First Term

Theme Week/Day Topic Entry Content

1/4 Comprehension 1 These techniques should be integrated into the lesson plans for each reading
activity. The teacher can refer to this index to guide students through the
process of reading comprehension, ensuring they practice and develop these
crucial skills.
Reading Comprehension Techniques:
1. Predicting: Enhance students' ability to anticipate what will happen next in
a text. Show the students the title, cover, or first few lines of a text and ask
them to predict what the text will be about. During Reading, pause at strategic
points and ask students to predict what will happen next. After Reading,
reflect on the predictions made and compare them with the actual text.

2. Identifying the Main Idea: Help students understand the central concept or
Environment

message of a text. Whole Text: After reading, ask students to summarize the
text in one or two sentences focusing on the main idea. Paragraph Level: Have
students identify the main idea of individual paragraphs and discuss how these
contribute to the overall message of the text. Highlighting: Encourage students
to highlight or underline key sentences that convey the main idea.

3. Questioning: Develop students' ability to ask and answer questions about

the text to deepen understanding. Before Reading: Generate a list of questions
about the topic to guide reading. During Reading: Pause to ask questions
about the content, characters, and events. After Reading: Encourage students
to ask their questions about the text and explore answers through discussion
or further research.

4. Making Inferences: Teach students to read between the lines and draw
conclusions based on evidence from the text. Text Clues: Use texts with
implicit information and ask students to infer meaning based on context clues
and prior knowledge. Character Analysis: Discuss characters’ actions,
motivations, and feelings and infer why they behave in certain ways. Drawing
 Conclusions: Provide incomplete scenarios from the text and ask students to
infer the outcomes or missing details.
3/4 Sound Words 2 Sound words – Suggested Activities:
Plan this concept in a separate lesson before starting topic 6.5. Connect sound
words with the theme Environment.
• Introduce and explore sound words (onomatopoeia) such as bounce,
tweet, bong, swish, pull, sink, ouch, wooo, bing bong, cheep cheep, nee-
nah, crack, buzz, splash, waaah, roar.
• Write the sound words on the board.
• Discuss each word with the class, explaining the sound it represents and
providing examples.
• Ask students to write a short sentence using one of the sound words.
• Play a game where students have to match sound words to corresponding
actions or pictures.
• Use flashcards or a digital presentation for this activity.
• Write sound words on slips of paper.
• Students take turns picking a slip and acting out the word while the rest of
the class guesses.
5/4 Adverbs of time 3 Suggested Activities - Introducing Adverbs of Time (Grade 2)
(always, • Introduce and explore adverbs of time (always, sometimes, never). Explain
sometimes, what adverbs of time are and how they indicate the frequency of an
never) action. Provide examples using the adverbs "always," "sometimes," and
"never."
• Write a few sentences on the board using each adverb of time. Discuss
Materials

