THE ASIAN INTERNATIONAL SCHOOL CURRICULUM MAP 2021- 2022

Level: Starters2 Book: Cornerstone 2 Subject: English

Formative Interpretive Activities

Assessme
nt
Activities:
True or False/Yes or No: Ss provided with a picture and a short statement/question, and they must answer Yes/No, or True/False. This can be done as a whiteboard activity, thumbs up/down, or the T
may provide a green sign and a red sign which the Ss can take turns raising in groups. When using a statement during this activity, the T can allow Ss the opportunity to correct the statement in case
it is false for extra points (e.g. ‘He is happy’ ----------- NO --------- ‘She is happy’ ‘He is not happy’ ‘He is sad’.

What can you see?: T provides a picture, uses a picture from a reading, or a short warm-up video to the Ss. The question can then be asked: ‘What do/did you see?’, with the Ss answering e.g. ‘I see a
frog.’ ‘I saw a train’, etc.

Vocabulary chest: T can add vocabulary words written on a piece of paper to a bag or box as it is learned by the Ss. Ss can choose a word from the box and either produce a sentence, or question,
using the given vocabulary word. Similarly, they act out, or draw the vocabulary word on the board for the rest of the Ss to guess. Following the word being correctly guessed, other Ss in the class
can volunteer sentences using the word.

Spot the error: T provides a picture and a sentence with a grammatical (e.g. ‘He like shopping’), or factual error (e.g. ‘The elephant is small’). Ss must correct the sentence.

Sentence Construction: use these as scaffolding for the Q&A communicative activities

Bang-Bang: T uses a flashcard or PowerPoint slide to provide a sentence stem with pictures for Ss to construct into a sentence. Ss need to construct the sentence properly before their opponent does
and say ‘Bang-Bang’ after this to win the point. The difficulty can be increased by removing words from the sentence stem as seen below for ‘I like pizza’.

Scrambled sentences: T changes the word order of a sentence and Ss must change it into the correct order. This activity can be done on whiteboards, or in a similar way as the ‘Bang-Bang’ game.
This activity is good for introducing the questions for the Q&A communicative practice, and word position can be signposted with capital letters or punctuation. The signposting can be removed to
increase the difficulty.

(e.g. //name?//What//your//is// …OR… //name//what//your//is// …FOR… ‘What is your name?’)

What’s the sentence?: T provides a sentence on a PowerPoint slide with different pictures underneath it and Ss throw a screwed-up piece of paper at the correct picture that matches the sentence and
saying the sentence aloud to win a point. An example can be seen below for the sentence: ‘I went to the beach’ with pictures of a beach and waterpark below, and a ‘Like/Do not like’ example,
showing how the key words can be highlighted to make the task easier:

Q&A (interpersonal communication)

Speed Q&A: Ss line up facing one another in 2 lines. In the example below, S1 is speaking with S8. They ask each other the given questions for the week and answer in a predetermined timeframe
(e.g. 20 seconds) before the T tells them to move. One line moves down so all Ss have new partners to ask the questions to. In the example below, S1 is now speaking with S7. The Ss can freely
practice and produce their own answers (e.g. What is your name? My name is John.) OR it can be controlled with the T providing information on a PowerPoint (e.g. What is he doing? He is [playing
tennis].)
 Surveys: Ss freely mingle around the classroom, asking their friends a given question. The format can be amended where groups/Ss are given different questions to survey the class (e.g. Group 1:
‘What did you do yesterday’; Group 2: ‘What did you do last week? Group 3: ‘What did you do last night?’) OR it can be gamified, whereby the Ss are given a number of their friends to ask the
given questions to (e.g. Ask 5 friends: ‘What is your name?’, ‘What is your favorite animal?’, ‘What is your favorite color?’). The aim is to complete the task the fastest, and once a S has completed
the task, the T can check the answers with the surveyed friends (e.g. ‘Is your favorite animal a bear?’ ‘Yes, it is.’).

Interview: Ss interview each other using the pre-taught questions and structures, and then change their partners answers into the 3 rd person and report their findings to the class to introduce a
presentational communicative element to the activity.

(e.g. ‘What is your name?’ ‘My name is Bill.’ ‘What do you animal do you like?’ ‘I like rabbits’ ----- ‘His name is Bill. He likes rabbits.’

Role play: T can adapt elements of reading activities into a short role play for Ss to act out.

Tactile Role Play: Students can interact in various roles using items such as costumes for the Jobs Unit. Students can pretend to have different roles and use props or signs to help them get into their
role.

Gap Fill Activity: Half the students have information about a topic and the other half have different information. Students must work together to complete their knowledge on the topic. For example:

Student A: Student B:
Rabbits like to eat __________. Rabbits like to eat carrots.
Frogs come from tadpoles. Frogs come from _________.

2 Truths, 1 Lie: Ss write down three statements, two truths and one lie (e.g. ‘I like bread’ ‘I like soccer’ I don’t like tennis’). The Ss can either mingle and say the statements to a partner or present
the statements in front of the class/their group. Other Ss have to guess which the lie is (e.g. ‘I think you like tennis’). The S presenting the statements can then respond to show whether they are
correct (e.g. ‘You are right/wrong’ ‘I do like tennis’) and if the other S is correct, then they win a point.

Skills (SWBATs) Assessments

Weeks CCSS CCSS.ELA Content Activities
Students will be able to: for English
0 SL.2.1 - Participate in collaborative Introductory Activities -establish themselves in the class Introduction: Teacher will observe
conversations with diverse partners -get comfortable with the teacher and -Get to know the students students’ capability and
about grade 2 topics and texts with classmates -Review previous year’s topics willingness to
peers and adults in small and larger -Overview of the course topics
-share their expectations for the course communicate.
groups. -Setting teacher’s and students’ expectations.
-Establish classroom rules.
-Establish course requirements. Diagnostic Pre-test

Diagnostic Pre-test:
Diagnostic Assessment is a form of pre-
assessment which enables teachers to
determine students' knowledge, skills,
individual strengths as well as weaknesses
prior to instruction. It is also used to guide
lesson planning and classroom instruction.

1 L.2.4 - Determine or clarify the
RF.2.3 meaning of unknown and
RF.2.4 multiple-meaning words and
RF.2.4.a phrases based on grade 2
SL.2.4 reading and content, choosing
SL.2.6 flexibly from an array of
RI.2.7 strategies.
RF.2.3.c - Know and apply grade-level
RF.2.4.b phonics and word analysis
skills in decoding words.
- Read with sufficient accuracy
and fluency to support
comprehension.
- Read grade-level text with
purpose and understanding.
- Tell a story or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
- Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.
- Explain how specific images
(e.g., a diagram showing how a
machine works) contribute to
and clarify a text.
- Decode regularly spelled two-
syllable words with long
vowels.
- Read grade-level text orally
with accuracy, appropriate rate,
and expression on successive
readings.
Introduction:
Teacher and students get to
know each other in the
classroom.
Teacher explains classroom
rules/ routines to the
students.
Session 1:
Introduction + Unit 1
Introduction: Families
Sessions 2 and 3:
Unit 1: Families
Reference: Cornerstone 2:
SB pages 2-3, 4-5, 8
Build Unit Background
The Big Question: What do
families do together on
special days?
Enduring understanding:
People in families live
together and help one another.
-discuss the unit theme.
-describe their own families.
-use and understand vocabulary
associated with the unit theme.
-contribute their ideas in the discussion.
-develop accuracy and fluency when
speaking and reading.
Teachers are encouraged to design their own
tests and administer them using PowerPoint
presentations, google forms, games, etc.
Session 1: Introduction
Comprehension
- Classroom rules and questions: Have children
routines look at the photographs on
page p.4-5. Ask some
questions to elicit ideas
Build unit background
from the students.
Teachers employ pre-assessment
Examples:
strategies to determine what the
What do you notice in the
students already know about the unit
photos?
theme.
What do these photographs
- Students will share about
tell about people in
their families
families?
Presentational speaking:
Session 2:
How do you help at home?
Tell the class about it.
Describe a family.
(p.2-3)
-Discuss the big question
- Elicit some ideas from the class
Speaking:
Talk about the unit theme. Ask children
to think of words that describe families
and say what they like to do.
Two-syllable words (refer to SB p. 8)
Direct the students’ attention to two-
syllable words in the text. Say the two
syllables. Point to each syllable as you
say it.
Session 3:
Vocabulary
SB pages 4-5
Visual Literacy: Use the visual and
contextual support provided in the
pages to help children develop
background knowledge.
Scaffolding: Display pictures that
illustrate vocabulary words associated
with families.
Keywords:
- Parents
- Children

2 RL.2.4 - Describe how words and
RF.2.3 phrases supply rhythm and
RF.2.3.a meaning in a story, poem, or
L.2.4 song.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
- Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2
reading and content, choosing
flexibly from an array of
strategies.
- Use sentence-level context as
a clue to the meaning of a word
or phrase.
- Families
- Everyone
Unit 1: Families acquire new vocabulary for reading and Session 1: Vocabulary Describe the pictures using
Reading 1: Dan and Gramps understanding Introduction: vocabulary words
Building background: Review and elicit
Vocabulary: develop accuracy and fluency when family members from students. Teacher Sentence construction drills.
sing, buy, eat, are, wash, speaking and reading. employs pre-assessment strategies to
clean, chore determine what students already know
Which letter stands for the
about the theme.
understand the correct structures and sound at the beginning of
Phonics : relationship of letters and sounds the word
Unlocking of Difficulties: Sight Words
Short a; Consonants
To help children develop basic and sight
hear and speak the correct pronunciation of Communicative Practice
vocabulary used routinely in classrooms,
Reference: Cornerstone 2 short /a/ sound
help them understand the Sight Words.
Unit 1: Reading 1
SB pages 10, 11
WB pages 3, 4 Oral Vocabulary Routine:
- Define
- Expand
- Ask
-Guided reading: Model proper
pronunciation of words and present
meanings assisted by pictures.
-Independent reading: Let the ss read
the new words on their own.
Vocabulary:
sing, buy, eat, are, wash, clean, chore
Discussion: Provide some sample
sentences. Let the ss read and provide
their own examples guided by fill gaps
and pictures.
Board work: Fill the gaps.
Application: WB p. 3
Session 2: Phonics
Introduction:
-Building background: Show some
pictures objects with short /a/ and initial
consonant sounds. Let the ss identify
the sounds that they hear.
Unlocking of difficulties: Refer to SB
p. 11 + WB p. 4
-Guided reading: Model proper
pronunciation of words and present
meanings assisted by pictures.
Blending:
Write a word on the board. Point to the
letters and enunciate each sound.

