ENGLISH-Grade 2_PPT_Quarter 1_WEEK-7.pptx

English PPT for Grade 2 Quarter 1 Week 7

1. ENGLISH 2 • High Frequency Words • Noting Details • Time Order Text and Procedural Text • Discourse Markers (Time Order and Procedural Texts) QUARTER 1 - WEEK 7 D A Y 1

2. • High Frequency Words • Noting Details • Time Order Text and Procedural Text • Discourse Markers (Time Order and Procedural Texts)

3. Look at the chart. Tell what each picture is telling us to do.

4. Questions: 1. What do the pictures tell? 2. How many steps are there in hand washing? 3. What is the first step of hand washing? 4. What is the second step of hand washing? 5. What is the fourth step of hand washing? 6. What is the last step of hand washing?

5. In today’s lesson, you will be learning how to: identify procedural text type, identify signal words for a procedural text type, note at least three significant details in informational text, express ideas using procedural text type, use vocabulary referring to: content-specific topics, read grade level sentences with appropriate speed, accuracy, and expression, and express ideas about one’s experiences (content- specific topics).

6. This time, let us read the pictures about hand washing.

7. When should we wash our hands? Handwashing is necessary after playing with toys and before eating meals.

8. Now, speaking of toys, do have tops? how many tops do you own?

9. Now we will read a text about playing and counting tops. First, we need to learn some words.

10. Tom

11. This boy is Tom.

12. What is his name?   Later you will meet him in the story that you will listen to.

13. Top

14. Who has experienced playing this toy? What is the name of this toy?   Talk about your experience the last time you played a top.

15. add

16. I have 3 pencils and 2 other pencils. I will add the 3 pencils and the 2 other pencils. Now, I have 5 pencils.

17. What did I do with the pencils? How did I end up with 5 pencils? What are other words that mean add? When was the last time you used addition?

18. addends and sum   Let us read the sentence: 4 + 3 = 7

19. What are the numbers that we combine?

20. The numbers that we add are called addends .

21. What do we call the result when we combine the addends?

22. Look at the number sentence. 8 + 2 = 10

23. What are the addends? What is the sum? How do you find adding numbers?

24. Remember these words because you will hear them in the story that you will listen to.

25. Listen to the selection that I will read part by part. Be sure to answer some questions about each part.

26. How to Add with Sums to 20   Adding numbers is easy. When you add, you put two numbers together. Just follow these simple steps every time you add numbers.

27. First , know the addends. Addends are the numbers to be added. For example, in the number sentence 10 + 6 = ___, the addends are 10 and 6. Second , Write the addends vertically. 10 + 6 __________ Then , add the numbers in ones place. 6 Last , copy the number in the tens place. The answer is called the sum. 16

28. Even when you exchange the position of the addends, the steps and the sum will always be the same.

29. Always remember, that when you add any number with zero, the sum will always be the number.

30. Read paragraphs 1 and 2.  

31. Questions: 1. Who were the boys mentioned in the story? 2. Where are they? 3. What is the problem of Tom? 4. What did Mon do?

32. Read the flowchart.

33. First , know the addends. Addends are the numbers to be added. For example, in the number sentence 10 + 6 = ___, the addends are 10 and 6. Second , Write the addends vertically. 10 + 6 __________ Then , add the numbers in ones place. 6 Last , copy the number in the tens place. The answer is called the sum. 16

34. Questions: 1. What is the chart about? 2. What is the chart telling? 3. How many steps are there in adding numbers? 4. What words are used before each of the four steps?

35. Sometimes, a text tells us information or steps on how to do something.

36. This time let us read the text.

37. “Ben has 5 corn cobs. He also has 3 more corn cobs. Ben wants to add all his corn cobs. First, he lists the addends. Second, he lists the addends vertically. Then, he adds the numbers in ones place. Last, he copies the number in the tens place. Now, Ben knows that he has 8 corn cobs.”

38. Questions: What are the addends? What is the sum? What are the steps in adding numbers? What are the words we use if we tell the steps of how to do something? What kind of information do we say when we use words like first, second, then, and last?

39. Find a pair. Tell your partner the steps you do in preparing for school. Use words like first, second, then, and last . Share your ideas to the class.

40. Directions: Fill in the blanks using the words: First, Next, Then, Last .

41. How to Brush Your Teeth _______, get your toothbrush and toothpaste. _______, put a small amount of toothpaste on the brush. _______, brush your teeth in circles for 2 minutes. _______, rinse your mouth with water.

42. Answer the following questions. 1. What new words have you learned today? 2. What words are used to describe the steps of how to do something? 3. What type of information is said when using words like first, second, then, and last?

43. Assessment Directions: Listen to the passage the I will read. Circle the words used in describing the steps of making juice drink.

44. Preparing juice is easy. First, get a clean drinking class. Second, put water on the glass. Third, add powder juice and sugar to the water. Then, mix it well. Last, put ice.

45. Additional Activity Directions: How do you prepare your favorite food? Include the steps in hand washing. Write its steps on your notebook.

