Grade 2 English
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
Big ideas are different from small ideas. When we say big, we mean general ideas which are not specific; but when we say small ideas, we mean specific ideas. Oftentimes small ideas are hints to understand big ideas.
In order to activate pupils prior knowledge, they will be given an activity that would set their minds on giving the big idea from a set of small ideas.
Photographs/Pictures are visual aids used to attract the interest of children while learning the targeted concepts of the topic.
Materials
Activity Sheet 1 “Find the Big ideas” on page 11
Activity 1 “Find the Big Ideas”
1. Form groups with six pupils each.
2. Distribute to each group Activity Sheet 1 “Find the Big ideas” on page 11 3. Explain the direction.
4. Give them enough time to finish the activity.
5. Call volunteers to report their outputs. Then present the answer key for them to check their answers.
6. Process the activity by asking this question: How were you able to give the big ideas?
Formative Assessment
Look for small ideas from big ideas given. Box your answer. 1. Find two animals
(chairs, monkey, bag, snake) 2. Find two things to wear
(dress, plates, pants,pencils) 3. Find two colors
(red, lion, ship, yellow)
(chalk, oven, gate, books) 5. Find things that we eat
( cup, bread, juice, chocolate) Check the pupils answers objectively.
Roundup
Pupils should have distinguished big ideas from small ideas.
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Background or purpose
Getting the main idea of selection listened to is not an easy task especially for graders who are also beginners. Teachers need to condition pupils' mind to focus on the things they hear.
In this stage, pupils will listen closely to the selection as the teacher reads it. Pupils will jot down the main idea of each paragraph heard
Note: Read the selection three or four times so pupils may be able to get the big idea of each paragraph. This is to develop the listening skill of our grade two pupils.
Strategy
Cooperative Triad- involves three pupils working together to do and finish assigned tasks confidently and successfully.
Materials
Teacher Resource Material 1 “Get the Main Idea” on page 12 Activity Sheet 2 “Get the Main Idea” on page 13
Assessment 1 “Observation Checklist “Get the Main Idea” on page 14
Activity 2 “Get the Main Idea”
1. Form triads.
2. Distribute Activity Sheet 2 “Get the Main Idea” on page 18. 3. Explain directions.
4. Present and explain the rubric to the class.
5. Read the listening selection. Refer to Teacher Resource Material 1”Get the Main Idea” on page 17.
6. Give the triads time to do the activity. 7. Let the triads present their outputs.
8. Process the activity by asking the pupils to give the main idea of the story.
Formative Assessment
Roundup
Pupils should have identified the main idea of each paragraph in the listening text and later gave the main idea of what the selection is all about.
3. Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
Getting the main idea helps readers understand the points the writer wants to convey. In this stage, pupils will read a selection about “The Happy Worker”.This will be used as a spring board for the pupils to get the main idea of the selection.
Strategies
Popcorn Reading is a reading strategy where pupils take turn reading, but the reader decides when to stop(always at the end of a sentence). Since the exact stopping point is not predetermined, the pupils must follow along closely.
Picture Clues- is a strategy which enriches ones vocabulary. This refers to the words or phrases which are built into the sentence around the difficult word. It gives information through a picture drawn from a text that helps confirm the meaning of a word or group of words.
Materials
Teacher Resource Material 2 “Happy Worker” on page 16
Activity Sheet 3 “Identify Meaning Through Picture Clues” on page 15 Assessment 2
Activity 3A Pre-Reading “Identify Meaning Through Pictures”
1. Distribute Student activity Sheet Through Picture Clues on page 20 2. Let the pupils answer the exercises individually.3. Check pupils answer.
Activity 3B During Reading:“Read in Focus”
4. Discuss with the class on how to do the popcorn reading.5. Present the motive question: Why is Aling Diday a Happy Worker?” 6. Distribute Teacher Resource Material 2 “Happy Worker” on page 16 7. Start the activity.