-Independent reading: Let the ss read

the new words on their own.

Board work: Tap the letter game/ say

the letter game.

Application:
Ask students to pick some words from
Vocabulary and Phonics and have them
make sentences. They may work
individually, in pairs or in groups. WB p.
4

Session 3: Review + Communicative

Practice

-Sentence Construction Drills

Create stems with pictures for Ss to

complete the sentences. E.g.

I [wash the dishes].

I [clean the kitchen].

I [sing a song].

I like to eat [hot dogs].

He wants to buy [a bicycle].

She wants to buy [a cat].

I [can] play soccer.

The baby [can’t] speak.

-Question & Answer

Speed Q&A/mingling round the

classroom/small groups

What chore do you do?

I [wash the car].

What do you want to buy?


3 RL.2.1 - Ask and answer such
RL.2.3 questions as who, what, where,
RL.2.10 when, why, and how to
RI.2.7 demonstrate understanding of
RL.2.2 key details in a text.
SL.2.4 - Describe how characters in a
RL.2.7 story respond to major events
and challenges.
- By the end of the year, read
and comprehend literature,
including stories and poetry, in
the grades 2-3 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
- Use information gained from
the illustrations and words in a
print or digital text to
demonstrate understanding of
its characters, setting, or plot.
- Recount stories, including
fables and folktales from
diverse cultures, and determine
their central message, lesson, or
moral.
- Explain how specific images
contribute to and clarify a text.
- Tell a story or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
Unit 1: Families
Reading 1
Dan and Gramps
Reference: Cornerstone 2:
Unit 1: Reading 1
SB pages 12-19 WB pages 5-
6 who does his chores with his grandfather.
Reading Strategy:
Find the Main Idea
The main idea is the most
important idea in the story.
Look for the main idea while
reading.
read the words and sentences chorally and
individually
explain and understand the activities of the
family at home
describe their own responsibilities at home
talk about their family
describe characters in a story
answer Wh questions about the story
retell the story using an accurate sequence
of events
I want to buy [a toy car].
What do you like to eat?
I like to eat [cheese].
Can you [ride a bike]?
Yes, I can/No, I can’t.
Can she sing?
Yes, she can/No, she can’t.
Session 1: Introduction Y/N Game Comprehension
Questions
Story Preview (Pre-reading)
Use prereading supports such as
previewing the story to enhance
Comprehension Checks
children’s comprehension. Explain to
children that this story is about a boy
Main Idea/Details Chart
Have children think about a time when
they helped at home. Sequence of Events Chart (WB p.
6)
Unlocking Difficulties: Illustrations
Retell the story
Explain to children that the illustrations
show the reader additional information.
Ask students what they observe.
The Big Question: “How do people in
families do chores together?”
Reading Strategy (p. 12)
- find the main idea
- read aloud
- model the reading strategy
Reading activity:
Guided Reading: Play the audio and
monitor how students follow along as
they listen.
Independent Reading: Have students
read again together in pairs. Monitor and
assist as needed.
Application: YES/NO Game-
Comprehension Questions. WB page 5
Session 2:
 Review: Read and review the details of
the story.

Continuation of the reading activity.

(Post-reading activity)
Comprehension check: Students will
find the answers in the text.

Think It Over
Who has a chore?
What day is it? How do you know?
What can Dan and Gramps do?
What do you do on Saturdays?

Differentiated Instruction
Flexible grouping: Have children
answer questions individually, in pairs or
in groups.

Application:

Finding the Main Idea: Have students

fill out a Main Idea and Details chart
from the Online Teacher Resources.

Session 3:
Review: Review the details of the story.
Ensure students can:
-Retell the story
- Describe chores they may do at home
- Identify and describe the characters in
the story
- Example review activity:
Students can retell the story
by introducing the class to a
character in the story. They
can tell their classmates what
chores they do and do not do
at home.

Application: Sequence of Events Ask

children what Dan and Gramps did first.
Ask children to write their answers in a
sequence of events chart or arrange the
chart in order. WB page 6

4 RL.2.4 - Describe how words and Unit 1: Families acquire new vocabulary for reading and Session 1: Vocabulary Circle the picture that tells about
RF.2.3 phrases supply rhythm and Reading 3 We Live in a understanding Introduction: Building background: the sound
RF.2.3.a meaning in a story, poem, or Home: Use multi-sensory approach to discuss
L.2.4 song. understand the correct structures and homes in which people live. Show Circle the word that tells about the
L.2.4.a - Know and apply grade-level Vocabulary relationship of letters and sounds pictures and video clips. Ask students to picture
phonics and word analysis yellow, five, does, own briefly discuss where they live.
skills in decoding words. house, apartment hear and practice the correct pronunciation Write the letter that stands for the
- Distinguish long and short townhouse short i and /sh/sounds Unlocking of Difficulties: Introduce and sound at the beginning of the
vowels when reading regularly pronounce the vocabulary words. word
spelled one-syllable words. Phonics indicate beginning sounds recognition by
- Determine or clarify the Short i and sh responding with a physical movement or Matching halves of sentences
Vocabulary
meaning of unknown and action Examples:
yellow, five, does, own
multiple-meaning words and I would like to – own a computer.
Cornerstone 2: house, apartment
phrases based on grade 2 My father will paint – our house
Unit 1: Reading 3 decode and spell new words using phonics townhouse
reading and content, choosing yellow.
SB pages 38, 39
flexibly from an array of
WB pages 15, 16 understand how homes look different Oral Vocabulary Routine:
strategies.
- Use sentence-level context as around the world (*Global Citizenship*) - Define
a clue to the meaning of a word - Expand
or phrase - Ask

Assess and review with matching

sentence halves.

Application: WB p. 15

Session 2: Phonics Short /i/ and /sh/

Introduction:
-Building background: Ask students
what sound the letter “I” can make.
Distinguish long /i/ from short /i/.

Discussion: Provide some sample

sentences. Let the ss read and provide
their own examples guided by fill gaps
and pictures. SB p. 39

Board work: Fill the gaps.

Application: WB p. 16

Session 3: Review + Communicative

Practice

-Sentence Construction Drills

Create stems with pictures for Ss to

complete the sentences. E.g.

He has his own [backpack].

She does not have her own [iPhone].

 The [banana] is yellow.

House, apartment or townhouse game

It’s a [house].

He [is] at the beach.

We [are] at school.

I [am] eating popcorn.

-Question & Answer

Speed Q&A/mingling round the

classroom/small groups

Does he have [an/a

apartment/house/townhouse]?

Yes, he has [an apartment].

No, she does not have [a townhouse].

Do you have your own [pencil case]?

Yes, I do.

Where am I?

You [are] at school

What are they doing?

They [are] cooking.

What are you doing?

I [am] reading.

Where is she?

She [is] at the beach.

5 RL.2.1 - Ask and answer such Unit 1: Families Session 1: Introduction

RL.2.3 questions as who, what, where, Reading 3 read the words and sentences chorally and Comprehension Checks (Y/N, WH
RL.2.10 when, why, and how to We Live in a Home individually Story Preview (Pre-reading) questions, Think it Over)
RL.2.2 demonstrate understanding of
RI.2.7 key details in a text.
SL.2.4 - Describe how characters in a
RL.2.7 story respond to major events
and challenges.
- By the end of the year, read
and comprehend literature,
including stories and poetry, in
the grades 2-3 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
- Recount stories, including
fables and folktales from
diverse cultures, and determine
their central message, lesson, or
moral.
- Explain how specific images
contribute to and clarify a text.
- Tell a story or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
- Use information gained from
the illustrations and words in a
print or digital text to
demonstrate understanding of
its characters, setting, or plot.
Reference: Cornerstone 2:
Unit 1: Reading 1
SB page 40; WB pages 17-
18
Reading Strategy:
Predict
When you predict, you guess
what is going to happen in a
story. Use the drawings, the
title, and other clues to help
you predict.
. students supply the next word in the
explain and understand different types of
homes
describe their own homes
describe characters in a story
answer Wh questions about the story
make and confirm predictions about a
story
The Big Question: How do families live Workbook assessments
together in different types of homes?
Venn Diagram to compare and
Reading Strategy: Predict contrast
When you predict, you guess what is
going to happen in a story. Use the
drawings, the title, and other clues to
help you predict.
Reading activity:
Guided/Independent Reading: As T
reads the story aloud, pause and have
story.
(Differentiated Instruction: Pause
longer and have students supply whole
phrases or sentences. Have the entire
class repeat to review and help students
who may have missed some words.)
Application: Ask students if their
predictions were correct.
Comprehension Activities: WH
questions about the story- Students
should write the answer on their
whiteboards.
WB p. 17
Session 2:
Review: Read and review the details of
the story.
Y/N comprehension questions: Students
may hold up a red card for No and a
green card for Yes.
Continuation of the reading activity.
(Post-reading activity)
Comprehension check: Students will
re-read the story in groups and find the
answers in the text.
Think It Over
1. Where do Jen and Jim live?
2. What is Ted and Pam’s home like?
3. Where do Ned and Dad live?
4. Which home in the story is most like
your home?