46. THANK YOU FOR LISTENING!

47. ENGLISH 2 D A Y 2 • High Frequency Words • Identifying Problem and Solution QUARTER 1 - WEEK 7

48. • High Frequency Words • Identifying Problem and Solution

49. Read with me the words.

50. In today’s lesson, you will be learning how to: identify high-frequency words accurately, read grade level sentences with appropriate speed, accuracy, and expression, note at least three significant details in informational texts, and identify problem and solution.

51. Look at the pictures.

52. What story do you remember from this picture?

53. I have the names of the pictures. Let us read them one by one.

54. Which word from the word list names this picture?

55. This time, look at the 3 pictures . Put below each picture the word equivalent.

56. Tom likes top.

57. Read the sentence. 1. Tom likes top. 2. Mon sees white stones under the tree. 3. Tom and Mon eat corn cobs.

58. Do you know that on that day, Tom’s tooth ached? Let us continue reading what happened.

59. After listening to Mon, Tom’s tooth ached. His tooth hurt when he drunk cold water. The pain got worse. Mon told Tom to rinse his mouth with warm salt water. Tom also took some pain medicine. Mon said, “The best thing to do is to visit the dentist. The dentist will find out why your tooth hurts and help fix it.”

60. Questions: 1. What was the problem of Tom? 2. What are the three things that Mon told Tom to do?

61. Sometimes, a text tells us a problem and some of its solutions.

62. Problem is something that is wrong or makes us feel bad while a solution is how we fix the problem.

63. This time, find a partner. Take turns in sharing a problem that you just had and the solutions you had to solve it. Then, ask your partner to retell what you shared.

64. Complete the table to present the problem and solution you’ve shared with each other.

65. Directions: Draw a line to match the problem with the correct solution.  

66. Problem Solution 1. Ben lost his pencil. A. He used a flashlight. 2. Tim couldn't see in the dark. B. He told the teacher. 3. Lisa was hungry at school. C. He borrowed one from a friend. 4. Max was being bullied. D. She ate her packed lunch early.

67. Answer the questions. 1. What new words did you learn today? 2. Why is it important to find the problem and solution in a text you hear or read?

68. Assessment A. Read the sentences. 1. The black cat and the white dog played in the yard. 2. We will go to the park soon to have fun. 3. His toy car broke, so he asked his dad to fix it.

69. B. Read the sentences. Circle the problem. Underline the solutions.   Jigs lost his toy car. Jigs started looking under his bed and checking inside his toy box. He also asked his mom to help him.

70. Additional Activity A. Read the sentences. 1. Please give me some water to drink. 2. His toy car broke, so he asked his dad to fix it. 3. We had a great time at the beach with him.

71. B. Read the sentences. Circle the problem. Underline the solutions.   Joy forgot her lunch at home and felt hungry at school. She asked her teacher if she could call her parents to bring her lunch. She also asked her teacher to check if a friend has extra food to share. It is a good idea for Joy to tell her teacher about the problem.

72. THANK YOU FOR LISTENING!

73. ENGLISH 2 D A Y 3 • Identifying Text Types • Discourse Markers (Time Order and Procedural Texts) QUARTER 1 - WEEK 7

74. • Identifying Text Types • Discourse Markers (Time Order and Procedural Texts)

75. Read the following words.

76. Choose one word and use it in a sentence.

77. Read the following sentences. 1.Tom likes tops. 2. Mon sees white stones under the tree. 3. Tom and Mon eat corn cobs.

78. Let us read the group of words.   One morning Soon after Later that day At lunch Finally

79. Let us read the group of words. 1. One morning , Ben got up to see the sun. 2. Soon after , he ran to the yard to play. 3. Later that day , he got a red ball. 4. At lunch , he ate a big hot dog. 5. Finally , he took a nap and went to bed.

80. Questions: 1. When did Ben got up? 2. When did he ran to play? 3. When did he get a red ball? 4. When did he eat hot dog?

81. In today’s lesson, you will be learning how to: identify time order text type, identify signal words for a time order text type, note at least three significant details in informational text, express ideas using time order text type, use vocabulary referring to: content-specific topics, read grade level sentences with appropriate speed, accuracy, and expression, and express ideas about one’s experiences (content-specific topics).

82. Look at each picture.   What is in the picture?

83. Where are the stones?

84. What are on the picture? Have you eaten corn cobs? Tell about its taste.

85. Remember these words because you will hear them again later.   stones under corn cobs

86. After Tom had tooth ache, his story continued. Listen as I read part 2 of the story.

87.   Read paragraph 1.

88. Questions: 1. Where did Tom and Mon go? 2. What did they see? 3. Where were the white stones placed? 4. How many are the white stones?

89.   Read paragraph 2 .

90. Questions: 1. When did the boys eat? 2. What did they eat? 3. How many has each bot eaten? 4. What else did they eat soon after? 5. How many did they eat in all? 6. How did you end up with 3 cookies? 7. What are the words used in telling the steps of adding?

91.   Read paragraph 3.

92. Questions: 1. Where did the boys go? 2. What did they find under the bed? 3. What did they find under the pillow?

93. Let us read the sentences.   One morning, Tom woke up and looked at his collection of tops. When did Tom look at his collection of tops?   So, soon after breakfast, his friend, Mon, came over. When did Mon come?