8. Let the pupils answer the comprehension questions: 1. Who is Aling Diday?
2. What are the special jobs Mrs. Lily wanted Aling Diday to do? 3. Why is Aling Diday does not like to receive the money? 4. Do you like Aling Diday? Why or Why not?
5. Why is she a happy worker?
Note: Identifying the lesson in the story is one way of getting the main idea.
Post Reading
Activity 3C “What's This?”
1. Group pupils into groups of five.2. Distribute Student Activity Sheet 3C “What's This?” on page 18 3. Explain directions.
4. Give enough time for the groups to finish their work. 5. Present their outputs.
6. Process the activity by asking this question: What helped you identify the ideas under its proper heading?
Formative Assessment
Assessment Rubric on “What's This?” on page 19 The pupils output can be checked objectively.
Roundup
The pupils should have given the appropriate heading for a set of sentences.
4. Check for Understanding of the Topic or Skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
It is always important to get the main idea of any selection. It helps the reader focus on what he/she is doing.
In this stage, the pupils will be given more practice in getting the main idea by grouping similar ideas under proper heading, and distinguishing big ideas from small ideas.
Strategy
Cooperative Learning is a teaching strategy in which small teams, each with students of different levels of ability, work together to do a given task. Each member of the team is responsible for helping each other to finish the task, thus creating an atmosphere of achievement.
Materials
Activity Sheet 4A “Who Says” on page 20
Activity Sheet 4B “Write the Main Idea” on page 21
Activity 4-A “Who Says?”
1. Form groups of five.
2. Distribute Student Activity Sheet 4A “Who Says” on page25 3. Read the directions and explain what to do.
Activity 4B “ Write the Main Idea”
1. Maintain the same groupings.2. Distribute Student Activity Sheet 4B “Write the Main Idea” on page 26. 3. Explain directions.
4. Give them enough time to do the activity. 5. Check outputs objectively.
Roundup
The pupils should have grouped ideas under proper heading and distinguished big ideas from small ideas.
(Note: Assign the pupils to bring anything they want to talk about in class the next day (ex. A toy, fruit, food or a favorite picture. This is in preparation for the class activity.)
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
In this stage, pupils will talk about the thing they brought to class using this is/that is with singular nouns and these are/those are with plural nouns. Usage of these given pronouns will depend on the kind of pictures they bring to class.
Strategy
Oral Presentation is a strategy to effectively deliver a topic verbally.
Materials
Things assigned for the class activity: pictures
toys fruits etc.
Activity 5 “Hear Me Say”
This is an individual activity.1. Ask the class to show the things they brought to class.
2. Tell them that they will do an oral presentation about it using this is/that is on singular nouns and these are/those are on plural nouns.
3. Present rubric for the activity. 4. Start the oral presentation.
5. Process the activity by asking : How did you feel talking in front of the class? Why?
Formative Assessment
Roundup
Pupils should have described the pictures using this/that and these/those with the correct nouns.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
In this stage,pupils will be made to write from a prompt which contains the days of the week, months addresses, dates and abbreviations in cursive. Learning to write in cursive is often very exciting to our grade two pupils. This is in preparation for a more thorough cursive writing in the next grade.
Strategy
Cursive Writing- is any style of handwriting that is designed for writing down notes and letters by hand.
Materials
Teacher Resource Material 5 “12 Rules for Good Cursive Writing” on page 24 Teacher Resource Material 6 “Basic On Cursive Writing” on page 25
Assessment 4 Rubric for “Write Correctly” on page xxx
Activity 6."Write Correctly”
1. Let the pupils do individual writing.
2. Instruct pupils to copy and writ abbreviations, days of the week, months, address in cursive.
711 Magallanes St., Sta.Cruz, Manila May 30, 2009
Dear Robin,
I am glad school days will be here soon. I will be in Grade Two. I will study at Maria Clara Elementary School.
On Monday will be our first day of class. I will go to school early to be on time for my class.
Please, tell me about your school too. Hope to hear from you soon.
