CBE · Lower Primary
Grade 2 English Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English Activities scheme of work for Grade 2 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 2
- Subject
- English Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 2 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Vocabulary
Reading
Fluency · Comprehension
Language Use
The verb ‘to be’ (is, are) · The verb ‘to be’ (was, were) · Singular and plural objective pronouns · Simple Past Tense · Plurals of irregular nouns
Writing
Handwriting · Spelling
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: distinguish words with the target letter -sound combinations in conversations; use vocabulary related to the theme to communicate in various contexts. | The learner is guided to: listen to audio-visual recordings of songs, story/teacher read aloud stories, among others, with the target letter –sound combination; pick words with the target letter – sound combination: o bl as in blue, o sp as in spoon, o sc as in school, o sk as in sky, o ck –as in kick; practice using the target letter-sound combinations to form word. | Why should we listen attentively when other people are talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: respond to specific simple two-directional instructions using new words in oral communication; realize the importance of listening attentively and pronouncing words correctly for effective communication. | The learner is guided to: construct simple sentences using new words; develop a talking tree collaboratively with peers using the new words; respond to two-directional instructions without interrupting as modeled by the teacher or peers. | Why should we listen attentively when other people are talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Fluency | By the end of the lesson, the learner should be able to: recognize words with the target letter-sound combinations for ease of reading; read a grade-appropriate text with the target letter-sound combinations at the right speed, expressively and accurately. | The learner is guided to: watch a video clip/listen to an audio recording/teacher model of the target sounds; pick out words featuring the target letter-sound combinations: bl, sp, sc, sk, ck. | Why should we read at the right speed?; Why should we read a text accurately? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Fluency | By the end of the lesson, the learner should be able to: realise the importance of reading fluently in a variety of genres. | The learner is guided to: practise sitting in the appropriate posture, hold a book in the right position and turn the pages carefully while reading; read short texts observing stress and intonation; engage in timed reading (65 words per minute) displaying the right expressions. | Why should we read at the right speed?; Why should we read a text accurately? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions and anticipate possible outcomes in a story for comprehension; use contextual clues to infer meaning of vocabulary words related to the theme. | The learner is guided to: discuss pictures and the title of a text with peers and make predictions; read a text and locate phrases and sentences to get the meaning of new words. | How do pictures help us to know what the story is about?; How do we get the meaning of words from a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Comprehension | By the end of the lesson, the learner should be able to: answer direct and indirect questions for comprehension; realize the importance of reading for lifelong learning. | The learner is guided to: locate sentences containing answers to direct questions; interact with the text and answer indirect questions using contextual clues. | How do pictures help us to know what the story is about?; How do we get the meaning of words from a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Language Use | The verb ‘to be’ (is, are) | By the end of the lesson, the learner should be able to: recognize the correct use of the verbs to be is and are in sentences; use the present tense forms of the. | The learner is guided to: listen to a story, poem or conversation from audio recording/ teacher model containing is and are; identify sentences showing present tense forms of the verb ‘to be’ from the text. | How do we talk about what is happening at the present? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Language Use | The verb ‘to be’ (is, are) | By the end of the lesson, the learner should be able to: verb ‘to be’ correctly, to construct simple sentences; adopt the use of the present tense; forms of the verb ‘to be’ in their day-to-day conversation. | The learner is guided to: describe own and other learners’ demonstrated actions using is and are, ask and answer questions using is and are, collaboratively with peers observing turn taking, practise the use of is and are during role play, language games or songs. | How do we talk about what is happening at the present? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Handwriting | By the end of the lesson, the learner should be able to: recognise descenders in long words in a text; form all descenders correctly in long words, legibly and neatly for correct word formation. | The learner is guided to: watch videos on how to write long words with descenders from a digital device, or as modelled by the teacher or peers and identify descenders in long words in a text; copy long words forming all the descenders correctly, legibly and neatly. | Why should we write clearly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Handwriting | By the end of the lesson, the learner should be able to: realise the importance of writing long words correctly, legibly and neatly for different purposes. | The learner is guided to: write words with descenders from a dictation correctly, legibly and neatly; write long words related to the theme in response to a picture prompts. | Why should we write clearly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Listening And Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: recognise words with the target letter-sound combinations accurately in various contexts; articulate words with target letter-sounds combination for clarity in communication. | The learner is guided to: listen to an audio recording/teacher model of the target letter-sound combinations, o /tʃ/ as in match o /əʊ/ goat, no o / ʃ/ as in shop o cl as in clean; pronounce the target letter-sound combinations taking turns; pick out words with the target letter-sound combinations. | Why should we listen attentively?; Why should we pronounce sounds and words | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Listening And Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: use new words related to the theme to communicate in various contexts; respond to specific two-directional instructions in oral communication; realise the importance of listening attentively for effective communication. | The learner is guided to: take photos/record video clips about activities in the home and discuss its content; use dialogues/ rhymes/ tongue twisters/ language games and songs to practise vocabulary related to the theme; respond correctly to two-directional instructions related to the theme. | Why should we listen attentively?; Why should we pronounce sounds and words | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target letter-sound combinations from a text in preparation for reading; pronounce words with the target sounds accurately. | The learner is guided to: watch a video clip on reading fluency and respond to questions from the teacher and peers; pick out words featuring the target letter-sound combinations: /cl/ and /ɔʊ/ from various texts; practise reading a short print or digital text featuring words with the target blend expressively and fluently; engage in timed reading of a text displaying appropriate feelings or emotion; practise reading texts with peers for fluency. The learner is guided to:; discuss pictures and the title of a text with peers and make predictions. | How do we show feelings when reading?; How do we answer question from a text?; How do we make sure we understand what we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Fluency | By the end of the lesson, the learner should be able to: read a text accurately at the right speed, displaying the appropriate feelings or emotions for fluency; realise the importance of reading fluently. the end of the sub strand, the should be able to: make connections between the text and their daily life experiences, infer meanings of new words from the context, read a text to answer direct and indirect questions correctly, adopt reading simple, short narratives and informational texts in a variety of genres. | The learner is guided to: read simple digital or print texts related to the theme, and locate phrases and sentences to get the meaning of words; locate sentences containing answers to direct questions and answer the questions; interact with the text and answer indirect questions; summarise the story in a few words; brainstorm on the relevance of the story to their day-to-day activities. | How do we show feelings when reading?; How do we answer question from a text?; How do we make sure we understand what we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Language Use | The verb ‘to be’ (was, were) | By the end of the lesson, the learner should be able to: listen; recognise the correct use of containing ‘was’ the verb ‘to be’ (was, were) in identify sentences, sentences. | The learner is guided to: is guided to: to a digital text and ‘were’ and with the target item, sentences based on on a digital device was and were), the verb to be to sentences from demonstrated by a language game using verb to be (was, were). | What were you doing at home yesterday? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Language Use | The verb ‘to be’ (was, were) | By the end of the lesson, the learner should be able to: use correct subject-verb grammar agreement to construct simple; type pictures sentences about activities in (using the home use; realize the importance of construct actions subject-verb agreement in peers, conversation for effective play communication. the. | The learner is guided to: is guided to: to a digital text and ‘were’ and with the target item, sentences based on on a digital device was and were), the verb to be to sentences from demonstrated by a language game using verb to be (was, were). | What were you doing at home yesterday? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Handwriting | By the end of the lesson, the learner should be able to: recognise ascenders in long words in a text; write long words correctly, legibly and neatly forming all ascenders for correct word formation. | The learner is guided to: look at samples of correct, clear, and legible handwriting from a text; Observe peer/teacher demonstration of well-shaped letters; model ascenders using different materials. | Why is it important to shape letters well?; What do you consider to be a good handwriting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Handwriting | By the end of the lesson, the learner should be able to: realize the importance of writing long words correctly, legibly and neatly for different purposes. | The learner is guided to: copy words and letter patterns ascenders featuring the target letter -sound combinations ‘dr’, ‘fr’, ‘fl’, ‘gl’; copy sentences with ascenders from charts/ flash cards/ chalkboard; write words related to the theme in response to a picture prompts. | Why is it important to shape letters well?; What do you consider to be a good handwriting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: recognise the target letter-sound combinations in words from an oral text; pronounce words with the target letter-sound combinations accurately. | The learner is guided to: listen to an oral text featuring the target letter-sound combinations, o /s/ as in dress, o /l/- call, tall o ‘fl’ as in flew o / eɪ / as in way, grey; say words with the target letter-sound combinations; sing simple songs or recite poems with words which have the target letter-sound combinations; pronounce new words related to the theme from flash cards/picture cues/sound prompts. | Why should we listen attentively when other people are talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: use new words related to the theme in short sentences; respond to specific simple two-directional instructions using new words in oral communication; realize the importance of listening attentively and responding appropriately for effective communication. | The learner is guided to: discuss meaning of new words with the target sounds with peers; construct sentences using the new words; listen and respond to two-directional instructions as modelled by peers/teacher. | Why should we listen attentively when other people are talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with target letter-sound combinations in sentences; read words related to the theme fluently, with accuracy and expressions. | The learner is guided to: point out words from the text with target letter-sound combinations (‘fl’, ‘ey’); watch videos or listen to the teacher model reading with fluency and say the words. | Why should we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Fluency | By the end of the lesson, the learner should be able to: realise the correspondence between spoken words and written words for fluency in reading. | The learner is guided to: read a print/digital text aloud at the benchmark level of 65 words per minute and pick out decodable and non-decodable words; use word attack skills such as look and say to recognise and read words related to the theme; play word ladder and pronounce words or listen to audio/visual recording of words without letter sound correspondence. | Why should we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions about a story based on the title and pictures; infer the meanings of words from the context. | The learner is guided to: read the title and look at the pictures to make predictions about the story; discuss the possible outcome of the story with peers; read a text and locate phrases and sentences to get the meaning of new words. | Why is it important to understand what we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: respond to direct and indirect questions for comprehension; adopt reading texts for information. | The learner is guided to: locate sentences containing answers to direct questions and use them to answer questions; respond to indirect questions using contextual clues; role play the events in story for comprehension. | Why is it important to understand what we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Language Use | Singular and plural objective pronouns | By the end of the lesson, the learner should be able to: recognise the correct use of singular and plural objective pronouns in sentences; use singular and plural objective pronouns to construct simple sentences related to the theme. | The learner is guided to: listen to a story/poem/conversation featuring objective pronouns, (me, us, you, him/her, them); pick out singular and plural objective plurals in the text. | How do we talk about a person without mentioning their name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 2 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Reading
Fluency · Comprehension
Language use
Past Continuous Tense · Use of conjunctions · Cardinal and ordinal numbers Demonstratives (these, those) · Word Sets (gender sets for animals/people) Opposites · Prepositions
Writing
Spelling · Punctuation (The comma) · Punctuation (The exclamation mark)
Listening and Speaking
Pronunciation and Vocabulary
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target letter-sound combinations in preparation for reading; pronounce words accurately when reading a text. | The learner is guided to: pick out words with target letter-sound combinations /tw/ , /wh/, /ɪə/, /θ/, /ð/ from a chart; read words containing the target letter-sound combinations correctly; read a text displaying the right facial expressions and tonal variations, with peers; engage in timed reading, displaying the right facial expressions and feelings when reading. | How can we improve our reading speed?; How do we show feelings and emotions when reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Reading | Fluency | By the end of the lesson, the learner should be able to: read a grade-appropriate text accurately, at the right speed and with expression; realize the importance of reading fluently for lifelong learning. | The learner is guided to: practise reading sentences containing decodable and