6 W.2.2 - Write informative/explanatory
W.2.5 texts in which they introduce a
SL.2.6 topic, use facts and definitions
L.2.2 to develop points, and provide
L.2.3 a concluding statement or
L.2.1.f section.
- With guidance and support
from adults and peers, focus on
a topic and strengthen writing
as needed by revising and
editing.
- Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.
(See grade 2 Language
standards 1 and 3 here for
specific expectations.)
- Demonstrate command of the
conventions of standard
English capitalization,
punctuation, and spelling when
writing.
- Use knowledge of language
and its conventions when
writing, speaking, reading, or
listening.
- Produce, expand, and
rearrange complete simple and
compound sentences
Application:
Session 3:
Review: Review the details of the story.
Ensure students can:
-Retell the story
- Describe the different types homes in
the story
- Identify and describe the characters in
the story
Guide students to describe their own
homes in small groups.
Application: Compare and Contrast-
Use a Venn Diagram to help students
compare their home with Jen and Jim’s
home WB p. 18
Unit 1: write a letter to a relative Session 1: PREWRTING
Writing Workshop: Identification of the different activities at
Writing a Letter to a recall something new they can do school using picture to word matching.
Relative
Help students organize the activities into
construct and write using a main idea
Cornerstone 2: “new” and “old” categories using a T
supported by details
Unit 1: chart (Online Teacher Resources)
SB pages 56, 57
Have student choose one new thing they
Writing Prompt: can do and make a list about that thing. Performance Criteria:
Write a letter to a relative. Criteria:
Tell this person about Session 2: WRITING Capitalization and Punctuation
something new that you can Drafting a letter using the concepts from …………….. 3 points
do. the prewriting activity. Length………………………2
points
Model the writing for students based on Content/ structure (expanded
SB p. 56-57. Show students how they can the list) …………….3 points
turn their list into sentences. Originality (adding information
different from the model) ……..
Writing the first draft: Monitor …….2 points
students, encouraging them to write at
length with creative content. Do not TOTAL: 10 points
focus on spelling or grammar at this
time.
Session 3: POST-WRITING
Publish the final copy of the letter on a
clean paper. Guide students to correct
spelling, punctuation, and capitalization.
7 RL.2.4 - Describe how words and
RF.2.3 phrases supply rhythm and
RF.2.3.a meaning in a story, poem, or
L.2.4 song.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
- Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2
reading and content, choosing
flexibly from an array of
strategies.
- Use sentence-level context as
a clue to the meaning of a word
or phrase
Unit 2: Growing Up
Reading 1 My Little Brother wh blend
Vocabulary
Enduring Understanding:
All living things change as
they grow.
Big Question: What do you
want to be when you grow up? indicate beginning sounds recognition by
Vocabulary
light, hold, him, funny, year,
baby, grown-up
Phonics
Short o sound and wh blend
Cornerstone 2:
Unit 2: Reading 1
SB pages 62, 63, 68, 69
WB pages 29, 30
decode words containing the short /o/ and
understand the correct structures and
relationship of letters and sounds
listen and practice the correct pronunciation
short /o/ and wh blend
responding with a physical movement or
action
decode and spell words through phonics
Session 1: Fill in the gaps
Build Unit Background: SB pp. 62-63
-Teachers employ pre-assessment Identify the vocabulary words
strategies to determine what the using visual aids
students already know about the unit
theme.
Sentence Construction Drills
-Discuss the enduring understanding and
big question.
Circle the pictures that tells about
the sound
(Extension if time) Presentational
Speaking:
Think of how you will grow up. Tell the Circle the word that tells about the
class about it. (Allow students to share in picture
small groups or for the whole class.)
Write the letter that stands for the
Vocabulary SB p. 68 sound at the beginning of the
Oral Vocabulary Routine: word
Ask, Define, Expand
Sentence construction drills
Differentiation
Beginning: Read aloud each of the sight
and story words as you point to them.
Have children follow along in their
books.
Intermediate: Have students work in
pairs to choose words and use each in a
sentence.
Application: WB p. 29
Session 2: Phonics SB p. 69
Collaborative Activity: Scavenger hunt
Let the students hunt for the words with
short /o/ and wh blend inside the
classroom and put them a box.
Word challenge
Post sentences on the board and ask
students to circle the words with short o
and wh blend .Use different colors of
chalk or marker for identification
Phonemic Awareness:
Show students how to isolate a sound.
Application:
WB p. 30
Session 3: Review for Midterm Test 1
Set the mind of students about the test
Explain the importance of reviewing

8 Review and
Midterm
Test
9 RL.2.4 - Describe how words and
RF.2.3 phrases supply rhythm and
RF.2.3.a meaning in a story, poem, or
L.2.4 song.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
- Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2
reading and content, choosing
flexibly from an array of
strategies.
- Use sentence-level context as
a clue to the meaning of a word
or phrase
Give some tips in taking the test
Review vocabularies, structures,
phonetic sounds and stories presented
in the previous lessons.
Review the practice test made by the
teacher
REVIEW AND MIDTERM TEST 1
Unit 2: Growing Up acquire new vocabulary for reading and Session 1: Vocabulary Define- differentiated assessment
understanding. Beginner: Have students use the
Reading 2: Introduction: Building background: words in sentences.
The Ugly Duckling identify the correct structures and Determine what ss know about the topic. Intermediate: Have students
relationships of letters and sounds. Ask how different animals change as define the words or give
they grow (caterpillar to butterfly, synonyms.
Vocabulary
tadpole to frog, etc).
her, cry, left, away, people decode words containing the short /u/ and
Power point presentation for
beautiful, swan ch blend
Unlocking of Difficulties: Visual Cues- games and word recognition
ask students to describe the pictures.
Phonics understand the correct structures and
Elicit some vocabulary words. Workbook assessments
Short /u/ and ch blend relationship of letters and sounds
Oral Vocabulary Routine: SB p. 80
Cornerstone 2: listen and practice the correct pronunciation - Define
Unit 2: Reading 2 short /u/ and ch blend - Expand
SB pages 80, 81 - Ask
WB pages 35, 36 indicate beginning sounds recognition by
responding with a physical movement or Vocabulary: her, cry, left, away, people
action beautiful, swan
decode and spell words through phonics. Application: Fill in the gaps ppt
presentation + WB p. 35
Session 2: Phonics
Introduction: Sorting out words
Arrange the words in groups:
A.Words with short /o/ and words with
short/ u/
B. Words with ch blend and wh blend
Phonemic Awareness:
Let students practice isolating and
blending sounds.
SB p. 81- use ppt games to practice
sounding out and pronunciation of these
(and similar) words.
Application: WB p. 36
 Session 3: Review + Communicative
Practice

-Sentence Construction Drills

Create stems with pictures for Ss to

complete the sentences. E.g.

Him/His or Her drill game

There are [five] people.

That is a beautiful [flower].

There is [one candy] left.

Transform sentences with subject or

object pronouns e.g.

I play with [her].

My friend likes [it].

[She] likes to sing.

-Question & Answer

Speed Q&A/mingling round the

classroom/small groups

How many [tomatoes] are left?

There are [six tomatoes] left.

How many people are there?

There are [ten] people.

What does Sue like?

[She] likes to cook.

Do you like Bill and Fred?

Yes, I like [them].

10 RL.2.1 - Ask and answer such Unit 2: Reading 2 Comprehension checks

RL.2.2 questions as who, what, where, -read and interpret the story. Session 1: Introduction
RL.2.3 when, why, and how to
RL.2.10 demonstrate understanding of
RL.2.7 key details in a text.
SL.2.4 - Recount stories, including
SL.2.6 fables and folktales from
diverse cultures, and determine
their central message, lesson, or
moral.
- Describe how characters in a
story respond to major events
and challenges.
- By the end of the year, read
and comprehend literature,
including stories and poetry, in
the grades 2-3 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
- Use information gained from
the illustrations and words in a
print or digital text to
demonstrate understanding of
its characters, setting, or plot.
- Tell a story or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
- Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.
The Ugly Duckling
Reference:
Cornerstone 2:
Unit 2: Reading 2
SB pages 83-91; WB pages
37-38
Reading Strategy:
Make Inferences
Sometimes a story does not
tell you everything that
happens. It gives you clues so
that you can figure it out. As
you read, look for clues in the
story.
*Link to Science: how are
living things like their
parents?”
-identify and describe the characters and
the setting of the story using visual aids.
-retell the story using details
- understand the sequence of events in a
story using visual aids.
make inferences about the story based on
the pictures, title, and other clues.
ask and answer Wh-questions about the
story
Workbook Assessments
Story Preview (Pre-reading): Sharing
Language and Culture Sequencing Events (WB p. 38)
Direct children’s attention to the picture
of the swan on page 82. Tell children that
swans are water birds that live in many
areas of the world. Have children
describe birds and other animals they
know about from their area. What is
special about these animals? Encourage
children to draw pictures of these
animals both young and fully grown. Use
the pictures to reinforce the ideas that
living things change as they grow
The Big Question: How do animals
change as they grow up?
Reading Strategy: Make Inferences
Sometimes a story does not tell you
everything that happens. It gives you
clues so that you can figure it out. As you
read, look for clues in the story
Differentiated Instruction
Beginning: Say duck, nest, and egg, and
have children point to the picture details
that illustrate each word.
Intermediate: Ask children what
happens after Mama Duck sits on the egg
again. Continue asking “Why” questions
to help students learn the reading strategy
Reading activity:
Guided Reading: Read aloud- choral
reading. Pause to check for
comprehension.
Application: Y/N game- comprehension
questions + WB page. 37
Session 2:
Review: Read and review the details of
the story.
Continuation of the reading activity.
(Post-reading activity)
Comprehension check: Students will

11 RL.2.4 - Describe how words and
RF.2.3 phrases supply rhythm and
RF.2.3.a meaning in a story, poem, or
L.2.4 song.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
- Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2
reading and content, choosing
flexibly from an array of
find the answers in the text.
Use the questions in the Teacher book
to help students describe the pictures on
pages 84-89.
Students can answer these questions in
groups or individually.
Think It Over:
Why is the Duckling sad?
Why do the animals not like the duckling?
Why do animals think the duckling is
ugly?
What happens as animals and people grow
up?
Application: Students can retell the
story by acting it out.
Session 3:
Review: Review the details of the story.
Ensure students can:
-Retell the story with the correct
sequence of events.
- Describe how animals change as they
grow
- Identify and describe the characters in
the story
Application: Sequencing events- use
ppt presentation to help students put the
details of the story in the correct order.
Assess with WB p. 38
Unit 2: Reading 3 Session 1: Vocabulary Ppt activities:
Fun on a Hot Day acquire new vocabulary for reading and Choose the correct word of the
understanding. Introduction: Building background: picture
Vocabulary Ask students about their favorite kinds of Cross out the word with different
stay, things, weather and what they like to do outside. sound
identify the correct structures and
place, idea, Show various types of climates and
relationships of letters and sounds.
heat, pool, weather to aid the discussion. Make sentences:
cool
use context clues to help define a word or
phrase. Beginner: Work with peers when
Phonics Unlocking difficulties: Choral reading making sentences.
Long a vocabulary words: Advanced learners: Combine 2
recognize the long a sound.
stay, things, or 3 words in a sentence.
Cornerstone 2: place, idea,
develop mastery reading using long a sound
Unit 2: Reading 3 heat, pool,
pattern and rules.
SB pages 96, 97 cool
strategies. WB pages 41, 42 identify words with long a sound
- Use sentence-level context as
a clue to the meaning of a word
Oral Vocabulary Routine:
or phrase
- Define
- Expand
- Ask

Visual Literacy:
Ask children to look at the pictures on p.
96.
How do you think the child in the picture
feels? What clues in the picture make
you think that?