Your friend, Joselito
3. Give them time to finish their writing activity. 4. Ask the class to pass their outputs.
6. Process the activity by asking pupils the importance of writing legibly.
(Note: The teacher may display pupils work in classroom bulletin board for recognition.)
Formative Assessment
Assessment 5 Rubric on “Write Correctly ” on page 26
Roundup
The pupils should have written words, abbreviations days of the week, months and address in cursive.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.
ACTIVITY SHEET 1
“Find the Big Ideas”
Look at the pictures closely. Write the big ideas on the space
provided for.
TEACHER RESOURCE MATERIAL 1
“Get the Main Idea”
A Little Fish Story
1.
Once there was a little fish which had everything in the seas to
make him contented, but he was not happy. He was unhappy because he
was very small.
“It is hard to be so small. If I were only larger, how happy I would be,”
said the little fish.
2. One day, he was swimming with the rest of the school, alongside
with the bigger fish. “How happy these big fish must be!” he thought.
3. Suddenly, without warning, the school of fish was caught in a big net.
There was much floundering and splashing. The haul was being drawn up
into the sunlight, and just as it was being emptied into the boat, the
smallest fish wriggled and slipped back into the cool, clear water. How
good it felt!
4. He swam here, there and everywhere, and for the rest of his life, he
never again said that he wanted to be a big fish.
ACTIVITY SHEET 2
“Get the Main Idea”
Directions: Listen to each of the paragraph in the story. Then choose
the best answer from the statements below:
1. Paragraph 1 says that:
a. the little fish wanted to be big.
b. the little fish was happy.
c. the little fish would be happy if
he was big.
2. Paragraph 2 says that:
a. the little fish swam with the
big fish.
b. the little fish was contented.
c. the little fish envied the big
fish.
3. Paragraph 3 states that
a. there was a big haul of fish.
b. the fish were emptied into the
boat.
c. the little fish wriggled from the
net and slipped back into the
cool, clean water
4. Paragraph 4 shows that
a. the little fish swam
everywhere.
b. the little fish no longer
complained of his size.
c. the little fish became
contented of his being small.
What is the story all about?
______________________________________________________
What is the main idea
of the story?
Ring the letter that
Assessment 1
Observation Checklist on “Get the Main Idea”
Directions: Check the box that corresponds to the observed behavior of the
pupils. This tool will be used for the entire duration of the activity.
Name of
Pupils
Manifests
Alertness in
Responding
Shows Spirit
of
Volunteerism
Attends
to Task
Listen to
Others
Ideas
Does not
disrupt
the Class
Total
No.of
Check
Marks
1.2.
3.
4.
5.
6.
7.
8.
9.
ACTIVITY SHEET 3A
“Identify Meaning Through Picture Clues”
Directions:
Draw a line to connect the words to the pictures.
1. Guava
2.Bolo
3. Coconut tree
4. Rose
Teacher Resource Material 2
“Happy Worker”
The
bell
rings
and
when
I
open
the
gate
,
there
is
Aling
Diday
smiling
at
me
.
”Hi
,
Vianton
,
please
tell
your
Mother
that
I
am
here
.
She
asks
me
to
come
.
”
“Good
morning
,
Aling
Diday
,
please
come
in
.
”
I
answer
.
Before
me
is
a
muscular
middled
-
aged
woman
.
She
is
tan
.
She
is
our
regular
laundry
woman
.
Her
wash
day
in
Monday
.
But
it
is
Saturday
!
”
I
wonder
why
she
is
here
.
”
I
ask
myself
as
I
run
to
call
Mother
.
“Thank
you
,
Vianton
,
”
Mother
says
.
“Diday
,
I
am
so
glad
you
came
.
There
are
some
special
things
that
I
would
like
you
to
do
today
.
Could
you
cut
down
that
tall
tuba
tree
?
Get
it
ready
for
the
garbage
truck
on
Monday
.
Afterward
,
harvest
the
22
coconuts
hanging
on
those
two
trees
.
In
the
backyard
,
the
guavas
are
ripe
and
ready
for
harvest
,
too
.
