CBC Grade Two-English activity-1.0-LISTENING AND SPEAKING-Sub-strand-1.1-Attentive  listening

This should blend in as  part of  every component of  learning to ensure that learners acquire the habit  of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their  competencies have improved.

Learners  with low attention spans, should however be observed continuously  and  deliberate efforts made to have them engaged in  ongoing activities.

Specific Learning Outcomes 

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

• listen attentively during a conversation, 
• respond to specific simple two directional instructions in oral communication, 
• appreciate the importance of  listening attentively  for effective communication.

Suggested Learning Experiences 

• Learners  practise  correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs.
• Learners  respond to instructions, listen without interrupting as modeled.
• Learners practise, interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play.
• Learners sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication.

Key Inquiry  Question(s)

1. Why should we

listen attentively when other people are talking?

• Why should we obey instructions from our elders?

 Core Competences to be developed:   Communication and collaboration will be achieved through pair and group work involving use of familiar gestures.

Link to PCIs: Life skills especially the interpretation and  use of body language appropriately for effective communication

Links to other subjects:  Linked all the subjects in the school curriculum.

Suggested non-formal activity to support learning:  Dramatization on listening and speaking

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of  attentive listening, audio-visual recordings of pictures on attentive listening

Link to Values: Respect, Responsibility,  

Suggested Community Service Learning activities: Interact with the community and learn about the culturally acceptable and unacceptable tonal variation/speech  in the community. 

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubrics

Exceeding expectations

• Can sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker longer than  the required period
• Always allows others  speak without interrupting while demonstrating attentive listening through their body language and verbal response
• Can follow  ‘three -directional’ instructions
• Can distinguish multiple consonant clusters and  key words
• Can interpret and use a variety of body language (facial expressions and gestures) appropriately

Meeting expectations

• Can sit upright (without sliding/slouching or fidgeting)  and maintain focus on the speaker during the required period
• Allows others to speak without interrupting while demonstrating attentive listening through their body language and verbal response
• Can follow two- directional instructions
• Can distinguish all targeted key  sounds  and  words
• Can interpret and use targeted  body language ( facial expressions and gestures)  appropriately  

Approaching expectations

• Can sit upright but occasionally slides/slouches or fidgets  and occasionally loses focus on the speaker during the required period
• Allows others to speak but with occasional interruptions
• Can follow some two-

directional instructions

• Can distinguish some targeted key sounds  and  words
• Can interpret and use some aspects of body language (facial expressions)  appropriately

Below expectations

• Rarely sits upright without sliding/slouching or fidgeting  and rarely maintains focus on the speaker during the required period
• Rarely allows others to speak  without interrupting
• Can follow one- directional instructions
• Can distinguish a few targeted  key sounds  and  words
• Can interpret and use a few  aspects of body language ( facial expressions)  appropriately

CBC Grade Two-English activity-1.0-LISTENING AND SPEAKING-Sub-strand-1.2- Pronunciation and Vocabulary

The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is  linked to  the consonant blends  learnt  during  pronunciation. 

Expose learners to  two to three new words with learnt consonant blends per week, starting with sounds that have more distinct  consonants and moving progressively to sounds that have less distinct consonants  in the consonant blends.

Variations to this suggestion  should be made by increasing the consonant blends and the number of words with consonant blends  in instances where  learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and  learning. Learners who are struggling should be given more words with two distinct consonants.

bl – black, blue; cl – clay  class;  fl –  flag, floor;   gl – glass, glue; sl –  sleep, slow;            tw – twelve, twenty;    nk –  sink, ink;            br –  brown, bread; cr –  crop, cry;  dr – dry, draw, fr – front, from;  gr – green, grass;         pr – pray, present; tr – try, train, tree;            sm – small, smart; sn –  snail, snake;  sp –  spit, spoon,  st – stop, start;  sw – sweet, swing.