Application: check for understanding

using ppt aids + WB p. 41

Session 2: Phonics

Phonemic Awareness:
Help students distinguish the long a
sound from other sounds. (i.e. short a)

Guided Reading: Read the words on SB

p. 97 aloud. Have students point to the
picture and repeat.

Independent Reading: Have student

repeat the activity with a partner. One
student reads the word, the other student
points and repeats.

Application: WB p. 42

Session 3: Review + Communicative

Practice

-Sentence Construction Drills

Create stems with pictures for Ss to

complete the sentences. E.g.

Cool or Warm drill game

The fan is [cool].

The blanket is [warm].

I [will play tennis] tomorrow.


12 RL.2.1 - Ask and answer such
RL.2.2 questions as who, what, where,
RL.2.3 when, why, and how to
RL.2.10 demonstrate understanding of
RL.2.7 key details in a text.
SL.2.4 - Recount stories, including
SL.2.6 fables and folktales from
diverse cultures, and determine
their central message, lesson, or
moral.
- Describe how characters in a
story respond to major events
and challenges.
- By the end of the year, read
and comprehend literature,
including stories and poetry, in
the grades 2-3 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
- Use information gained from
the illustrations and words in a
print or digital text to
demonstrate understanding of
its characters, setting, or plot.
- Tell a story or recount an
Unit 2:
Reading 3 Fun on a Hot Day
Reading Process
Reading Strategy: Problem
and Solution
A problem in a story is
something that goes wrong.
How the character fixes the
problem is the solution. Look
for the problem and solution as
you read
Reference: Cornerstone 2
Unit 2 Reading 3 SB pages
98-105 and WB pages 43-44
*Link to Science (weeks 6-
9): Weather”
*Link to Social Studies
(week 2): Problems and
-read and interpret the story.
-identify and describe the characters and
the setting of the story using visual aids.
-retell the story using details
- understand the sequence of events in a
story using visual aids.
make inferences about the story based on
the pictures, title, and other clues.
ask and answer Wh questions about the
story
You [will learn math] today.
I [won’t eat soup] later.
-Question & Answer
Pre-teach places to go to e.g. the beach,
the cinema, the mall, etc.
Speed Q&A/mingling round the
classroom/small groups
What place will you go to this weekend?
I will go to the [cinema]. I won’t go to
school.
Do you like the heat or the cold?
I like the [cold].
What things will you do tomorrow?
I will [play soccer]. I won’t [play tennis].
Session 1: Introduction
Comprehension checks
Story Preview (Pre-reading) Ask
students what they like to do when it’s Workbook assessments
very hot outside. Make a list on the board
of things to help in hot weather.
Problem and Solution Chart (WB
page 44)
Unlocking Difficulties: Explain the ss
will read a story about a problem. Many
stories have problems and solutions. The
solution is what makes the story
interesting and fun to read. Describe
some common problems and solutions to
help students understand the concept (eg.
I’m sick, so I go to the doctor; My friend
is angry, so I draw her a picture, etc.)
The Big Question:
What do you like to do during hot
weather?
Reading Strategy: Problem and
Solution
A problem in a story is something that
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
- Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.
Solutions* goes wrong. How the character fixes the
problem is the solution. Look for the
problem and solution as you read
Reading activity:
Guided Reading: This story is like a
conversation with specific roles. Choose
2-3 students to play roles. (If students are
unwilling, act out the story with the TA)
Independent Reading: Students can
read the story again in a group of 3. Each
student will read one part of the
conversation.
Application: Comprehension questions:
Ask students Wh- questions about the
story
Differentiated Instruction:
Beginner: Ask students to identify the
characters in the story and describe the
pictures.
Advanced: Ask students to write their
own questions about the story or
questions they would ask the characters
in the story.
Session 2:
Review: Read and review the details of
the story.
Continuation of the reading activity.
(Post-reading activity)
Comprehension check: Students will
find the answers in the text.
Think It Over
1. Who are the characters in this
conversation?
2. What problem do Rosa and Joe have?
3. How do they solve their problem?
4. What is a problem you have had? How
did you solve it?
Application: WB p. 43
Session 3:

13 SL.2.6 - Produce complete sentences
L.2.2 when appropriate to task and
L.2.3 situation in order to provide
L.2.1.f requested detail or clarification.
SL.2.4 (See grade 2 Language
RF.2.4.b standards 1 and 3 here for
specific expectations.)
- Demonstrate command of the
conventions of standard
English capitalization,
punctuation, and spelling when
writing.
- Use knowledge of language
and its conventions when
writing, speaking, reading, or
listening.
- Produce, expand, and
rearrange complete simple and
compound sentences.
- Tell a story or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
- Read grade-level text orally
with accuracy, appropriate rate,
and expression on successive
readings.
Review: Introduction: Review
problems and solutions. Ask students to
come up with ideas to solve different
problems in a group and share with the
class.
Review the details of the story.
Ensure students can:
-Retell the story
- Describe the problem in the story and
the solution
- Identify and describe the characters in
the story
Application: Problem/Solution Chart
WB p. 44
Unit 2: Listening and develop confidence when expressing their Session 1: Assessment Guidelines
Speaking Workshop: ideas Interview:
Tell children they are going to be Questions (written and well-
Interview work with a partner, or in small groups for interviewing someone in their school. prepared) ………..3
Conduct a formal interview a collaborative learning experience. Explain that the purpose of interviewing
with someone at school. a person is to learn about him or her. Tell
Accuracy (Speaking in complete
children that an interview is a
practice the interview process sentences)………3
conversation. You ask questions and
Reference: Cornerstone 2:
listen for answers. By collaborating with
Unit 2: ask Wh questions and report the responses Presentation (Delivered the
peers to do this activity, children can
SB pages 110, 111
demonstrate listening comprehension of information clearly) …… 2
speak in complete sentences increasingly complex spoken English
Fluency and Voice (clear, loud
Prepare: enough) ……………… 2
Ask children to think about what they ____
want to know about the person they will Total…………..10
interview. Help them make a list of
appropriate questions, using a 5W chart
like the one on page 110
Sessions 2-3:
- Interview Process
- Presentation
Evaluate:
To help children monitor oral language
production and employ self-corrective
techniques, guide them to ask themselves
questions and to think about how to
improve their listening and speaking
skills. Help them monitor their
understanding of spoken language during
classroom instruction and interaction.
 Children can also demonstrate listening
comprehension of increasingly complex
spoken English by following directions
and by retelling or summarizing one
another’s interviews.
14 RL.2.4 - Describe how words and Unit 3: Reading 2 blend sounds into a word for reading Session 1: Build Unit Background Comprehension check:
RF.2.3 phrases supply rhythm and Who Woke Up development - Teachers employ pre-assessment Check students understanding of
RF.2.3.a meaning in a story, poem, or strategies to determine what the the vocabularies through gap-fill,
L.2.4 song. Enduring understanding: differentiate the correct sounds of words students already know about the unit sentence construction, matching
L.2.4.a - Know and apply grade-level People like different things. from the others based on descriptive theme. and listing activities.
phonics and word analysis definition - Discuss the enduring understanding and
skills in decoding words. big question. workbook assessment
Big question: What things do
- Distinguish long and short
you like? develop reading accuracy and fluency using
vowels when reading regularly Presentational speaking:
context clues
spelled one-syllable words. Name three things you like. Tell the class
- Determine or clarify the Vocabulary
about them.
meaning of unknown and who, some, read words using CVC pattern
multiple-meaning words and cold, keep, understand the simple rules of long
roost /o/sounds Vocabulary
phrases based on grade 2
reading and content, choosing beehive
flexibly from an array of horse Introduction: Building background:
strategies. Use multi-sensory approach to discuss
- Use sentence-level context as Phonics preferences. Show pictures of different
a clue to the meaning of a word Long o items/ideas and have students go to the
or phrase. right of the room if they like it and to the
left if they dislike it.
Reference: Cornerstone 2:
Unit 3: Reading 2
SB pages 138, 139 Unlocking of Difficulties: Introduce and
WB pages 61, 62 pronounce the vocabulary words. Read
them together as a class.

Vocabulary
who, some,
cold, keep,
roost
beehive
horse

Oral Vocabulary Routine:

- Define
- Expand
- Ask

Application: Sentence construction

using fill-gaps.
(Guided by other related pictures).

Matching the word to its’ definition.

+WB p. 61

Session 2: Phonics long /o/

Building Background: Ask students
what sounds the letter “o” can make.
 Distinguish long /o/ from short /o/.

Guided reading of words using cvc

pattern with long/ o/sound SB p. 139

Comprehension activities: Check

students understanding of the
vocabularies through gap-fill, sentence
construction, matching and listing
activities.

Application: WB p. 62

Session 3: Review for Final Test

Set the mind of students about the test
Explain the importance of reviewing
Give some tips in taking the test

Review vocabularies, structures,

phonetic sounds and stories presented
in the previous lessons.

