Reading and Writing Sentences

Lesson Plan of Reading and Writing Sentences

by

Lesson Plan of Reading and Writing Sentences

Subject English

Grade II

Students` Learning Outcomes

  • Read familiar words appearing on a variety of reading material such as food labels, advertisements, coins, currency notes, etc.
  • Know that words in a sentence join to make sense in relation to each other.
  • Rewrite sentences by replacing words in given sentences.
  • Construct simple sentences of three/four to five/six words using correct capitalization, punctuation and spelling.

Information for Teachers

  • A sentence is a meaningful set of words that tells us something. Sentences have different structures: simple or complex sentences etc.
  • The simplest form of a sentence has a subject and a verb (SV). Subject is the noun (person/thing/place/animals) that does the action. Verb is the action word.
  • For example:
            1. Saba sleeps.
            2. Ali jumps.
            3. Dogs bark.
            4. Amana is writing.

  • Another simple sentence structure is SVO (Subject, Verb, and Object). Object is the thing on which the action is done.
  • For example;
            1. I like cats.
            2. She eats rice.
            3. He plays cricket.

Reading and Writing Sentences

  • Practice these simple sentences with students in different lessons. Encourage them to speak in complete sentences.
  • While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk/marker, duster, pictures from newspapers/magazines, empty boxes and labels of different products (biscuits, chips, brochures)

Introduction

  • Write some jumbled up sentences on the board.
  • For example:
      • Apples like I
      • Sleeping is she
      • Cats milk like
      • Jumps he
      • Amir mangoes like
  • Ask them:
      • What do these words mean? (Read the words written on board (e.g. apples like i).
  • Now ask one student to read.
  • Ask them to arrange these words in sentences.
  • Ask different students to make sentences.
  • Ask different students to make sentences out of the jumbled up words.
  • Write these sentences with correct capitalization and punctuation

Development

Activity 1

  • Write a few sentences on the board. Ensure the words are in the students` vocabulary.  Read them once with proper stress and intonation, pausing after each sentence e.g.
      • This is a fat cat.
      • Eat your bun.
      • This is his coat.
  • Ask students to repeat each sentence after you.
  • Remove one word from the sentence(remove a noun or a verb) and ask the students:
  • Is the sentence complete? (The student may say: “no”, or “the sentence is not complete”. Help the students answer in complete sentences, if they answer in one word.

Activity 2

  • Divide the class into pairs.
  • Write a few simple sentences on the board. The sentences may be:
      1. Basra likes apples.
      2. Mani likes to read.
      3. Open your red book.
      4. I eat a banana.
      5. She has a green parrot.
      6. Give me a big pencil.
      7. This is your black goat.
  • Ask the students to work in pairs and to re-write the sentences replacing the underlined words with new words.
  • You can give the students a word bank, if needed.
  • Ask the students to discuss the sentences and then write them in their notebooks.
  • You can make the activity more interesting by asking students to replace nouns with pronouns (after they have done pronouns) or add/change the adjectives.
  • Remind them to capitalize and punctuate the activities properly.

Activity 3

  • Make a vocabulary bank of words that students are familiar with.
  • Now tell the students to use those words in the sentences.
  • Make sure that students know the meaning of these words so that they are able to make meaningful sentences.

Reading and Writing Sentences

Activity 4

  • Read 3 sentences to the students, stressing how we stop when we reach the end of one sentence, take a breath and then go on to the next one.
  • Tell them that we show this stop and breathe by putting a little dot, called a full stop (.).
  • Write sentences on the board without capitalizing the first letter of the sentence and put a full stop at its end.
  • Ask the students to read the text observing spaces, capitalization and spelling.
  • Write some more sentences on the board without capital letters or full stops.
  • Ask students to write these on their notebooks, using the capital letter at the beginning and adding the full stop at the end.

Activity 5

  • Use texts to help students read simple sentences. Pick out and practice reading new word separately first so that students are able to read it in a sentence without breaking the rhythm of the sentence, e.g.
      • Give the parrot a carrot.
  • Practice reading the words in bold first before reading the sentence.
  • Ask them to identify the capital letter and full stop in each sentence.

Activity 6

  • Bring empty packets of biscuits, chips, juice, toffee etc. to class.
  • Divide the students into groups.
  • Give each group some packets/wrappers of toffee, juice, chips, soap, and shampoo (ask them to look for familiar words in the name of the product, ingredients, contact information.
  • Ask the students to find familiar words and write them down in their copies.
  • Now ask them to make small simple sentences using any five words out of the list of words they have written.
  • For example:
      • This soap was good.
      • I love juice.
      • I like biscuits.
  • Ask students to capitalize first letter of the sentence, proper nouns (such as name of products etc.
  • Give the students 15-20 minutes for the activity. The team that found the most words and makes the sentences wins.
  • Ask the groups to exchange their work after the activity, with each other. Each group will check the other group`s work.

Sum up / Conclusion

  • Write some sentences on the board, without capitalization and punctuation. Ask students to read the sentences aloud first;
      1. alina had a cat
      2. the cat played with a ball
      3. the ball got lost
      4. bilal has a new pink ball
  • Ask the students: “What is wrong with these sentences.”
  • Ask students to write the sentences with correct punctuation and capitalization on the board.

Answer Key:

      1. Alina had a cat
      2. The cat played with a ball
      3. The ball got lost
      4. Bilal has a new pink ball

Assessment

  • Use the conclusion exercise to assess student progress.
  • Ask the students to write simple sentences for homework. You may give them some words to use in sentences.
  • Teacher is also required to involve the students in solving the problems given in the exercise at end of unit/chapter.

Follow up

  • Give direction of five sentences. Tell the students to write those sentences, correct them by adding the full stop and the capitalization.
  • Show students a few sentences in their textbook/resource material. Ask them to identify the capital letter and full stop.
  • Ask them where they are placed; at the beginning or at the end of a sentence.
  • Ask them to underline ther capital letters and punctuation marks in their textbook.
  • Continue to bring pictures from the newspaper/magazines or toys and interesting objects.
  • Ask students to make sentences to describe them.

 

 

Leave a Comment