non-decodable words; participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem; recite poems related to the theme. | How can we improve our reading speed?; How do we show feelings and emotions when reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions and anticipate possible outcomes in a story for comprehension; use contextual clues to infer meanings of words. | The learner is guided to: look at pictures and title of a text and say what will happen in the story, with peers; read a story/poem /dialogue related to the theme; use contextual clues to infer the meanings of words. | How can we predict the ending of a story, poem or conversation?; How can we tell where events in a story have taken place?; How can we tell the characters in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: answer direct and indirect questions for comprehension; adopt reading texts for information. | The learner is guided to: respond to direct questions by locating sentences containing answers; answer indirect questions using contextual clues; summarise the events in a story in a few words. | How can we predict the ending of a story, poem or conversation?; How can we tell where events in a story have taken place?; How can we tell the characters in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Language use | Past Continuous Tense | By the end of the lesson, the learner should be able to: identify words in past continuous tense for effective communication; change verbs from present continuous to past continuous tense in a given context. | The learner is guided to: listen to a story/ poem /conversation containing sentences with past continuous tense; pick out verbs in past continuous tense from a text. | What were the learners doing in school yesterday? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Language use | Past Continuous Tense | By the end of the lesson, the learner should be able to: realize the importance of communicating ideas using the past continuous tense. | The learner is guided to: take turns in asking and answering questions using the past continuous tense, with peers; construct sentences in past continuous tense based on pictures related to the theme; play language games that involve changing verbs from simple continuous to past continuous tense. | What were the learners doing in school yesterday? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Writing | Spelling | By the end of the lesson, the learner should be able to: spell words with the target letter-sound combinations for effective writing; write 3 -7 letter words related to the theme correctly. | The learner is guided to: read words with the target letter-sound combinations /tw/, /wh/, /ɪə/, /θ/, /ð/ from a word wall; copy words with the letter-sound combinations; spell words with the letter combinations from a dictation. | How do we learn to spell words or names? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Spelling | By the end of the lesson, the learner should be able to: endorse writing words correctly clearly and legibly. | The learner is guided to: make words related to the theme from jumbled letters; write 3-7 letter words that are related to the theme and read them aloud; form words related to the theme using letters of their names, with peers. | How do we learn to spell words or names? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: recognise the target letter - sound combinations in given words; pronounce the words with the target letter-sound combinations in preparation for reading. | The learner is guided to: The learner is guide to:; listen to an audio recording/ teacher model of the target letter-sound combinations: nd as in sand, nk as in ink, sink, / eɪ/ as in take, ate, / əʊ/ as in home, / aɪ/ as in mine; identify and pronounce words with the target letter sounds; recite rhymes/tongue twisters to practise pronunciation. | Why do you look at someone’s face as they speak?; Why is it important to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: use new words related to the theme in relevant contexts; respond appropritely to simple specific two-directional instructions in oral communication; realize the importance of pronouncing and using new words correctly for effective communication. | The learner is guided to: listen to a text and identify new words; use the vocabulary to construct sentences; recite poems and sing songs on road safety; draw and colour simple road signs; respond to simple specific two-directional instructions. | Why do you look at someone’s face as they speak?; Why is it important to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target letter-sound combinations in preparation for reading; read a text accurately, at the right speed , displaying the right feelings and emotions for fluency. | The learner is guided to: pick out words with sound combinations ‘nd’ ‘nk’ and words ending with ‘ar’ as in car, far from a text; read words containing the target letter-sound combinations; practise reading a text aloud repetitively and in unison. | Why is it important to read words properly?; What can help someone to read well? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Reading | Fluency | By the end of the lesson, the learner should be able to: endorse reading simple, short narratives and informational texts in a variety of genres. | The learner is guided to: engage in timed reading, displaying the right facial expressions and feelings making appropriate pauses at punctuations; practise reading sentences containing decodable and non-decodable words; participate in a readers theatre with peers where he or she reads some lines or stanzas of a poem. | Why is it important to read words properly?; What can help someone to read well? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: describe the characters and events in the text to show comprehension; make predictions about a story based on the title and picture. | The learner is guided to: look at the title and pictures in the text to make predictions; discuss the setting and the characters in the story; read a text related to theme and respond to direct questions; respond to indirect questions using contextual clues. | What do you think will happen in this story?; What do the pictures tell us about the story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: respond to direct and indirect questions in short simple sentences to show comprehension; adopt reading pictures and texts for enjoyment and information. | The learner is guided to: retell a story with peers; role play scenarios from the story; talk about their own experiences in relation to the story. | What do you think will happen in this story?; What do the pictures tell us about the story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Language Use | Use of conjunctions | By the end of the lesson, the learner should be able to: distinguish the uses of conjunction ‘or’ in sentences for effective communication; use conjunction ‘or’ to construct sentences related to the theme. | The learner is guided to: The learner is guide to:; identify sentences featuring the conjuction ‘or’ from a text. | What do we say when we want to choose something from a group of things? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Language Use | Use of conjunctions | By the end of the lesson, the learner should be able to: adopt using conjunction ‘or’ in everyday communication. | The learner is guided to: construct sentences using ‘or’ to show choice; role play making choices using ‘or’ in incidents related to the theme; sing and recite poems about safety using conjunction ‘or’. | What do we say when we want to choose something from a group of things? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Spelling | By the end of the lesson, the learner should be able to: spell 3-6 letter words with the targer letter -sound combinations for effective writing; write vocabulary related to the theme appropriately for legibility. | The learner is guided to: identify words with target letter-sound combinations (‘nk’, ‘nd’, ‘ar’) from a list of jumbled words; copy words with the letter-sound combinations. | Why should people spell words correctly?; How do we learn to spell? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Spelling | By the end of the lesson, the learner should be able to: adopt writing words clearly, legibly and correctly. | The learner is guided to: write words with the target letter combinations from a dictation of the words; make words related to the theme from jumbled letters; take part in word building activities using pocket charts/ print/ digital flash cards. | Why should people spell words correctly?; How do we learn to spell? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: recognise words with the target letter -sound combinations in preparation for reading; pronounce new words correctly for clarity in speech. | The learner is guided to: identify words with the target letter-sound combinations from an oral text, - ‘ br’ as in brick, bread, - /ə/ words ending with er as in her - / iː / as in been, as in meet, - / eɪ / as said, - / əʊ / as in coat, boat; pronounce words and phrases with the target letter-sound combinations; recite rhyming words to practice pronunciation, with peers; listen to the vocabulary related to the theme as used in short sentences, short paragraphs, teacher read aloud stories; pronounce the new words. | Which words do you use to talk about the classroom?; Why is it important to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: use new words related to the theme in relevant contexts; respond simple specific two-directional instructions in oral communication; realise the importance of listening attentively for effective communication. | The learner is guided to: use new words to talk about the classroom; practise using vocabulary words related to the theme in a language game; match vocabulary words learnt to pictures and objects; pay attention to simple specific two - directional instructions; engage in role play to respond to simple specific two-directional instructions. | Which words do you use to talk about the classroom?; Why is it important to pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target letter-sound combinations in preparation for reading; pronounce words with the target letter – sound combinations accurately when reading a text. | The learner is guided to: The leaner is guided to:; recognise words with the sounds /br/, / er/, /ə/ words ending with er , / iː /, / eɪ /, / əʊ / from a text; select words with the target letter sound combinations from a chart; read words with target letters-sound combinations. | Why should we pronounce words correctly?; Why should we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Fluency | By the end of the lesson, the learner should be able to: read a text text accurately, at the right speed and with expression; realise the importance of reading fluently for lifelong learning. | The learner is guided to: recite a choral verse to practise pronunciation of words, with peers; read a short text observing stress and intonation; engage in timed reading of a grade-appropriate text, displaying the right facial