Review the practice test made by the

teacher
15 Review and Final Term Test

16 School Report

17 RL.2.1 - Ask and answer such Unit 3: Reading 2 use information from the text to take notes Session 1: Story Preview: Comprehension questions
RL.2.3 questions as who, what, where, Who Woke Up? Explain to children that this story is
RL.2.10 when, why, and how to Reading Process connect stories read aloud to experiences about what happens in the morning. Workbook assessments
RL.2.2 demonstrate understanding of Remind children that stories not about a
RL.2.7 key details in a text. Reference: Cornerstone 2: real person or event are called fiction.
read and comprehend stories at the grade 2 Note page on details
- Recount stories, including Unit 3: Reading 2 level with simple patterns using phonics,
fables and folktales from SB pages 140-149; WB page Review Vocabulary: guide students to
meaning, and picture cues
diverse cultures, and determine 63 recall words from before the final exam.
their central message, lesson, or
moral. decode and define new words using
Reading Strategy: phonics and context clues Find Details
- Describe how characters in a
Details are bits of information. Details
story respond to major events
Find Details tell you more about the main idea. The
and challenges.
main idea is the most important idea in
- By the end of the year, read
the story. As you read, look for story
and comprehend literature, Details are bits of
details. Take notes.
including stories and poetry, in information. Details tell you
the grades 2-3 text complexity more about the main idea. The
band proficiently, with main idea is the most More About the Big Question
scaffolding as needed at the important idea in the story. As Read the following Big Question to the
high end of the range. you read, look for story class: What do you like to do in the
- Use information gained from details. Take notes. morning?
the illustrations and words in a Tell the children that this story takes
place in the morning, but in many
 print or digital text to
demonstrate understanding of
its characters, setting, or plot.
18 W.2.2 - Write informative/explanatory
W.2.5 texts in which they introduce a
SL.2.6 topic, use facts and definitions
L.2.2 to develop points, and provide
L.2.3 a concluding statement or
RF.2.4, section.
RF.2.4.a - With guidance and support
L.2.1 from adults and peers, focus on
a topic and strengthen writing
as needed by revising and
editing.
- Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.
(See grade 2 Language
standards 1 and 3 here for
specific expectations.)
- Demonstrate command of the
conventions of standard
English capitalization,
Writing Workshop:
Descriptive Paragraph
Cornerstone 2:
Unit 3
SB pages 172, 173
WB page 75, 76
In this workshop, children
learn about sensory words and
write a descriptive paragraph.
To do this, they will follow
the steps of the writing
process.
Read the writing prompt aloud
to children. Brainstorm words
that are descriptive and could
be added to the paragraph.
Remind children that
descriptive words help the
reader form a picture of the
different places. Have children look at
the illustrations on pages 140–141.
Reading Activity: Guided Reading-
Help students take notes about the details
of the story as they listen and read the
story.
Session 2: Re-read and Review
Check Up: Ask children to retell details
about the story events.
Differentiated Instruction:
Ask some students to guide the other
students while reading in groups.
Think it Over:
1. What does Joe get from the hen’s nest?
2. What do Mike and Jim eat?
3. What happens in the park?
4. What do you do when you wake up?
Application: WB p. 63
Session 3: Review for Final Term Test
Set the mind of students about the test
Explain the importance of reviewing
Give some tips in taking the test
Review practice test made by the teacher
identify events (oral / written form) Session 1: Performance Criteria:
-PREWRTING Criteria:
sequence events that will happen in real life MIND-MAPPING AND SEMANTIC Capitalization and Punctuation
WEBBING (page 172) …………….. 3 points
Length………………………2
apply writing conventions and correct
Guide students to fill out a chart (WB points
usage of grammar
page 75) describing what they want to Content/ structure (expanded on
see, hear, and taste at their next birthday the information from the chart)
write in complete sentences at the …………….3 points
party.
paragraph level Originality (adding information
different from the model) ……..
Session 2:
…….2 points
MODELING:
Guide students to look at the model on
TOTAL: 10 points
page 173. Draw attention how the
information was transferred from the
chart to paragraph form. Demonstrate
how to do this with your own ideas.
-WRITING
Students will draft a paragraph using the
 punctuation, and spelling when
writing.
- Use knowledge of language
and its conventions when
writing, speaking, reading, or
listening.
- Read with sufficient accuracy
and fluency to support
comprehension.
- Read grade-level text with
purpose and understanding.
- Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
19 L.2.2 - Demonstrate command of the SPELLING BEE
L.2.3 conventions of standard
RF.2.3 English capitalization,
L.2.4.a punctuation, and spelling when
RI.2.4 writing.
- Use knowledge of language
and its conventions when
writing, speaking, reading, or
listening.
- Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Use sentence-level context as
a clue to the meaning of a word
or phrase.
- Determine the meaning of
words and phrases in a text
relevant to a grade 2 topic or
subject area.
20 RI.2.4 - Determine the meaning of
RF.2.3 words and phrases in a text
RF.2.3.a relevant to a grade 2 topic or
L.2.4 subject area.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Distinguish long and short
vowels when reading regularly
things being described.
Writing Prompt: Write a
paragraph telling about a party
that you want to have.
Describe what you will see,
hear, and taste at your party
Unit 4: Then and Now
Reading 1: Times Change
Vocabulary
Enduring understanding:
Things are different now than in decode words containing the long a sound
the past.
information students provided in their
pre-writing activity (WB page 76)
Session 3
POSTWRITING and
PRESENTATION
Publishing the final copy of the
paragraph.
Differentiated Instruction
- Provide multi-level writing tasks
depending on the level of the students
in class.
Beginning: gap-fill with teacher provided
vocabulary
Intermediate: provide sample structures
then let students use their own ideas when
writing
Spell words accurately Sessions 1 – 2: Use the spelling bee in SPELLING BEE Process
class to help students revise the previous Teacher has the option what
Decode and spell new words using lessons. words to use in this activity
phonics and context clues
Create activities and tasks that will
motivate students to review and
remember the previous lessons.
Check students’ comprehension of key
ideas presented in the previous lessons.
Check students’ readiness for the
following term test. Also make sure that
students are familiar with instructions
such as matching, multiple choice,
spelling, gap-fill and sentence
construction.
Give list of words to the students to study
Practice the words using small boards
Session 3: SPELLING BEE
.
acquire new vocabulary for reading and Session 1: Build Unit Background
understanding. - Teachers employ pre-assessment Workbook assessments
strategies to determine what the
identify the correct structures and students already know about the unit
Comprehension checks:
relationships of letters and sounds theme.
Check students understanding of
- Discuss the enduring understanding and
the vocabularies through gap-fill
big question.
or sentence construction
and ch and th blend activities:
Unit Vocabulary
spelled one-syllable words.
- Determine or clarify the Big Question: How is life
meaning of unknown and today different than it was a
multiple-meaning words and long time ago.
phrases based on grade 2
reading and content, choosing
flexibly from an array of
strategies. Vocabulary
- Use sentence-level context as friends, roads
a clue to the meaning of a word very, letter
or phrase. simple, email
board
Phonics
Long/a/, ch and th blends
Cornerstone 2:
Unit 4: Reading 1
SB pages 178, 179, 184, 185
WB pages 81, 82
Prereading supports such as pre-taught
understand the correct structures and topic-related vocabulary can improve Picture Clues
relationship of letters and sounds children’s understanding of the text.
pages 178–179 are linguistically
Match the picture with its word
accommodated to help children become
listen and practice the correct pronunciation
familiar with social studies content.
long a and ch and th blend
Matching the captions with the photos Cross out the different word from
and using prior knowledge will help the group
indicate beginning sounds recognition by children understand the meaning of new
responding with a physical movement or words. Tell children to look at the photos
action on pages 178–179. Have them share their
ideas about what the photos show.
decode and spell words through phonics.
Visual Literacy:
Photographs
Have children look at old photographs
and ask students to talk about them.
Session 2
Build Vocabulary
To help children develop basic and sight
vocabulary used routinely in classrooms,
help them understand the Sight Words.
Write the word on the board. Point to the
word and say it. Then have children say
the word with you.
Oral Vocabulary Routine:
- Define
- Expand
- Ask
Vocabulary
friends, roads
very, letter
simple, email
board
Differentiation:
Beginning: Read aloud each of the Sight
and Story Words as students follow
along in their books. Read the words
again out of order. Have children point to
the word and spell it aloud
Intermediate: Have children work with
partners to choose one Sight Word and
one Story Word and to use each word in
a sentence.
Application: WB page 81

21 RI.2.1 - Ask and answer such
RI.2.2 questions as who, what, where,
RI.2.3 when, why, and how to
RI.2.7 demonstrate understanding of
RI.2.10 key details in a text.
SL.2.4 - Identify the main topic of a
SL.2.6 multiparagraph text as well as
RI.2.6 the focus of specific paragraphs
within the text.
- Describe the connection
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text.
- Explain how specific images
contribute to and clarify a text.
- By the end of year, read and
comprehend informational
texts, including history/social
studies, science, and technical
texts, in the grades 2-3 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
- By the end of year, read and
comprehend informational
texts, including history/social
studies, science, and technical
texts, in the grades 2-3 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
- Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.
- Identify the main purpose of a
text, including what the author
wants to answer, explain, or
describe.
Unit 4: Then and Now
Reading 1: Times Change
Reading Process
Reference: Cornerstone 2
Unit 4: Reading 1
SB pages 186-193
WB page 84
Reading Strategy:
Draw Conclusions
Stories don’t always tell
everything. Use story clues to
form own ideas. This is how
we draw conclusions.
*Link to Social Studies:
Science, Technology, and
Society (weeks 26-29)*
use illustrations to tell stories, begin to
make meaningful predictions
read and understand the story
draw conclusions and make connections
based on clues in the text
ask and answer WH questions about the
story
Session 3: Phonics Long/a/, ch and th
blends
Introduction: Building background:
Ask students what other sounds include
the letter h. Differentiate /sh/, /ch/, and
/th/ sounds
Phonemic Awareness:
Teach students how to isolate a sound
and blend words based on SB page 185
Application: WB p. 82
Session 1: Introduction: Understand Comprehension checks
Text Structure
Informational Text Workbook assessments
Review with children that this story gives
them information about life today and in
the past. They can find this information
by carefully reading the story and
looking for additional clues in the
photographs.
Pre-Reading Activities:
Draw Conclusions
Have children use the photographs and
the text to draw conclusions based on
information in the story.
Use a KWL Chart (WB page 84) – fill
out the K and W sections
Reading Activity:
Guided Reading- as T reads the story out
loud, guide students to reference their
KWL chart and tick off what is included
in the story that that already knew
Independent Reading: have students go
back through the reading and write down
2-3 things they learned on the L part of
their KWL chart.
Session 2: Re-reading and Review
Check Up
Have children brainstorm the different
kinds of things compared in the story.
Compare and Contrast
Have children compare and contrast the
photos

22 RI.2.4 - Determine the meaning of
RF.2.3 words and phrases in a text
RF.2.3.a relevant to a grade 2 topic or
L.2.4 subject area.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
- Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2
reading and content, choosing
flexibly from an array of
strategies.
- Use sentence-level context as
a clue to the meaning of a word
or phrase.
(Post-reading activity)
Comprehension check: Students will
find the answers in the text.
Think It Over
1. How did people travel in the past?
2. What kinds of games use electricity?
3. What is a quicker way of
communicating with a friend?
4. How did airplanes and the internet
change our lives?
Application: WB page 85
Session 3:
Review: Review the details of the story.
Ensure students can:
-Retell the story
- Describe how people lived long ago
- Identify and describe the characters in
the story
Application: Use the information in the
story to review the past tense.
Have students come up with their own
past tense questions.
Unit 4: Then and Now acquire new vocabulary for reading and Session 1: Vocabulary Comprehension check:
understanding. Check students understanding of
Reading 2: Ice Cream Cones Building background: the vocabularies through gap-fill
identify the correct structures and Visual Literacy or sentence construction activities
relationships of letters and sounds Have students talk about the pictures on
Vocabulary
p. 198. Define:
near, good
Beginner: Have students use the
other, sure identify and pronounce the long /e/ sound
tasty, treat accurately Unlocking difficulties: guide students to words in sentences.
Intermediate: Have students
waffle read and pronounce the
define the words or give
make sentences using the target words Vocabulary
synonyms.
Phonics near, good
.
Long/e/ other, sure
Application: workbook pages
tasty, treat
waffle
Cornerstone 2:
Listing: Have students give
Unit 4: Reading 2
examples of words with long e
SB pages 198, 199
sound then use them in sentences.
WB pages 87, 88 Comprehension check:
Check students understanding of the
vocabularies through gap-fill or sentence
construction activities.