”
First
,
Diday
cuts
down
the
dead
tuba
tree
.
She
handles
the
bolo
like
a
man
.
She
seems
sure
of
what
she
is
doing
.
Second
,
she
harvests
the
coconuts
.
“How
strong
she
is
!
”
“Now
,
let
'
s
go
to
the
backyard
and
harvest
the
guavas
,
”
Mother
says
leading
the
way
.
Aling
Diday
walks
like
a
soldier
.
She
doesn
'
t
seem
to
get
tired
.
She
climbs
the
guava
tree
like
the
Queen
of
the
Jungle
,
swinging
from
one
branch
to
another
.
“Wow
!
”
Mother
look
at
her
hold
on
to
a
branch
of
the
tree
.
She
uses
her
feet
to
get
the
guavas
!
Look
at
the
guavas
!
They
are
as
big
as
a
baseball
.
”
Aling
Diday
shoots
each
one
of
them
into
the
basket
.
Diday
gathers
about
35
of
them
.
“Well
done
,
Diday
,
”
Mother
tells
her
that
it
'
s
good
harvest
.
“Here
,
take
this
money
.
”
Mother
also
gives
Aling
Diday
three
guavas
and
two
coconuts
.
“Mrs
.
Lily
,
this
is
too
much
money
.
Please
give
me
half
of
it
.
”
Diday
says
returning
P
300.00
to
Mother
.
“Oh
,
no
!
Take
all
of
it
.
You
deserve
it
,
“
Mother
insists
.
“I
love
my
work
,
Vianton
.
The
more
I
work
,
the
happier
I
am
.
That
means
I
'
m
useful
.
Just
call
me
again
if
you
need
me
,
Ma
'
am
,
”
she
says
smiling
.
I
stand
at
the
door
gate
.
I
see
Aling
Diday
jogging
away
.
“Vianton
,
”
calls
Mother
.
I
turn
my
head
to
look
at
mother
.
“She
'
s
happy
with
what
she
does
.
But
she
is
poor
,
Mother
.
”
ACTIVITY SHEET 3B
“What's This?”
Directions: Underline the appropriate heading for the set of sentences given.
1.I opened the gate and before me was a muscular middle-aged woman. She
was tan. She was our regular laundry woman.
a. Mother Lily
b. Aling Biday
c. Aling Diday
2.Coconut trees give us coco water,
tuba
, and coco meat.
a. Coconuts give us coco water.
b. Coconuts give us food.
c. Coconuts give us coco meat.
3. Aling Diday harvested 22 coconuts. She cuts it down. And she harvested the
ripe guavas in the backyard.
a. Aling Diday was lazy.
b. Aling Diday was sick.
c. Aling Diday loved to work.
4.Mother Lily gave Aling Diday P300.00. She said it was too much money. But,
Mother insisted that she takes all of it.
a. Aling Diday deserved it.
b. Aling Diday was blushing.
c. Aling Diday received half of it.
5.Aling Diday is a muscular middle aged woman. She washes clothes in Vianton's
house. She also washes other people's clothes.
a. She's a nurse.
ASSESSMENT 2
Group Participation Checklist
“Whats This”
Skills
Group Number
1 2 3 4 5
1. Helping:
The pupils offered assistance to each other.
2. Listening:
Group members listened respectively to each others ideas.
3. Participating:
Group members participated in each step of the process.
4. Persuading:
Pupils exchanged , defended and rethought ideas.
5. Questioning:
Pupils interacted, discussed, and posed questions to all members of the team.
6. Respecting:
Group members encouraged and supported the ideas and efforts of others.
7. Sharing:
ACTIVITY SHEET 4A
“Who Says”
Directions:
Identify who said the following statements and rewrite the
sentences under its proper heading.
Statements
What Vianton
Said
Mother Lily
What
Said
What Aling
Diday Said
1.“Good morning Aling
Diday, Please come in.”
2. “Let's go to the backyard
and harvest guavas.”
3. “You work so fast.”
4.”Mrs. Lily , this is too
much money.”