expressions, feelings or emotions; practise reading sentences containing decodable and non-decodable words; participate in a readers theatre where he or she reads some lines or stanzas of a poem related to the theme with peers. | Why should we pronounce words correctly?; Why should we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions and anticipate possible outcomes in a story for comprehension; use contextual clues to infer meanings of words. | The learner is guided to: discuss the title and pictures in the text to make predictions; read a text related to theme and respond to direct questions; track text using their fingers; respond to indirect questions using contextual clues. | How can we predict how a story, poem or conversation will end?; How can we tell where events have taken place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: answer direct and indirect questions for comprehension; adopt reading texts for information. | The learner is guided to: retell a story with peers; role play scenarios from the story, with peers; talk about their own experiences in relation to the story. | How can we predict how a story, poem or conversation will end?; How can we tell where events have taken place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Language Use | Cardinal and ordinal numbers Demonstratives (these, those) | By the end of the lesson, the learner should be able to: differentiate ordinal and cardinal numbers as used in oral and written communication; use ordinal and cardinal numbers for effective communication. | The learner is guided to: distinguish between ordinal and cardinal numbers in a list or a sentence; use objects in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers; construct sentences using ordinal and cardinal numbers, with peers; pick out demonstratives from a written text. | Why is it important to count correctly?; Which objects are near/far from you? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 2 English Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Reading
Fluency · Comprehension
Language Use
Regular comparative and superlative adjectives · Possessive Pronouns · Wh-questions · Adverbs of time · Imperatives (commands) Interjections of excitement/joy
Writing
Guided Writing
Listening and Speaking
Pronunciation and vocabulary
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with target letter-sound combinations in preparation for reading; read a text related to the theme transitioning from word by word to phrasal reading. | The learner is guided to: pick out and read words containing the target letter-sound combinations ‘fr-’ and ‘- ow’ from a written text or digital story; play word ladder game while listening to audio/ audio-visual recordings of words with the letter-sound combinations. | Why is it important to read fluently?; How can we improve our reading speed? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Reading | Fluency | By the end of the lesson, the learner should be able to: read a grade-appropriate text accurately, at the right speed and with expression; realise the importance of reading fluency for effective communication. | The learner is guided to: practise reading sentences with the new words; engage in timed reading of a text displaying the right emotions and feelings; participate in a reader’s theatre with peers and record on a digital device. | Why is it important to read fluently?; How can we improve our reading speed? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: make predictions on the likely outcomes of a story related to the theme; make connections of events, characters and places in a text with real life. | The learner is guided to: observe pictures and the title of a text and say what will happen in the story; read the text aloud, with peers; talk about where the actions are taking place, using clues from pictures and the text, with peers; infer the meaning of words using contextual clues. | How can we predict how a story, poem or conversation will end?; How can we tell where events have taken place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: infer the meaning of new words in a text using contexual clues; answer direct and indirect questions based on a text; adopt talking about a text they have read. | The learner is guided to: locate sentences containing answers to direct questions, answer the questions; use contextual clues to answer indirect questions; retell parts of the story in turns, with peers; relate the text to everyday experiences. | How can we predict how a story, poem or conversation will end?; How can we tell where events have taken place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Language Use | Regular comparative and superlative adjectives | By the end of the lesson, the learner should be able to: identify regular comparative and superlative adjectives in a written text; use regular comparative and superlative adjectives for effective communication. | The learner is guided to: read a story, poem or conversation from a text book or a digital device and identify regular comparatives and superlatives; place objects into three groups of different sizes as they compare them using regular comparatives and superlatives (-er and -est), with peers; describe objects inside and outside the classroom using comparative and superlatives adjectives. | Which words do we use to compare things/people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Language Use | Regular comparative and superlative adjectives | By the end of the lesson, the learner should be able to: realise the importance of using