94. Last week, my Math teacher taught me how to add numbers. When did the Math teacher teach about adding numbers?

95. Later that day, Tom and Mon went outside for a walk. When did Tom and Mon walk outside?   At lunch, they ate cookies. When did they eat cookies?

96. When we see or hear words like one morning, soon after, last week, later that day, and at lunch , they help us understand time order and tell us when something happens in a story.

97. This time, I will group you into 3 groups. Talk about the last time you used addition’ steps and explain when you used them.

98. Directions: Choose the correct time order word ( First, Next, Then, Last ) to complete each sentence. ________, wash your hands before eating. ________, dry your hands with a clean towel. ________, apply soap and scrub for 20 seconds. ________, rinse your hands with water.

99. Answer the following questions. 1. What new words have you learned today? 2. Why is it important to see the signal words for a time order type of text on information you hear or read?

100. Assessment Directions: Listen as your teacher reads a passage. Cross out signal words for time order that you will hear .

101. One day, Max woke up to hear birds sing. Soon after, he grabbed his bike and rode outside. Later that morning, he found a shiny rock. At snack time, he ate an apple and drank some juice. Finally, he went inside and sat down to read a book.

102. Additional Activity Directions: Read the groups of words. Use them to talk about your experience when you used the steps in adding numbers.   One day Soon after In the afternoon finally

103. THANK YOU FOR LISTENING!

104. ENGLISH 2 D A Y 4 • Interrogative Sentences • Parts of a Simple Sentence (Interrogative) • Intonation (Pitch, Juncture, and Rhythm) QUARTER 1 - WEEK 7

105. • Interrogative Sentences • Parts of a Simple Sentence (Interrogative) • Intonation (Pitch, Juncture, and Rhythm)

106. Read the words.

107. Questions: 1. What will you say if you want to know the age of your classmate? 2. What will you say if you want to know where a person lives? 3. What will you say if you want to know the birthday of your teacher?

108. In today’s lesson, you will be learning how to: identify the parts of simple sentences: (who/what, what are they doing, when/where/how) - asking sentences (interrogative), use correct capitalization and punctuation for simple asking sentences (interrogative), sequence words to represent meaning in simple asking sentences (interrogative), use simple sentences to express ideas about oneself and family, and use simple sentences with proper intonation (pitch, juncture, rhythm).

109. Clarify the meaning of the following asking words.

110. Who - Tom adds his toys. Who adds his toys What information does the question “who” asks?

111. Where – He lives in a mountain. Where does he live? What information does the question “where” asks?

112. When – In the afternoon, Tom and Mon went home. When did the boys go home? What information does the question when ask?

113. How – Mon adds the stones by putting them together. How did Mon add his toys? What information does the question “how” asks?

114. Read the sentences below. 1. Tom picked up 5 white stones.   Questions: Who picked stones? What did he pick?

115. 2. At lunch, Tom and Mon ate corn cobs.   Questions: When did the boys eat corn cobs? Who ate corn cobs? What did they eat?

116. 3. Tom gave him 2 cookies.   Questions: What did Tom give? Who gave cookies?

117. Look at sentence 1. - Tom picked up 5 white stones.   What would you ask if you wanted to know the person who picked the white stones?

118. Look at sentence 2. - At lunch, Tom and Mon ate corn cobs.   What would you ask if you wanted to know the time when Tom and Mon ate corn cobs?

119. Look at sentence 3. - Tom gave him 2 cookies.   What would you ask if you wanted to know what Tom gave?

120. Read the sentences. 1. Who picked the white stones? 2. When did they eat corn cobs? 3. What did Tom give?

121. Questions: 1. What can you say about the groups of words? 2. What do they ask? 3. How is the first letter of the first word written? 4. What punctuation mark is used in all the sentences?

122. An asking sentence asks for information. It begins with a big letter. It ends with a question mark.

123. Directions: Arrange the words to form a question. Use correct punctuation mark. 1. is the/When/ party 2. What time/ bus leave/ does the 3. How/ pancakes/ do you/ make 4. my shoes /are /Where 5. Why/ is /blue/ the sky

124. Directions: Choose the correct question word (What, Where, Who, When, Why, How) to complete each sentence. 1. _______ is your best friend? 2. _______ do you eat lunch? 3. _______ are my shoes? 4. _______ do birds fly? 5. _______ do you get to school?

125. Remember! An interrogative sentence is a sentence that asks a question and ends with a question mark. It's a way of seeking information or clarification, and it often starts with question words like "who," "what," "where," "when," "why," or "how".

126. Assessment Directions: Arrange the words to form a question. Use correct punctuation mark. 1. favorite color/ your /What is 2. your name/ How do/ you spell 3. Where did/ yesterday/ you go 4. your /Who is/ best friend 5. do you /Why/ like/ reading books

127. Additional Activity Directions: Arrange the words to form a question. Use correct punctuation mark. 1. the game /When do /we start 2. I help /How can you/ 3. Where /nearest park /is the 4. Who is /the party/ coming to 5. happy today /Why/ are you

128. THANK YOU FOR LISTENING!