Oral Vocabulary Routine:

- Define
- Expand
- Ask

Application: WB p. 87

Session 2: Phonics long /e/

Building background:
Phonemic Awareness
Pronounce and practice the words with
long e sound properly and correctly
Identify the words with long e sound
correctly
Increase the awareness that vowel letters
have different sounds

Application: WB p. 88

Session 3: Review + Communicative

Practice

-Sentence Construction Drills

Create stems with pictures for Ss to

complete the sentences. E.g.

Near or Far drill game

The cat is [near to] the tree.

The dog is [far from] the man.

[Ice cream] is a tasty treat.

She [was] hurt.

We [were] laughing a lot.

The lunch [wasn’t] tasty.

They [weren’t] sad.

-Question & Answer

Speed Q&A/mingling round the

classroom/small groups

23 RI.2.1 - Ask and answer such
RI.2.2 questions as who, what, where,
RI.2.3 when, why, and how to
RI.2.7 demonstrate understanding of
RI.2.10 key details in a text.
RI.2.6 - Identify the main topic of a
multiparagraph text as well as
the focus of specific paragraphs
within the text.
- Describe the connection
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text.
- Explain how specific images
contribute to and clarify a text.
- By the end of year, read and
comprehend informational
texts, including history/social
studies, science, and technical
texts, in the grades 2-3 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
- Identify the main purpose of a
text, including what the author
wants to answer, explain, or
describe.
What is your favorite treat?
My favorite treat is [candy].
What do you think is tasty?
I think [peaches] are tasty.
How was your lunch earlier?
It [was] tasty. I ate [pasta].
Unit 4: Then and Now Comprehension Checks
read and comprehend the story Session 1: Introduction Workbook assessments
Reading 2: Ice Cream Cones
Reading Process use visual aids to narrate and make Story Preview (Pre-reading) Story
inferences Preview:
Cornerstone 2: Use pre-reading supports such as
Unit 4: Reading 2 share what they love about reading previewing the story to enhance
SB pages 200-209 children’s comprehension. Have children
look at the picture on p.200 and elicit
summarize a story
Reading Strategy: some ideas about what they think the
story is going to be about.
sequence events in a story
Summarize
explore how cold treats are enjoyed in
When we summarize, tell Unlocking Difficulties: Visual
different places around the world (*Global
only the most important ideas Literacy:
Citizenship*)
in a text. As you read, look Ask students to make sentences and
for the most important ideas. describe the illustrations.
Then summarize the reading.
Understand Text Structure
Discuss the meaning of unknown words
to the students.
The Big Question: How did the way we
eat ice cream change?
Reading Strategy: Summarize
When we summarize, tell only the most
important ideas in a text. As you read,
look for the most important ideas. Then
summarize the reading.
Reading activity:
Guided Reading:
Independent Reading:
Application: WB p. 89

Session 2: Continuation of the

reading activity.
(Post-reading activity)

Review: Read and review the details of

the story.

Comprehension checks:

Problem/Solution: Have children look

for the problem and solution described in
the story.

Main Idea and Details:

Have children look for the main ideas
and details in the story.

Reading Strategy: Summarize the

story having children make their own
sequence of events.

Think It Over Students will find the

answers in the text.
1. How did people eat ice cream in the
past?
2. What happened to the ice cream man’s
dishes?
3. How did the waffle man help the ice
cream man?
4. How did the fair in 1904 change the
way we eat ice cream?

Flexible grouping/ Differentiation:

Allow students to answer the questions
individually, in pairs or in groups.

Application:

Session 3:
Review: Review the details of the story.
Ensure students can:
-Retell the story
- Describe how people ate ice cream in
the past
- Identify and summarize the
information in the story

24 RI.2.4 - Determine the meaning of
RF.2.3 words and phrases in a text
RF.2.3.a relevant to a grade 2 topic or
L.2.4 subject area.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
- Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2
reading and content, choosing
flexibly from an array of
strategies.
- Use sentence-level context as
a clue to the meaning of a word
or phrase.
Application: WB p. 90 – have students
present their Word Webs to the class or
in small groups
Unit 4: Then and Now acquire new vocabulary for reading and Session 1: Vocabulary
Reading 3: Jane Goodall understanding. Introduction: Comprehension checks
Building background: Review and elicit
Vocabulary identify the correct structures and animals from students. Teacher employs
Workbook assessments
animal pronounce and practice the words with pre-assessment strategies to determine
same long sound properly and correctly what students already know about the
scientist topic.
touch Unlocking of Difficulties: Vocabulary
identify the words with long /i/ and soft g
outdoors Words
sound correctly
legacy To help children decode and identify
protect words- guide then through the
understand that vowel letters have different vocabulary- practicing sounding out
sounds each word and using context clues.
Phonics
Guided reading: Model proper
Long/i/ and soft g
pronunciation of words and present
meanings assisted by pictures.
Reference: Cornerstone 2: -Independent reading: Let the ss read
Unit 4: Reading 3 the new words on their own.
SB pages 212, 213
WB pages 93, 94
Oral Vocabulary Routine:
- Define
- Expand
- Ask
Vocabulary
animal
same
scientist
touch
outdoors
legacy
protect
Discussion: Provide some sample
sentences. Let the ss read and provide
their own examples guided by fill gaps
and pictures.
Board work: Fill the gaps.
Application: WB page 93
 Session 2: Phonics long /i/ and soft /g/
Introduction:
-Building background: Show some
pictures objects with long /i/ and soft
/g/ sounds. Let the ss identify the
sounds that they hear.

Unlocking of difficulties: Refer to SB

p. 213 + WB p. 94
-Guided reading: Model proper
pronunciation of words and present
meanings assisted by pictures.

Sort the words with long /i/

Sort the words with soft /g/ on the board

Blending: help children blend the words

that they have just learned.

Board work: Tap the letter game/ say

the letter game.

Application:
Ask students to pick some words from
Vocabulary and Phonics and have them
make sentences. They may work
individually, in pairs or in groups.
+ WB page 94

Session 3: Review for Midterm Test

Set the mind of students about the test
Explain the importance of reviewing
Give some tips in taking the test

Review vocabularies, structures,

phonetic sounds and stories presented
in the previous lessons.

Review the practice test made by the

teacher

25 Review and Midterm Term Test

26 RI.2.1 - Ask and answer such Unit 4: Then and Now read and comprehend the text Session 1:
RI.2.2 questions as who, what, where, Pre Reading Activities:
RI.2.3 when, why, and how to Reading 3: Jane Goodall ask and answer questions about the text Predict
RI.2.7 demonstrate understanding of Reading Process (WH questions) Ask students to look at the picture on
RI.2.10 key details in a text. page 214 and predict the story. Comprehension checks
RI.2.6 - Identify the main topic of a Prompt: What is this story about? Workbook assessments
Cornerstone 2: identify the main idea and details of the
multiparagraph text as well as
Unit 4: Reading 3 story
the focus of specific paragraphs
within the text.
- Describe the connection
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text.
- Explain how specific images
contribute to and clarify a text.
- By the end of year, read and
comprehend informational
texts, including history/social
studies, science, and technical
texts, in the grades 2-3 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
- Identify the main purpose of a
text, including what the author
wants to answer, explain, or
describe.
SB pages 214-223
Reading Strategy:
Asking and Answering
Questions
Asking and answering
questions as students read can
help them understand the text
better. Ask questions as
students read. Find the
answers in the text.
*Link to Science: how do
animals live in land
environments (week 33)*
sequence the events of the story
describe how the pictures relate to the story
make connections between helping animals
and helping the environment (*Global
Citizenship*)
Visual Literacy:
Encourage children to ask questions
about the pictures in the story. They may
also make sentences to describe what is
happening.
The Big Question: What important
things did Jane Goodall do?
Reading Strategy: Asking and
Answering Questions
Asking and answering questions as
students read can help them understand
the text better. Ask questions as students
read. Find the answers in the text.
Pre- Reading: Who, What, Where,
When, Why
Have children think about the 5W
questions as they read the text and look
at the pictures. Write down the students’
questions.

Reading activity:
Guided Reading: Help students to recall
and identify vocabulary words in the
reading. Use context clues to define.

Comprehension Check: Answer the

questions the students asked before the
reading.

Application: WB page 95

Session 2:
Review: Read and review the details of
the story.

Continuation of the reading activity.

(Post-reading activity)
Comprehension check: Students will
find the answers in the text.