regular comparatives and superlatives adjectives to describe people, things and places. | The learner is guided to: construct sentences using comparatives and superlatives; fill in blank spaces using the correct forms of comparatives and superlatives; play a language game to practise regular comparative and superlative adjectives. | Which words do we use to compare things/people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: recognise different words learnt in the theme in preparation for writing; write simple sentences using words related to the theme. | The learner is guided to: write down words related to the theme from dictation; write sentences using the words learnt from prompts, with peers. | Why is it important to construct sentences correctly?; Why is it important to write clearly and legibly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: create simple sentences using comparative and superlative forms; realise the importance of creating simple sentences correctly for effective communication. | The learner is guided to: practise writing meaningful sentences; create sentences using regular comparatives and superlatives adjectives, share with peers and give feedback. | Why is it important to construct sentences correctly?; Why is it important to write clearly and legibly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: identify words with the target letter-sound combinations in an oral text; articulate words with the target letter-sound combinations correctly. | The learner is guided to: listen attentively for the target letter-sound combinations from video clips or audio recordings; pick out words with the target letter-sound combinations, - ‘gr’ as grass, green - ‘pr’ as in print, press - / ɔɪ / as in oil, point - / uː / as in pool,spoon - / ʊ/ as in put; practise pronouncing words with the target letter-sound combinations; listen to a story on technology, say words related to the theme correctly as modelled by the teacher, peers or audio recording. | Why should we pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Pronunciation and vocabulary | By the end of the lesson, the learner should be able to: recognise words related to the theme for effective communication; use words related to the theme in everyday communication; realize the importance of correct pronunciation in language learning. | The learner is guided to: practice pronunciation of word related to the theme in response to picture cues with peers; talk about appropriate use of technology; construct simple sentences using the words related to the theme; role play using words related to the theme. | Why should we pronounce words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with target letter-sound combinations in preparation for reading; pronounce words related to the theme accurately for information clarity. | The learner is guided to: point out and read words with letter-sound combinations: ‘gr- ’, ‘pr-’ , /ɔɪ /, / uː/, /ʊ/: from either print or digital stories; take turns to read at an appropriate speed as modelled by the teacher or peers. | What should we do to improve our reading speed?; Why should we show the right feelings when reading a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Reading | Fluency | By the end of the lesson, the learner should be able to: read a text related to the theme at the right speed displaying the right emotions and feelings; realize the importance reading in lifelong learning. | The learner is guided to: recite poems using the correct expressions (tonal variation, facial expressions and gestures); read texts with words related to the theme using an appropriate speed and correct expressions; play a word-ladder game involving pronunciation from audio/ audio-visual recording of words learnt. | What should we do to improve our reading speed?; Why should we show the right feelings when reading a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: identify the characters in a text for comprehension; make predictions on the outcomes of a story based on the pictures and the title. | The learner is guided to: observe pictures and title of a text and talk about what will happen in the story with peers; read the story aloud in turns with peers; talk about and describe the characters in a text; talk about the setting of a story. | What makes a story interesting?; How can we tell where events have taken place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: answer direct and indirect questions based on a text; infer the meaning of new words as used in the text; adopt reading a variety of texts for information. | The learner is guided to: find the meaning of new words as used in the text; locate sentences containing answers to direct questions from a text and answer the questions; interact with the text to answer indirect questions using contextual clues; retell a story they have read using the ‘five finger’ retell model. | What makes a story interesting?; How can we tell where events have taken place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Language Use | Possessive Pronouns | By the end of the lesson, the learner should be able to: identify the correct use of possessive pronouns in a text; use possessive pronouns in sentences. | The learner is guided to: Read a text/dialogue and talk about the things that belong to them/ their parents/guardians, using possessive pronouns (mine, yours, ours, hers, his); role play ownership of items and objects in the classroom; construct sentences using possessive pronouns based on the role play with peers. | How do you talk about things that