with the class how the meaning of the sentence changes with each
adverb.
• Prepare strips of paper with various sentences that include adverbs of
time and divide the class into small groups and give each group a set of
sentence strips. Ask the groups to sort the sentences into three categories:
always, sometimes, and never.
• Provide students with a worksheet that includes incomplete sentences.
Ask students to complete the sentences using "always," "sometimes," or
"never." Have students act out actions based on sentences you call out
 using adverbs of time. For example, "Always brush your teeth,"
"Sometimes eat ice cream," "Never jump on the bed."
• Give students writing prompts that require the use of adverbs of time.
Examples: "Describe something you always do on the weekend," "Write
about a food you sometimes eat," "Tell a story about something you never
do."
6/4 Types of 4 Suggested Activities for Types of Sentences:
Sentences o Begin by explaining that sentences can be different types: commands,
questions, and statements. Discuss the purpose and punctuation of each
type (e.g., commands often end with a period or exclamation mark,
questions end with a question mark, statements end with a period).
o Prepare sentence cards with different types of sentences. Distribute the
cards to students and ask them to sort the sentences into three categories:
commands, questions, and statements.
o Divide students into small groups. Provide each group with a set of words
and ask them to create at least one command, one question, and one
statement using the words. Each group shares their sentences with the
class.
o Use an interactive whiteboard or chart paper. Write incomplete sentences
and ask students to complete them, turning them into commands,
questions, or statements.
o Students find examples of commands, questions, and statements in a
short story or classroom reading book.
o Worksheets where students punctuate given sentences correctly based on
whether they are commands, questions, or statements.
7/1 Connectives 5 Suggested Activities for Connectives:
(when, because, • Briefly explain what connectives are and their purpose in sentences.
and, if) Provide simple examples on the board:
- "I like apples **and** bananas."
- "I am happy **because** it is sunny."
- "We will go to the park **if** it stops raining."
- "I will eat my snack **when** I am hungry."
 • Prepare cards with missing sentences and separate cards with the
connectives (and, because, if, when). Students work in pairs to match the
sentences with the appropriate connectives.
• Provide students with a list of words and phrases. Students construct
sentences using the provided words and the connectives.
7/2 Adverbs to tell 6 Suggested Activities for Adverbs to tell the order:
the order • Begin with a brief discussion on the importance of order in telling a story
(Sequence or explaining a process. Write the adverbs of order (First, Then, Next,
Words) Later, Finally) on the board. Explain each adverb and provide a simple
example sentence for each:
➢ First: Indicates the beginning of a sequence.
➢ Then: Follows the first action.
➢ Next: Indicates the subsequent action.
➢ Later: Refers to an action that happens after some time.
➢ Finally: Indicates the last action in a sequence.
• Choose a simple, familiar process (e.g., making a sandwich). Ask students
to describe the process using the adverbs of order. Write the steps on the
board as students provide them.
• Prepare sentence strips with actions written on them. Distribute the strips
among small groups of students. Have students arrange the strips correctly
using the adverbs (First, Then, Next, Later, Finally). Each group presents
their ordered sequence to the class.
9/2 Singular and 7 Suggested Activities for Singular and Plural:
Plural Nouns • Students will understand the concept of singular and plural nouns.
Students will identify and use plurals ending in -s, -es, -ies, and -ves
correctly.
• Begin with a brief explanation of singular and plural nouns. Explain that
singular means one and plural means more than one. Use visual aids (e.g.,
pictures of one apple vs. multiple apples) to illustrate the concept.
• Introduce the different plural endings (-s, -es, -ies, -ves). Explain that most
nouns simply add -s (e.g., cat -> cats).
• For nouns ending in -ch, -sh, -s, -x, or -z, add -es (e.g., box -> boxes).
o For nouns ending in a consonant + y, change the y to i and add -es
(e.g., baby -> babies).
 o For nouns ending in -f or -fe, change the f to v and add -es (e.g.,
leaf -> leaves).
o Provide examples and write them on the board.

• Distribute a worksheet with a mix of singular nouns. Ask students to

convert each singular noun to its plural form using the correct rule.
• Walk around the classroom to provide individual assistance as needed.
• Have students complete a short quiz or activity where they match singular
nouns with their correct plural forms.
• Encourage students to work quietly and independently.
• Review the rules for forming plurals with the class. Ask students to share
examples of singular and plural nouns. Provide positive reinforcement for
correct answers and gentle corrections for mistakes.
• Create a set of cards with singular nouns and their corresponding plural
forms. Have students work in pairs or small groups to match the singular
and plural cards correctly.
• Hide objects or pictures of objects around the classroom. Students must
find the objects and write down both the singular and plural forms.
12/1 Question 8 Suggested Activities for Question Words:
Words • Begin with a brief explanation of question words. Explain that question
words are used to ask for specific information. Introduce each question
word with simple definitions and examples.
• Write each question word on the board and provide additional examples.
• Distribute a worksheet with sentences missing the question words.
• Have students fill in the blanks with the appropriate question word.
Forces