Think It Over
1. What did Jane Goodall do when she
was a child?
2. What did Jane Goodall do to get
closer to animals?
3. How are chimpanzees the same as
people?
4. How are people helping chimpanzees

27 W. 2.2 - Write
W. 2.5 informative/explanatory texts
SL. 2.1 in which they introduce a topic,
use facts and definitions to
SL. 2.6 develop points, and provide a
concluding statement or
L. 2.1
section.
L. 2.2
- With guidance and support
L. 2.3
from adults and peers, focus on
a topic and strengthen writing
as needed by revising and
editing.
--Participate in collaborative
conversations with diverse
partners about grade 2 topics
and texts with peers and adults
in small and larger groups.
- Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.
- Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
- Demonstrate command of the
5.
Who is Jane Goodall?
What did the chimpanzee do to her?
What is her legacy?
What do many people do to the homes of
Unit 4: Then and Now: -produce a piece of writing expressing the
Projects differences between school in the past and
in the present day.
Session 1: Written Project -demonstrate command of the conventions
of standard English grammar,
capitalization, punctuation, spelling and the
Session 2: Poster Project
appropriate usage of language to undertake
(Visual)
the task.
-draw a picture reflecting the content of
Session 3: their piece of writing.
Presentation/Communicativ -present their poster to the class.
e Practice/Review -ask and answer questions about their own,
and other posters.
Reference: Cornerstone 2
SB pages 226-227
now?
chimpanzees?
Guide students to sequence the event s
in the story.
Application: WB page 96
Session 3:
Review: Review the details of the story.
Ensure students can:
-Retell/ summarize the story
- Describe what Jane Goodall did
- Identify and describe the information
in the story
Application:
Ask Questions:
Have children ask each other questions
about the information that they have read
from the story.
Session 1: Written Project Presentation Assessment
Guidelines
-T presents to Ss pictures of schools in
the past. Elicit and present differences Poster (writing content and
between schools then and now. accuracy) ………..3
-Present a model structure, highlighting
the differences in verb tenses e.g.:
Accuracy (Speaking in complete
“In the past, schools were _______.
sentences)………3
Now, schools are _______.”
-T presents a model answer and Ss can
Presentation (Delivered the
fill gaps in the model answer, or follow a
information clearly) …… 2
structure and use their own ideas. -
Encourage Ss to write their thoughts on
the differences e.g.: Fluency and Voice (clear, loud
“I think school is better now because enough) ……………… 2
_______.” ____
Total…………..10
Session 2: Poster Project (Visual)
Differentiated Instruction:
-Ss, using their previous writing, create
and annotate a poster indicating the Beginning:
Have children describe pictures
differences between then and now. This
can be done in groups making a large of schools from the past and
present and compare using
poster, or individually.
sentence structures.
 conventions of standard
English capitalization,
punctuation, and spelling when
writing.
- Use knowledge of language
and its conventions when
writing, speaking, reading, or
listening.
28 RI.2.4 - Determine the meaning of
RF.2.3 words and phrases in a text
RF.2.3.a relevant to a grade 2 topic or
L.2.4 subject area.
L.2.4.a - Know and apply grade-level
RI.2.7, phonics and word analysis
RF.2.4.b skills in decoding words.
- Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
- Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2
reading and content, choosing
flexibly from an array of
strategies.
- Use sentence-level context as
a clue to the meaning of a word
or phrase.
- Explain how specific images
(e.g., a diagram showing how a
machine works) contribute to
and clarify a text.
- Read grade-level text orally
with accuracy, appropriate rate,
and expression on successive
readings.
Unit 5:
Plants and Animals
Enduring understanding:
Plants and animals are
important in our world.
Big question:
Why are plants and animals
important in our world?
Reading 1: What Lives in a
Tree
Vocabulary
have, small
found, squirrel
nibbles
delicious
Phonics
Long o, soft g
Reference: Cornerstone 2:
Unit 5: Reading 1
SB pages 236, 237, 242, 243
WB pages 107, 108
*Link to Science: Plants and
Animals (Weeks 29-36)*
Session 3: Early Intermediate/
Presentations/Communicative Intermediate: encourage
Practice/Review children to add extra details about
schools from the past and present
-Ss present their posters, either to the in their writing.
class or in small groups. Alternatively, Ss
may undertake a communicative activity
e.g. “How were schools different in the
past?”
“In the past, schools were ______. Now,
schools are _______”.
-Finish the lesson with a review of
previous content.
introduce new vocabulary words to the Session 1: Comprehension check
students Build Unit Background pp. 236-237
- Teachers employ pre-assessment How is the dog helping the girl?
pronounce and practice the words with long strategies to determine what the Why do you think the dog is
o sound and soft g properly and correctly students already know about the unit helping her?
theme. Do you know what this kind of
dog is called?
identify the words with long /o/ and soft g
Visual Literacy: Use the pictures on pp. How do you think the girl feels
sound correctly
236- 237 to understand the unit theme. about the dog?
Oral Presentation: What is your Ask more questions about the
increase the awareness that vowel letters
favorite animal? Tell the class about it. pictures
have different sounds
Comprehension check:
Check students understanding of
Vocabulary p.242
the vocabularies through gap-fill
Oral Vocabulary Routine:
or sentence construction activities
- Define
- Expand
- Ask Define:
Beginner: Have students use the
words in sentences.
Application: WB page 107
Intermediate: Have students
define the words or give
synonyms.
Session 2: Phonics long /o/ and soft /g/
KWL chart about the unit theme
Phonemic Awareness: Tell the children
that you are going to show them how to
isolate a sound.
Blending: (i.e. s-o-a-p). Enunciate each
sound then blend the whole word.
Application: WB p. 108
Session 3: Review + Communicative
Practice
-Sentence Construction Drills
Create stems with pictures for Ss to
complete the sentences. E.g.

Big or Small drill game

The cake is [big].

The dog is [small].

He found [a toy].

[Popcorn] is delicious.

The [squirrel] nibbles the [nut].

The family is [at] home.

They are cooking [in] the kitchen.

The cat is [on] the grass.

The oranges are [between] the apples.

The cake is [next to] the cup.

The hat is [under] the table.

-Question & Answer

Speed Q&A/mingling round the

classroom/small groups

What pets do you have?

I have [a hamster].

What toys do you have?

I have [a robot].

What do you think is delicious?

I think [cheese] is delicious.

I think [pears] are delicious.

Where do you do your homework?


29 RI.2.1 - Ask and answer such
RI.2.2 questions as who, what, where,
RI.2.3 when, why, and how to
RI.2.7 demonstrate understanding of
RI.2.10 key details in a text.
RI.2.6 - Identify the main topic of a
multiparagraph text as well as
the focus of specific paragraphs
within the text.
- Describe the connection
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text.
- Explain how specific images
contribute to and clarify a text.
- By the end of year, read and
comprehend informational
texts, including history/social
studies, science, and technical
texts, in the grades 2-3 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
- Identify the main purpose of a
text, including what the author
wants to answer, explain, or
describe.
Unit 5:
Plants and Animals
Reading 1: What Lives in a
Tree
Reading Process
Reference: Cornerstone 2:
Unit 5: Reading 1
SB pages 244-251
WB pages 109-110
Reading Strategy:
Cause and Effect
A cause is why something
happens. An effect is what
happens as a result of a cause.
Look for causes and effects as
you read.
*Link to Science: Plants and
Animals (weeks 29-36)*
read and comprehend the text
ask and answer questions about the text
(WH questions)
identify the main idea and details of the
story
identify cause and effect in the story
describe how the pictures relate to the story in trees?
I do my homework [in my room].
Where do you eat breakfast every day?
I eat breakfast [in the kitchen] every day.
Where is your best friend now?
She is [at school] now.
Session 1: Introduction Comprehension checks
Story Preview (Pre-reading): Workbook assessments
Show the title and cover of the story, and
ask these questions: KWL Charts
Who is in the story?
Where does the story happen?
The Big Question: Which animals live
Reading Strategy: Cause and Effect
A cause is why something happens. An
effect is what happens as a result of a
cause. Look for causes and effects as you
read.
Reading activity: Differentiated
Instruction:
Beginning:
Read aloud as students track the print.
Early Intermediate/ Intermediate:
Have children add information to a KWL
chart based on what they read so far in
the selection.
Early advanced: Have children
brainstorm the names of other animals
that live in trees. Encourage them to
explain what they already know about
these animals.
Application: WB page 109
Session 2:
Review: Read and review the details of
the story.

30
31 RL.2.4 - Describe how words and
RF.2.3 phrases supply rhythm and
RF.2.3.b meaning in a story, poem, or
L.2.4 song.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Know spelling-sound
correspondences for additional
common vowel teams.
Continuation of the reading activity.
(Post-reading activity)
Comprehension check: Students will
find the answers in the text.
Think It Over
1. What animal makes a nest in the tree?
2. What will get stuck in the spider’s
web?
3. What can we get from trees?
4. Why are trees important?
Application: Reading strategy: Find
examples of cause and effect in the story
+WB p. 110
Session 3:
Review: Review the details of the story.
Ensure students can:
-Summarize the story
- Describe the animals in the story
- Identify and describe the information
in the story
Application: Review the KWL chart-
Have students share what they learned
from the story in groups.
Extension: In groups, students may create
a short “test” of 2-3 questions about the
story to give to another group. The
questions must be short answer and the
group must also create an answer key.
SCHOOL REPORT
Unit 5: acquire new vocabulary for reading and Comprehension checks (making
Plants and Animals understanding. Session 1: Vocabulary sentences; fill in the blanks)
Introduction:
Reading 2: Sue the Tadpole identify the correct structures and Building background: Teacher employs Workbook assessments
pronounce and practice the words with pre-assessment strategies to determine
long sound properly and correctly what students already know about the
Vocabulary
story theme.
was, said
soon, water identify the words with the letters ew and
arms, shore ou
sign
- Determine or clarify the Oral Vocabulary Routine:
meaning of unknown and Phonics understand that vowel blends have different - Define
multiple-meaning words and Letters ew and ou sounds - Expand
phrases based on grade 2 - Ask
reading and content, choosing
Reference: Cornerstone 2:
flexibly from an array of Vocabulary
Unit 5: Reading 2
strategies. was, said
SB pages 256, 257
- Use sentence-level context as soon, water
WB pages 113, 114
a clue to the meaning of a word arms, shore
or phrase. sign

Application: Sentence construction

using fill-gaps.
-Speaking activity using visual
representations.
+ WB page 113

Session 2: Phonics
Introduction:
-Building background: Letters: ew, ou
Help children learn the relationships
between sounds and letters of the English
language. Remind children that words
are made up of sounds and that they can
listen for sounds in words.
SAY: Many words have the/u/sound.
We are going to look at several words
with the /u/ sound

Unlocking of difficulties: Refer to SB

p. 257 + WB p. 114
-Guided reading: Model proper
pronunciation of words and present
meanings assisted by pictures.
Blending:
Write a word on the board. Point to the
letters and enunciate each sound.

Phonemic awareness:
Teach the students how to isolate and
blend sounds.