5. “I love my work
Vianton.”
ACTIVITY SHEET 4B
“Write The Main Idea”
Directions:
1. Read the selection below.
2. Copy the sentences or group of words that tells what it is about.
3. Observe the correct spelling.
Choices Answer
1. Animals give us meat and milk.
a. Animals give us egg. b. Animals give us meat. c. Animals give us food.
Choices Answer
2. Moffie is my friend. She helps me with my work. Irene is also a friend. I share stories with her often.Vicky,Nanette, Thelma,Rosebel,Djhoanne are my friends too. They make me laugh when I am sad.
a. Many friends b. My friends c. Different friends
Choices Answer
3. Tulunan Elementary School is near my house. It is where I study. It has a wide
playground. I love my school. It is clean and full of
flowering plants.
a. My School b. It is clean
Choices Answer
4. Our flag has three colors. They are red, white and blue. It has three stars and one sun. The sun has eight rays.
a. The colors of our flag. b. The flag
c. The sun
Choices
5. The coconut is delicious when young. Coconut leaves are used to wrap “suman”. The shell of coconut can be made into decorative article. Almost every part of coconut tree can be used.
Assessment 3
Individual Performance Rubric
“Hear Me Say”
This is my favorite apple. These are my balloons.
Category
Very Good
3
Good
2
Poor
1
Communication
Skills
Speaks clearly, at
a regular pace
and always have
eye contact with
the audience.
Speaks clearly at
some regular pace
and sometimes have
eye contact with
the audience
Does not speak
clearly at a regular
pace and does not
have eye contact
with the audience.
Enthusiasm/
Tone
Is very spirited
and energetic
when presenting
the pictures.
Generates interest
when presenting
the pictures.
Does not show
interest when
presenting the
pictures.
Content
The content
highlights the
main idea of the
picture/s.
The content partly
highlights the main
idea of the
picture/s.
The content does
not highlight the
main idea of the
picture/s.
Use of this/that
these/those
This/that,
these/those are
used correctly.
This/that,
these/those are
sometimes used
correctly.
This/that.
these/those are not
TEACHER RESOURCE MATERIAL 3
“12 Rules for Good Cursive Handwriting”
by:
Christopher Jarman M Ed, Dip Ed, Cert Ed.
Many people do not know that 'Cursive' just means
'Joined-up'. It is not the name of any particular style.
1. Good writing is based on a pattern of ovals and parallel lines.
2. All small letters start at the top.
3. All the down strokes are parallel.
4. All similar letters are the same height.
5. All down strokes are equidistant.
6. The space between words is the width of the small letter o.
7. Ascenders and descenders are no more than twice the height
of small letters, preferably less.
8. Capital letters are no higher than the ascenders, preferably
less.
9. Lines of writing are far enough apart for ascenders and
descenders not to touch.
10. Letters which finish at the top join horizontally.
11. Letters which finish at the bottom join diagonally.
TEACHER RESOURCE MATERIAL 4
ASSESSMENT
Rubric on “Write Correctly”Quality Feature Needs Improvement 1 Good 2 Very Good 3 Total
On the line?
Many letters over or under the line
No more than four letters per
sentence over or under the line
All letters are on the line.
Good Form? Letters are not formed correctly in most words.
No more than four letters per
sentence are incorrect.
All letters are correctly formed.
Even spacing? Uneven spacing between letters and most words.
No more than four examples of uneven spacing between letters or words. Even spacing between letters and words.
Even slant? Letters slant to the left, to the right or go up and down.
Letters show slant in one consistent direction at least 75% of the time.
All letters and words show consistent slant in one direction.
Neat? Many erasures, cross outs and work unevenly sprawled all over the paper.
Work is generally aligned within margins, and fewer than five erasures or cross outs.
Work
demonstrates all of the above qualities and has no erasures nor cross outs.
Correct abbreviation?
The abbreviation of the months and days of the week are written incorrectly.
There are few errors in the abbreviation of the months and days of the week.
For the Teacher:
Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior
Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure
Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