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:- a) recognise the consonant blends  in different  spoken words,

• recognise new words used in the theme  to acquire a range of vocabulary and their meaning, 
• pronounce the vocabulary related to the theme correctly for effective communication, 
• use the vocabulary learnt to communicate confidently in various contexts,  
• enjoy using the vocabulary by participating in dialogues, rhymes, tongue twisters, language games and songs, 
• appreciate reading words with the consonant blends in a variety of genres.

Suggested Learning Experiences 

• Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.
• Learners sing simple songs or recite poems with the sounds.
• Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds.
• Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home.
• In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds.
• Learners access meaning of vocabulary from pictorial dictionaries and practice them  in sentences individually, in pairs and/ or groups.
• Learners develop a talking tree using the vocabulary related to the theme.
• Learners listen to the vocabulary and use it in their own written sentences and  dialogues.

Key Inquiry Question(s)

1. Which words

start or end with the sound …? 

• Which words have …sound in the following poem/song/story? 
• How do you pronounce the following sound…?  
• What  new words have you learnt?
• What are the meanings of the words you have learnt?
• How do you use these words in sentences?
• How are these words spelt?
• How are these words pronounced?

Core Competences to be developed: Self-efficacy through practicing and using the sounds in new words in communication, Learning to learn can be achieved by applying the new vocabulary in other contexts.

Link to PCIs: Can accommodate all the PCIs as infused in the themes like Health and hygiene, Learner support programs, Personal safety and security, Citizenship, Life Skills, Environmental education, Support programs, Service learning and parental engagement, Education for Sustainable Development.

Links to other subjects : The sounds and words that  are learnt can be applied in all subjects across the curriculum.

Suggested non-formal activity to support learning:  Engage in conversations using vocabulary learnt with peers outside the classroom .

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of  learnt sounds, audio-visual recordings of minimal pairs, dialogues, stories and poems with new words.

Link to Values: Respect for cultural/ linguistic diversity as demonstrated in the various sounds, unity through participating in dialogues, rhymes tongue twisters, language games and songs;  responsibility as learners develop  a talking tree using vocabulary related to theme.

Suggested Community Service Learning activities: Sharing knowledge about vocabulary learnt with members of the community.   

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding Expectations

• Identifies more than three words with the sound and articulates the sound accurately with ease.
• Uses a range of vocabulary to communicate confidently in relevant contexts.

Meeting Expectations

• Identifies one or two words with the sound and articulates the sound accurately.
• Uses vocabulary learnt in the theme to communicate confidently in relevant contexts.

Approaching Expectations

• Has  problems identifying words  with the sound and struggles to articulate  the sounds  accurately.
• Limited in applying the  vocabulary learnt in the theme to relevant contexts.

Below Expectations

• Has multiple problems  identifying words  with the sound and struggles to articulate  the sounds  accurately.
• Exhibits numerous challenges in applying the vocabulary learnt in the theme to relevant contexts.

CBC Grade Two-English activity-1.0-LISTENING AND SPEAKING-Sub-strand-1.3-Language structures and fuctions-Theme-School(The verb “to be”;was ,were)

Language structures and functions are embedded in more advanced themes to provide realistic contexts for the development of  the learner’s competence. The thematic concerns can be conveyed  through  longer and more challenging dialogues, poems, passages and songs, among others.The pronunciation and vocabulary, reading and writing within thematic units should build on each other  for the learner to make connections between the inter-dependent parts.

Specific Learning Outcomes 

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

a) use the past tense  forms of the verb ‘to be’ correctly, to construct simple sentences about things in the past,

• recognise the correct use of the past tense forms of the verb ‘to be’ in sentences,
• enjoy the use of the past tense forms of the verb ‘to be’ in their day to day conversation.

Suggested Learning Experiences 

• Learners describe their own and other demonstrated actions using was  and were. 
• In small groups, learners describe people using the past forms of the verb ‘to be’ ( Mary was in class). 
• In pairs, learners ask questions using the verb ‘to be’ as an interrogative ( Was Mary in class?).
• Learners take part in role play and language games that allow them to take turns in various actions and asking questions using was  and were , past form of the verb ‘to be’.
• Describe pictures showing various actions.
• Learners listen to a story, poem or conversation  containing was  and were , as past tense forms of the verb ‘to be’.

