.g. tie, loose un, re, - roots, dean differentiate
an a word Are placed at the end at root dischange meanings care wash between a
understanding word. un+ tie = untie - prefixes high suffix and
of words with Un+ loose =unloose - suffixes ly ing prefix.
prefixes and Recognise a suffix as a word A prefix or suffix changes the Demonstrate with est ful ed
suffixes part added at the end of a meaning of the word. appropriate action. Add a prefix or
word Add a suffix e.g. s, es, ly Games to apply prefix suffix
ies- er- less- ful, est suffix correctly appropriate
Suffixes Show more than one Un ly slow root.
Understand that a prefix or a Able- capable of being walk slowly (show
suffix adds meaning to a action) Match suf/ pre to words
word. Ed- in the past action Understand that a word accurately
completed part at the beginning of
Changes the meaning of a a word
Identify/ recognise word, Er- more, someone who A suffix is a word part at
understand what a prefix or a something that is ful- full of the end of a word.
suffix does to a word. Cheer helpful painful
wonderful, beautiful less
Identify the root word.
Ing- an action being done now Cleaner (more)
Brighter
Est- the most Higher
kindest hardest Cleaner (some who)
Darkest highest meaning of a Helper
word. Kinder
Player
Quick something
That is more
Louder(music
Quicker
Quieter

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GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


3:18 Use prior 3:18 Use his previous 3:18 Preview text 3:18 Preview text 3:18 Text books The child will
knowledge to knowledge in understanding share related
predict new information. Identify and discuss Word lists experiences to
meaning of Areas of text which are areas of text which lead word cards predict word
words. experiential. to word knowledge and stories meaning
Connect new and old prediction
information to get meaning. Discuss text using prior
Knowledge of words in prior text knowledge.
phrases, sentences, stories.
Connection with words in Use words in context
context. Discuss meanings from
Connection with similar different points of view.
experiences.

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GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


Use meaning 3:19 Use graphic or picture 3:19 –Picture clues 3:19 Finding small words 3:19 Text books 3:19 The child
clues to read clues to identify and read in big words. Readers will do word
unfamiliar unfamiliar words. -Word parts e.g. root, Other books from class picture
words -Analysing the structure Or school library or association.
-Small words in big words. of words for blends, home.
digraphs, ending Word banks The child will
-Digraphs, ending. compounds etc. use know word
parts to identify
-Surrounding words. - Examining sentences or decode
for clues e.g. syntactic. other words.
-Context.
-Sentence patterns.

LITERACY - CURRICULUM GUIDE, GRADE 2 Page 12 of 16


GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


Classify words 3:20 The child will sort and 3:20 Word categories which can 3:20 Create stories with 3:20 List of words 3:20 The child
into categories classify words into categories. be used with pictures. specific words on a appropriate to the level will select the
(nouns) given list e.g. pictures for words appropriate
Use words appropriately in homophones, antonyms. where possible. word when
speech and writing. Word categories which can be speaking or
used with or without pictures. Find meanings, Sorting boxes words writing.
categories under cards, syllables.
different headings initial Sort words
letter, final letter correctly
endings. participate in
word games.
Length
Digraphs Complete a
Blends word search
Compounds.
Create a
Create personal personal word
dictionaries. book. Create
rhymes and
jingles.

LITERACY - CURRICULUM GUIDE, GRADE 2 Page 13 of 16


GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

TOPIC OBJECTIVES CONTENT METHOD/STRATEGIES MATERIALS EVALUATION


To segment the 3:21 The child will use his 3:21 Words in relevant texts 3:21 Regular review of 3:21 Words in text, 3:21 The child
sounds in knowledge segment to words in every day use. Words letter sounds. Words in every day use. will decode by
printed words. decode whatever he reads from appropriate texts. Words from segmenting
or as they are written. Use of sound through supplementary readers when
Which can be easily games. and grade appropriate requested by a
segmented. texts. teacher.
Names of some children in the Listen to record
class. materials. Rhymes, Poems, Songs. The child will
Word Wall, segment to
Segmenting for Word Families satisfy his own
independent reading Names of children in needs.
class.
Segmenting substituted The child will
words and sound. work
individually.

Apply
segmenting
skills to any texts
when
necessary.

LITERACY - CURRICULUM GUIDE, GRADE 2 Page 14 of 16


GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

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GUYANA
LITERACY - CURRICULUM GUIDE, GRADE 2

STANDARD

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GUYANA

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