belong to other people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Language Use | Possessive Pronouns | By the end of the lesson, the learner should be able to: adopt the use of possessive pronouns in day-to-day communication. | The learner is guided to: ask and answer questions that prompt responses containing possessive pronouns; fill in blank spaces in sentences using possessive pronouns; sing songs/rhymes using the possessive pronouns. | How do you talk about things that belong to other people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: identify names of objects in pictures related to the theme in preparation for writing; write names from picture prompts to demonstrate mastery of vocabulary related to the theme. | The learner is guided to: observe pictures on print or digital device with peers; name objects in different pictures provided; respond to the prompts presented and write names of objects correctly; match pictures with their names. | Why is it important to write sentences correctly | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: create sentences from picture prompts for effective communication; realise the importance of writing correct names of objects for clarity in communication. | The learner is guided to: fill in gaps using the correct words; draw and name pictures of objects related to the theme; write sentences to descibe the objects in the pictures, and share with peers. | Why is it important to write sentences correctly | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: identfy words with the target letter-sound combinations in oral texts; articulate the words with the target letter-sound combinations. | The learner is guided to: listen to a teacher read-aloud text/ audio clips with target letter-sound combinations: - tr as in tree, trap - letter combination sm as in smile - /tʃ/ as in catch, fetch, watch - aʊ / as in out; /aʊ/ as in bow, now - /jː/ as in ewe, new; point out words with the target sound combinations from conversations; practise saying words with the target letter-sound combinations. | Why should we listen attentively when other people are talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: recognise new words related to the theme correctly; use the new words in sentences; realise the importance of correct use of vocabulary in various contexts. | The learner is guided to: respond to instructions given by the teacher or peers; construct simple sentences using the new words; listen to other learners say their simple sentences using the new words and give feedback. | Why should we listen attentively when other people are talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Fluency | By the end of the lesson, the learner should be able to: identify words with the target letter-sound combinations in a text; pronounce words with the target letter-sound combinations accurately. | The learner is guided to: single out words with the the target letter-sound combinations from print/digital stories: ‘tr’, ‘sm’, /tʃ/, /aʊ /, /aʊ/,/jː/; pronounce words with the letter-sound combinations; read texts with words related to the theme. | Why should we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Fluency | By the end of the lesson, the learner should be able to: read a grade-appropriate text accurately, at the right speed and with expression; adopt reading grade-level texts in a variety of genres. | The learner is guided to: engage in timed reading of a text displaying the right expressions; play word ladder games to practise correct pronuncition with peers; recite a poem for fluency. | Why should we read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Reading | Comprehension | By the end of the lesson, the learner should be able to: predict the likely outcomes of a story related to the theme using picture cues and the title; identify the characters and events in a text for comprehension. | The learner is guided to: observe pictures and the title of a text and say what is likely to happen in the story; recognise the setting and characters in a story, using clues from pictures and the text; use context clues to find the meaning of words. | How can we tell how a story/ poem or conversation will end?; How can we tell where events are taking place in tory/ poem? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Comprehension | By the end of the lesson, the learner should be able to: infer the meaning of new words as used in the text; answer simple direct and indirect questions based on a text; adopt talking about a text they have read. | The learner is guided to: locate sentences containing answers to direct questions; answer indirect questions from a text with peers; retell a story with peers. | How can we tell how a story/ poem or conversation will end?; How can we tell where events are taking place in tory/ poem? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Language Use | Wh-questions | By the end of the lesson, the learner should be able to: recognise Wh-words used to ask questions from a written text; use Wh-words to ask questions related to the theme. | The learner is guided to: ask questions beginning with: what, where, when, and who appropriately; engage in meaningful question and answer dialogues using wh-words with peers. | How do we ask for information? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 2 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 2 English Activities so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
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Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.