Scheme of Work

Scheme of Work For English Language Primary 2

This article provides you with the English Language scheme of work and the curriculum for the first term, second term, and third term for primary 2 pupils.

English Language Scheme of Work Primary 2 First Term

Phonemic Awareness I and II

  • Using songs and rhymes to identify sounds
  • Using sounds and combinations of sounds to decode unknown words.- Production of sounds /a/ as in bat; /s/ as in sat.
  • Pronunciation of given words correctly

Phonics I and II

  • Pronunciation of consonants and consonant clusters. – production of consonant sounds in isolation, words and in context e.g. /b/, /d/ in words e.g. bed, dog. – pronunciation practice on consonant clusters e.g. bl –blade, /br/ – bread, /dr/ -dry /fr/ – frog, /f/ – flood e.g. a. This blade is very sharp. b. I ate bread this morning. c. Frogs live in water.
  • Identification of mono, bi-syllabic and multi syllabic words: – identification of mono and bi-syllabic words e.g. go/sit, teacher/under. – reading of multisyllabic words such as umbrella, diamond etc. – basic syllabication rules. – basic decoding skills.

Fluency

  • Reading different kinds of texts: – fiction, – non fiction, – informational etc.
  • Repeated reading and fluency building strategies: – reading class appropriate passages, – answering factual questions on the passages

Comprehension

  • Answering factual questions from class appropriate passages, stories/rhymes e.g. simple passages from the course book a short poem or rhyme on food safety etc.
  • Listening to and retelling stories e.g. – Talk about facts leaned in information text (e.g. danger of food contamination/poisoning). – Identifying the characters and events in the story. – Explaining the beginning contents and closing of a story.
  • Oral comprehension/Games. – reading passages that will interest the pupils. – reading class appropriate stories to the pupils.
  • Reading class appropriate texts: – reading simple sentences on series of informational texts (e.g. dangers of wrong use of pesticides). – answering factual questions on the sentences.

English Language Scheme of Work Primary 2 Second Term

Comprehension I and II

  • Reading class appropriate passages and identifying facts and other kinds of information in them e.g. The use of herbal medicines, occupations, customs and traditions of the people.
  • Application of comprehensive passages to both narrative and expository passages reading simple passages based on narrative and expository texts.

Vocabulary I and II

  • Antonyms and synonyms: – simple passages containing antonyms and synonyms. – simple sentences of antonyms and synonyms.
  • Registers in different subjects: – reading passages based on registers of medicine, law, computer, etc. – Multiple meaning words (e.g. bank account, river bank).

Concept of print

  • Basic concepts of print e.g. – Picture reading, identification of signs e.g. road signs. – Interpretation of diagrams charts and graphs to give information. – Parts of a book title, author, illustrations etc. – Meaning of paragraph and passage.
  • Description of objects according to their colours

Using sounds and combinations of sounds to spell and pronounce words

  • Production of sound /a/ as in bag; /a:/ as in bark. Spelling and pronunciation of given words correctly

Answering factual questions from simple passages stories/rhymes read

  • A simple passage from the course book. A short poem or rhymes.

Asking and answer questions on present, past and future actions

Pupils should be able to:

  • answer questions on present actions.
  • answer questions on past actions.
  • answer questions on future actions.
  • respond to ‘what’ questions on the above actions

Read: List of Nursery and Primary School Subjects

English Language Scheme of Work Primary 2 Third Term

Expressing ownership

  • Using possessive pronouns as (singular) e.g. my, his, hers, mine.
  • Using possessive pronouns as (plurals) as ours, theirs, yours.

Songs and rhymes

  • Rhymes based on some virtues e.g. nature, love.
  • Songs that can help the pupils to learn sounds in words.

Listening to and telling stories

  • Telling story using an appropriate style of narration.
  • Identifying the characters and events in the story.
  • Explaining the beginning content and closing of a story

Simple oral comprehension/games

  • Reading passages that will interest the pupils. Reading short stories to the pupils

Introducing individuals

  • Guiding pupils to introduce themselves using words like, “My name is Mary” “This is my friend” to introduce themselves

Introducing adjective and adverbs

Adjectives e.g.

  • this is a beautiful dress.
  • the car is yellow

Adverbs:

  • he eats slowly
  • she runs fast

Use of regular and irregular plurals of nouns

  • Regular plurals, plurals with‘s’ ending e.g. ball/balls, girl/girls.
  • Irregular plurals, e.g. man/men; ox/oxen, child, children

Simple present and past tense of common verbs

  • Production of simple present and past tense of common verbs in tabular form e.g. run/ran; come/came

Correct use of apostrophe in possessives

  • Apostrophes in possessives e.g. i. It is the boy’s toy, ii. It is the boys’ college

Using the present continuous tense

  • Identification and use of present continuous tense e.g. I am eating, He is running.
  • Guided examples of present continuous tense

Bolarinwa Olajire

An associate lecturer with demonstrated history of working in the education industry. Skilled in analytical skills, C++, Fortran, and Entrepreneurship. Strong education professional with a M. SC focused in condensed matter from University of Ibadan and PhD student at FUNAAB.

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