Key Inquiry Question(s)

1. As you were coming to school, how many people did you see?
2. What were they doing?

3) What other thing did you see?

 Core Competences to be developed:  Communication and collaboration through group activities engaging them in using the  past tense forms of the verb ‘to be’, creativity and imagination by describing pictures showing various actions.  

Link to PCIs: Life skills (effective communication)

Link to Values: Respect, Responsibility, Unity

Links to other subjects: Relevant to all subjects because the structure is applicable in speech and writing across the curriculum. 

Suggested non-formal activity to support learning:  Learners make someobservations  based on Key Inquiry Questions and then  construct sentences with singular and plural subjects on actions that happened at home  and the surrounding environment during play.

Suggested Learning Resources: Flash cards, realia, charts, pictures/ photographs and models of  verbs “was” and “were”, computer devices with audio/visual recordings of dialogues with sentences on “was” and “were” .

Suggested Community Service Learning activities: Taking time to recite simple poems about the past and asking friends to tell them about the past. They could then use was and were based on the conversation.

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding Expectations

Learner constructs correct sentences, asks and responds to questions using ‘was, were’ forms of the verb ‘to be’ with ease. 

Meeting Expectations

Learner constructs correct sentences, asks and responds to questions using ‘was, were’ forms of the verb ‘to be’.

Approaching Expectations

Learner sometimes constructs sentences, asks and responds to few questions using ‘was, were’ forms of the verb ‘to be’.

Below Expectations

Learner rarely constructs sentences,   and struggles to ask and responds to questions using ‘was, were’ forms of the verb ‘to be’.

CBC Grade Two-English activity-Language stuctures and fuctions-Theme-Activities in the home(Subject-Verb agreement;was,were)

Specific Learning Outcomes 

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

1. recognise the correct use of subject-verb agreement  in sentences, 
2. use correct subject verb agreement to construct simple sentences about activities in the home,
3. appreciate the importance of subject- verb agreement in conversation for effective communication. 

Suggested Learning Experiences 

• Learners construct correct sentences based on pictures showing singular and plural subjects.
• In pairs/small groups learners construct sentences on demonstrated actions by one or more learners.
• Learners construct sentences using displayed realia representing singular and plural subjects at home and school.
• Learners construct sentences using singular and plural subjects at home like animals and utensils.

•     Learners listen to a story, poem or conversation  containing ‘was’ and ‘were’.

Key Inquiry  Question(s)

1. What is Sarah holding?
2. What are the girls holding?
3. What was she holding? 
4. What were they holding?

 Core Competences to be developed:  Communication and collaboration  through pair and group work to practice  correct use of subject-verb agreement,  Creativity and imagination through demonstrations and construction of sentences.

Link to PCIs: Life skills -Effective communication, Service learning and parental involvement ; ESD- Animal welfare

Links to other subjects: This is relevant to all subjects because it is useful in talking about the past, which generally occurs in all subjects.

Suggested non-formal activity to support learning:  Constructing sentences that  involve singular and plural subjects on actions that happen at home  and the surrounding environment

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of  subject-verb agreement audio-visual recordings of dialogues with subject verb-subject

Link to Values: Respect, Responsibility, Unity when learners construct sentences in pairs and groups.

Suggested Community Service Learning activities: Reading to those who cannot read and sharing about the past.  

Suggested Formative Assessment Rubric

Exceeding Expectations

Learner consistently recognises and uses subject-verb agreement correctly in simple sentences.

Meeting Expectations

Learner recognises and uses subjectverb agreement correctly in simple sentences.

Approaching Expectations

Learner sometimes recognises and uses subject-verb agreement correctly in some simple sentences.