Application: Categorize and classify

words with /ew/, /ou/. +WB p. 114

Session 3: Review for Final Test

Set the mind of students about the test
Explain the importance of reviewing
Give some tips in taking the test

Review vocabularies, structures,


32
33 RL.2.1 - Ask and answer such
RL.2.2 questions as who, what, where,
RL.2.3 when, why, and how to
RL.2.10 demonstrate understanding of
RL.2.7 key details in a text.
RL.2.5 - Recount stories, including
fables and folktales from
diverse cultures, and determine
their central message, lesson, or
moral.
- Describe how characters in a
story respond to major events
and challenges.
- By the end of the year, read
and comprehend literature,
including stories and poetry, in
the grades 2-3 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
- Use information gained from
the illustrations and words in a
print or digital text to
demonstrate understanding of
its characters, setting, or plot.
- Describe the overall structure
of a story, including describing
how the beginning introduces
the story and the ending
concludes the action.
Unit 5:
Plants and Animals
Reading 2: Sue the Tadpole
Reading Process
Reference: Cornerstone 2:
Unit 5: Reading 2
SB pages 258-271
WB pages 115- 116
Reading Strategy:
Sequence of Events
The sequence of events is the
order in which things happen
in a story.
*Link to Science: Plants and
Animals (weeks 29-36)*
Review and Final Term Test
Language objectives:
tell the sequence of events in the story.
read and comprehend the story
retell the story
ask and answer questions about the story
Content objective:
identify how a tadpole changes into a frog.
phonetic sounds and stories presented
in the previous lessons.
Review the practice test made by the
teacher
Session 1: Introduction Comprehension checks
Story Preview (Pre-reading): Workbook assessments
Display pictures of tadpoles and frogs in
the classroom. Encourage children to
share any information they already know
about them.
(SB p.258)
Who is in the story?
Where does the story happen?
Unlocking Difficulties: Visual
Literacy: Illustrations
Review how story pictures enhance
information in the text by highlighting
key events or the character’s feelings.
Ask children to look carefully at the
pictures on these pages.
The Big Question: How does a tadpole
change into a frog?
Reading Strategy: Sequence of Events
The sequence of events is the order in
which things happen in a story.
Reading activity:
Guided Reading:
Independent Reading:
Application:
Session 2:
Review: Read and review the details of
the story.
Continuation of the reading activity.
(Post-reading activity)
Comprehension check: Students will
find the answers in the text.
Think It Over

34 RI.2.4 - Determine the meaning of
RF.2.3 words and phrases in a text
RF.2.3.a relevant to a grade 2 topic or
L.2.4 subject area.
L.2.4.a - Know and apply grade-level
phonics and word analysis
skills in decoding words.
- Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
- Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2
reading and content, choosing
flexibly from an array of
strategies.
- Use sentence-level context as
a clue to the meaning of a word
or phrase.
Unit 6: Different Places
Build Unit Background:
pp.296-297
Enduring understanding:
People in different places have relationships of letters and sounds
different cultures and
languages.
Big Question: How are
countries alike and different?
Vocabulary
Around, World, Warm
Vegetables
Cabbage, Tofu
Phonics
R controlled vowels ir, er,ur
Cornerstone 2:
Unit 6: Reading 1
acquire new vocabulary for reading and
understanding.
identify the correct structures and
use new vocabulary words to describe
different places and cultures
understand the beauty of different places
around the world (*Global Citizenship*)
ask and answer wh-questions.
interpret text through visual representation.
identify r controlled vowels ir, er, ur
1.What problem does Sue have?
2. How do Mom and Dad help Sue?
3. What does Sue learn at the end of the
story?
4. How do tadpoles change as they grow?
Review the sequence of the story.
Application: WB p. 116
Session 3:
Review: Review the details of the story.
Ensure students can:
-Retell the story with accurate
sequencing
- Describe how animals change as they
grow (recycle from previous lessons)
- Identify and describe the characters in
the story
Application: Compare and Contrast:
Have children use information from the
illustrations and text on these pages to
understand how Sue has changed during
the story.
Check up: Have small groups of
children explain what has happened so
far in the story by retelling the main
events in sequence.
Session 1: Vocabulary
Comprehension checks: gap-fill,
Build Unit Background sentence construction, matching
- Teachers employ pre-assessment and listing activities.
strategies to determine what the students
already know about the unit theme. Workbook assessments
Presentational Speaking:
Have you seen more pictures of people
in other countries? How were they
different from you? Tell the class about
it.
- Discuss the enduring understanding and
big question.
Oral Vocabulary Routine:
- Define
- Expand
- Ask
Vocabulary
SB pages 296, 297, 302, 303 Around, World, Warm
WB pages 133, 134 Vegetables
Cabbage, Tofu

Differentiated Instruction:
Beginning: Have students match the
words with pictures
Intermediate: Have students unscramble
the words and match them to a definition

Application: WB p. 133

Session 2: Phonics R controlled

vowels ir, er,ur

Phonemic awareness:
Teach the students how to isolate and
blend sounds.

R-controlled vowels ir, er, ur

Remind children that letters stand for
sounds and that they can listen for sounds
in words. Have students identify words
that contain r-controlled vowels.

Application: WB p. 134

Session 3: Review + Communicative

Practice

-Sentence Construction Drills

Create stems with pictures for Ss to

complete the sentences. E.g.

The [cookies] are warm.

The [pool] is warm.

I like [to eat] vegetables.

I want [to go] around the world.

I wrote [neatly].

They speak English [well].

-Question & Answer


35 RI.2.1 - Ask and answer such
RI.2.2 questions as who, what, where,
RI.2.7 when, why, and how to
RI.2.10 demonstrate understanding of
RI.2.6 key details in a text.
RI.2.9 - Identify the main topic of a
SL.2.1 multiparagraph text as well as
the focus of specific paragraphs
within the text.
- Explain how specific images
contribute to and clarify a text.
- By the end of year, read and
comprehend informational
texts, including history/social
studies, science, and technical
texts, in the grades 2-3 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
- Identify the main purpose of a
text, including what the author
wants to answer, explain, or
describe.
- Compare and contrast the
most important points
presented by two texts on the
same topic.
- Participate in collaborative
conversations with diverse
partners about grade 2 topics
and texts with peers and adults
in small and larger groups.
Unit 6: Different Places
Reading 1:
My Friend from Vietnam
Cornerstone 2:
Unit 6: Reading 1
SB pages 304-309
WB pages 135-136
Reading strategy:
Use Visuals
Maps, photographs, and other
visuals contain information.
This information helps you
understand the text. Look at the
visuals as you read the story.
*Link to Social Studies:
People, Places,
Environments (weeks 33-
36)*
Language objectives:
read and comprehend the story
retell the story
ask and answer questions about the story
describe photos as they relate to the story
Content objective:
demonstrate understanding about different
countries and cultures (*Global
Citizenship*)
Speed Q&A/mingling round the
classroom/small groups
What do you like to do?
I like to [play soccer]
What do you want to do?
I want to [play the cello].
What vegetables do you like to eat?
What vegetables don’t you like to eat?
Session 1: Introduction Comprehension checks
Workbook assessments
Story Preview (Pre-reading) (SB
p.304)
Who is in the story?
What countries are in the story?
How do you think the characters in the
story are different? How do you know?
Unlocking Difficulties: Visual
Literacy: Ask students to look at the
pictures on page 304. Ask them if they
know these countries and what they
know about them. Show more examples
of countries and have students talk about
them.
Understand Text Structure
Interpret Information from Visuals
Discuss with children why the visuals in
this selection are so useful.
The Big Question: How are countries
alike and different?
Reading Strategy: Use Visuals
Maps, photographs, and other visuals
contain information. This information
helps you understand the text. Look at
the visuals as you read the story.
Reading activity:
 Independent Reading: Have students
read the story first in small groups taking
turns. Listen for accuracy, fluency, and
pronunciation.

Guided Reading: Read as a class,

pausing to allow students to complete
words or phrases.

Application: WB page 136

Session 2:
Review: Read and review the details of
the story.

Continuation of the reading activity.

(Post-reading activity)
Comprehension check: Students will
find the answers in the text.

Think It Over

1. Where does Bea live?

2. Where does Anh come from?
3. What languages do Bea and Anh
speak?
4. Do people from different countries
eat food the same way? Explain.

Application: Students can share about

their friends and compare and contrast
their friendship with Bea and Anh’s.

Session 3:
Review: Review the details of the story.
Ensure students can:
-Retell the story
- Describe
- Identify and describe the characters in
the story

Check Up
Have children tell you how Bea and Anh
are alike and different. Remind them to
get information from the pictures on each
page as well as the story text.

Compare and Contrast

Have children compare and contrast
photographs and text.

36 RF.2.3 -Know and apply grade-level
W.2.1 phonics and word analysis
W.2.3 skills in decoding words.
W.2.8 - Write opinion pieces in which
SL.2.1 they introduce the topic or
SL.2.3 book they are writing about,
SL.2.4 state an opinion, supply reasons
SL.2.6 that support the opinion, use
L.2.1 linking words (e.g., because,
and, also) to connect opinion
and reasons, and provide a
concluding statement or
section.
- Write narratives in which they
recount a well-elaborated event
or short sequence of events,
include details to describe
actions, thoughts, and feelings,
use temporal words to signal
event order, and provide a
sense of closure.
- Recall information from
experiences or gather
information from provided
sources to answer a question.
- Participate in collaborative
conversations with diverse
partners about grade 2 topics
and texts with peers and adults
in small and larger groups.
- Ask and answer questions
about what a speaker says in
order to clarify comprehension,
gather additional information,
or deepen understanding of a
topic or issue.
- Tell a story or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
- Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.
-Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking
End of Semester Review - Recall themes and vocabulary from
and Reflection:
- Describe memories and activities
Session 1: Vocabulary/ - Annotate and describe their posters
Theme Review
Reflect on their own progress and success
Session 2: Visual/Active
Activity- Grade 2 Posters
Session 3: Reflection and
Presentations
the school year
accurately and in detail
Application: WB p. 136
Session 1: Vocabulary Review  Vocabulary games
Building Background: Remind  Posters
students how hard they’ve worked all  Journal Entry
year and congratulate them. Tell them
the end of a school year is a time to
celebrate and remember. Tell them
everything they learned this year, they
will need next year in Grade 3.
Activities:
- Using pictures and words
from all the lessons covered
in this school year, play
vocabulary games to review.
- Example games: “4 pictures,
1 word” (show 4 pictures and
students must identify the
word); “hot seat” (have a
student sit with their back to
the ppt screen, put a
word/picture/story character
up and the class must give
enough information for the
student to guess who is on the
screen behind them- model
with the TA first);
“Vocabulary Chest”
Session 2: Visual/Active Activity-
Grade 1 Posters: Building
Background: Ask students to recall
some of their favorite things from the
past school year. Write them on the
board.
Activity: Guide students to create a
Word Web Poster about Grade 2. They
can work in groups or individually.
They can use their text books to help
them remember what they’ve learned
and illustrate their posters with
drawings.
Session 3: Reflections and
Presentations
Allow students to share their posters
with the class. Encourage them to thank
their classmates and teachers for a
 successful year. Students should ask
and answer questions during the
presentations.

Journal Entry: Guide students to

write/discuss the answers to these
reflection prompts:

- Grade 2 is fun
because________________.
- This year, I learned
to___________________.
- My favorite day was ____.
- Next year, I want to
____________________.
37 Culminating Activities