• Give students a list of answers (e.g., "At 7 o'clock," "A dog," "To stay
warm").
• Ask them to write questions that correspond to each answer, using the
correct question word.
• Hide question words around the classroom.
• Have students find the words and then use them to create questions.
• Pair students and give each pair a set of question words.
• One student asks a question using a question word, and the other student
answers. Switch roles after each question.
12/3 Quantifiers 9 Suggested Activities:
(most, some, • Begin with a brief explanation of quantifiers. Explain that quantifiers tell us
all) how much or how many of something there is. Introduce each quantifier
with simple definitions and examples.
• Write each quantifier on the board and provide additional examples. Use
visual aids or objects in the classroom to illustrate each quantifier (e.g.,
some books, most books, all books).
• Relate the quantifiers to the theme of "forces: push and pull" with
examples:
• "Some objects need a push to move."
• "Most objects can be moved with a push or pull."
• "All objects experience forces."
• Have students write their sentences using each quantifier, relating to
"forces: push and pull." Example prompt: "Write a sentence about how
some, most, or all objects in your house can be moved with a push or
pull."
• Give students a list of items to find in the classroom and ask them to
describe them using quantifiers (e.g., "Find some pencils," "Find most
books on the shelf").
• Create a matching game where students match sentences with the correct
quantifiers.
13/3 Connectives 10 Suggested Activities:
(or, so) • Briefly explain what connectives are and their purpose in sentences.
Provide simple examples on the board:
• Prepare cards with missing sentences and separate cards with the
connectives (so, or). Students work in pairs to match the sentences with
the appropriate connectives.
• Provide students with a list of words and phrases. Students construct
sentences using the provided words and the connectives.
15/4 Noun Phrases 11 Suggested Activities:
with Adjectives • Begin with a brief explanation of nouns and adjectives. Explain that a noun
phrase is a group of words that includes a noun and its modifiers (e.g.,
adjectives). Provide simple definitions and examples:
 • Noun Phrase: a combination of a noun and its adjectives (e.g., "big ball").

• Write several noun phrases on the board, highlighting the adjectives and
nouns (e.g., "red car," "tall tree," "heavy box"). Explain how adjectives add
more detail to nouns, making sentences more descriptive.
• Relate the concept to the theme of "forces: push and pull" with examples:
➢ "The heavy box was hard to push."
➢ "The light ball rolled easily with a gentle push."
➢ "The strong wind pulled the tall tree."
• Distribute a worksheet with sentences missing adjectives in noun phrases.
Have students fill in the blanks with appropriate adjectives.
• Ask students to create their own sentences using noun phrases with
adjectives related to "forces: push and pull.
16/2 Syllabification - 12 Suggested Activities:
Suffix • Begin with a brief explanation of suffixes. Explain that suffixes are added to
the end of a word to change its meaning or grammatical function. Provide
simple definitions and examples:
➢ Suffix -ly: turns an adjective into an adverb (e.g., "quickly" = quick-
ly).
➢ Suffix -ment: indicates an action or result (e.g., "enjoyment" = en-
joy-ment).
➢ Suffix -ion: indicates an action or condition (e.g., "action" = ac-
tion).
• Write each suffix on the board and provide examples. Break each word
into syllables and demonstrate the correct pronunciation. Use visual aids
or flashcards with base words, suffixes, and syllabification to illustrate the
concept.
• Distribute a worksheet with base words and ask students to add the
correct suffix and break the word into syllables. Review the answers as a
class, discussing why each suffix is used, how it changes the word, and the
syllabification of each word.
• Have students create their own sentences using words with the suffixes
learned and break the words into syllables.
• Prepare a set of words with different suffixes and their syllable
breakdowns. Ask students to sort the words into categories based on their
suffixes (-ly, -ment, -ion) and syllabification.