Below Expectations

Learner rarely recognises and uses subject-verb agreement correctly in simple sentences.

CBC Grade Two-English activity-Language Structures and fuctions-Theme-Transport(Objective Pronouons; him,her,them and you,us ,me)

Specific Learning Outcomes 

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

a) use objective pronouns correctly to construct simple

sentences about transport, 

• pick out objective pronouns to improve oral communication, 
• appreciate the use of object pronouns for effective communication. 

Suggested Learning Experiences 

• In groups learners recite a rhyme containing objective pronouns. 
• Learners work in pairs to construct sentences using objective pronouns.
• Learners construct sentences on locally available means of transport and the objective pronouns.(This car belongs to Amina. It belongs to her).
• Learners  listen to a story, poem or conversation  on means of transport containing objective pronouns. 

Key Inquiry Question(s)

1. What do you use to come to school?
2. What does your father/ mother/ brother/ use to go to the market/ shop/ visit your aunt/uncle?

Core Competences to be developed: Communication and collaboration, and self efficacy by using object pronouns correctly.

Link to PCIs: Life skills -self-awareness ( making sentences based on their body parts)

Suggested non-formal activity to support learning:  Learners could talk about themselves using object pronouns.

Suggested Learning Resources: Realia, charts, pictures/ photographs and  audio-visual recordings of dialogues with object pronouns.

Link to Values: Respect, Responsibility, Unity (reciting poems in pairs annd groups)

Suggested Community Service Learning activities: Share how object pronouns are used and compare meaning in local languages.

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubrics

Exceeding  Expectations

Learner always picks out and uses both subject and object pronouns correctly in simple sentences.

Meeting  Expectations

Learner picks out and uses object pronouns correctly in simple sentences.

Approaching  Expectations

Learner sometimes picks out and uses object pronouns correctly in simple sentences.

Below expectations

Learner rarely picks out and uses object pronouns correctly in simple sentences.

CBC Grade Two-English Activity-Language Structures and Functions-Theme-Time and Months of the Year (The verb to Have –Have, Has, Had)

Specific Learning Outcomes 

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

a) use various forms of the verb to have as a main verb to talk about months of the year, o’clock, “am” and “pm” for effective communication,

• recognise correct use of the forms of the verb to have in different contexts, 
• appreciate the correct use of the verb to have for effective communication.

Suggested Learning Experiences 

• In groups learners recite a rhyme containing the forms of the verb to have.
• Learners work in pairs to construct sentences using singular and plural subjects on different  forms of the verb to have.
• In pairs and groups, learners construct sentences based on pictures illustrating the verb to have.
• Learners construct sentences based on time and number of days in some months.
• Learners construct sentences on the things they have at home and at school.
• Learners listen to a story, poem or conversation containing forms of the verbs to have.

Key Inquiry Question(s)

1. How many eyes, ears, mouths, do you have?
2. How many eyes, mouths, ears does Jane/John have?

 Core Competences to be developed: Communication and collaboration through construction of using  the verb to have, in pairs and groups, Self efficacy as learners construct sentences on the things they have at home and at school.

Link to PCIs: Life skills -self awareness (learners construct sentences based on their body parts)

Links to other subjects : Science, Religious Education

Suggested non-formal activity to support learning:  Using the form to have during play and their free time to improve communication .

Suggested Learning Resources: Realia, charts, pictures/ photographs and  audio-visual recordings of dialogues with the verb to have.

Link to Values: Unity, Respect

Suggested Community Service Learning activities: Getting involved in a discussion about what they have and asking  what other people in the community have .

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding  Expectations

Learner constructs different  correct sentences with various forms of the verb “to have” with a lot of ease.

Meeting  Expectations

Learner constructs correct sentences with forms of the verb “to have” with ease.

Approaching  Expectations

Learner constructs correct sentences with various forms of the verb “to have” with some difficulty.

Below expectations

Learner constructs correct sentences with various forms of the verb “to have” with a lot of difficulty.