ELA 2 Final - Updated August 23 - 2022

GUYANA NATIONAL CURRICULUM GUIDE
Eliminating Illiteracy, Modernising Education and Strengthening Tolerance
ENGLISH LANGUAGE ARTS
R QUALIT
FO Y
NOVATION
ED
UCATION
IN
GRADE 259
MINISTRY OF EDUCATION
NATIONAL CENTRE FOR EDUCATIONAL RESOURCE DEVELOPMENT (2022)
NCE RD
NATIONAL CENTRE FOR EDUCATIONAL
3 Battery Road Kingston, Georgetown Guyana, South America | Tel: (592) 225 - 6723
RESOURCE DEVELOPMENT
FOREWORD
The Guyana National Curriculum was crafted for learners from Nursery to Secondary (Grade 9). At the Primary
and Secondary levels, they address the four core subjects: Math, English Language Arts, Social Studies
and Science. They hold at their core, the vision of an educated Guyanese person who has the knowledge,
skills, and values to live a productive life and reach their full potential. This will see them actively participate
emphatically towards social cohesion and sustainable national, regional, and global transformation.
Through the developmentally paced unfolding of these curricula, our citizens, from 3 years to 15 years and
beyond, will: learn to live, communicate and collaborate effectively and respectfully with others; become
functionally and academically literate and numerate; and show respect for Guyanese heritage, languages,
and cultural diversity. Our learners will also come to enjoy physical and socio-emotional well- being; become
technologically empowered; and navigate the world as a curious, innovative, creative, and ethical individuals
who use critical thinking to make decisions and solve problems for themselves, community, and ultimately the
nation.
These curricula, while firmly rooted in our uniquely Guyanese context, are enshrined in developmentally
appropriate and internationally recognized best-practices in education. They are learner-centred,
and encourage and empower children to become agents and collaborators in their own learning. The
implementation of these curricula, will call forth teachers to experience fundamental paradigm shifts in their
thinking as well as their delivery of the curricula. They will require efficacious teachers who are action-oriented,
avid readers and researchers, and keen observers of their learners. They will also necessitate teachers who Priya Manickchand
are embracers of technology, and persons who joyfully relish in harnessing and unleashing learners’ natural Minister of Education
instincts to question everything with a view towards true understanding. Educators and learners, together, will
construct their understanding of the world via a blend of prior personal knowledge and reflective, active and
engaging classroom experiences.
The Government of Guyana, through the Ministry of Education’s 2030 Vision for the sector to provide
opportunities for quality, equitable education and lifelong learning for all, sees the renewed Guyana
National Curriculum as the fortified foundation to ensuring the realization of this vision. It is my abiding hope
that our children, their parents and primary caregivers, teachers, teacher educators, and education managers,
will work together to harness the full potential of these curricula to change lives, and ultimately generations,
for the better through a robust and sound education.
I sincerely thank and praise the efforts of the committed Guyanese educators from across this beautiful
country who diligently worked together to produce these curricula. You have indeed done an excellent service
to our nation.
ACKNOWLEDGEMENTS
The completion of the Guyana National Curriculum for English Language Arts would not be possible without
the participation and assistance of many persons whose names may not all be enumerated. However, the
Ministry of Education would like to express its deep appreciation to educators from: Classrooms across
Guyana, the Cyril Potter College of Education (CPCE), the National Centre for Educational Resource
Development (NCERD), and the University of Guyana (UG), whose contributions were critical to the
development of the renewed curriculum.
Specifically, the Ministry wishes to acknowledge the indelible contribution of the following educators who
served as principal writers of the English Language Arts (Primary) curriculum:
Lead: Verina Layne-Woolford
Members: Claudell Ally-Bristol, Donette Liverpool-Munroe, Sylvesta McRae, Wenette Amsterdam, and
Bibi Yasmin Hatim.
Support for the development of the renewed curriculum was provided by the World Bank through the Guyana
Education Sector Improvement Project (GESIP).
GUYANA LANGUAGE ARTS CURRICULUM GUIDE GRADE 2
GRADE TWO GUYANA LANGUAGE ARTS CURRICULUM

INTRODUCTION
A good quality curriculum will encourage teachers to get to know their learners individually and ensure that their teaching
styles and classroom behaviours are directed towards achieving the best learning outcomes for each of them. UNESCO, 2016
Language Arts Learning in Guyana

The Guyana Language Arts Curriculum sees Language Arts as a time of active learning. Learners use their background knowledge,
teachers’ prompts or explicit lessons to actively, meaningfully and strategically listen, speak, read, view, write and represent. What is learned
class should be applied to the conversations, texts, and visual presentations in all subject areas.
Language Arts is comprised of three strands:

• Listening and Speaking
• Reading and Viewing
• Writing and Representing
Each strand provides many opportunities for learners to engage with paper based and digital text in a wide range of ways.
Listening and Speaking Reading and Viewing Writing and Representing
Learners have opportunities during the Language Arts Learners have opportunities throughout the day to: Learners have opportunities throughout the day to:
Block and throughout the day to:  browse through a wide range of genres of paper-  write independently on topics of interest
 ask questions and engage in conversations based books, magazines, digital texts, etc.  develop understanding of the purpose and
 listen to a story, song, music or information  interact with texts as a member of a whole group structure of various genres
shared by a teacher, community member, or small group lesson  compare and contrast the craft of various
parent, principal or older learner  participate in reading lessons about reading and authors
 develop and appreciate the use of Home viewing strategies (comprehension, vocabulary,  participate in lessons about writing strategies
Language and Standard English that matches phonics, genre study, grammar, written (developing ideas, organizing writing,
their context vocabulary, text organization, author’s craft) vocabulary choice, sentence use and
 develop listening comprehension strategies  practice lessons as they read texts levelled to their grammar, spelling, word work, punctuation,
 develop oral grammar stage of reading formatting and printing
 develop phonological and phonemic awareness  share reading with peers  apply to write lessons to demonstrate
 develop oral vocabulary and oral presentation understanding of writing strategies
skills  share writing with peers, parents, etc.
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How is the Guyana Language Arts Curriculum organised?
The Guyanese Language Arts Curriculum is based on the tenets of the Guyana Curriculum Framework https://bit.ly/36dQFuq which
describes the importance of learning experiences that reflect the Guyana Principles of Learning, Principles of Inclusivity, and the
Principles of Assessment..
The Language Arts curriculum begins with a statement of the Purpose of Language Arts, which is:
Language is the foundation of communication and the primary instrument of thought. The study of Language Arts provides access to multiple and inter-related oral,
aural, written, and visual ways of representing, exploring, problem solving, communicating and sharing meaning. Through listening, speaking, writing, reading,
viewing and representing a wide range of text and text form, the learner develops an awareness of culture, personal identity, and the strategies needed to reflect
critically on thought and action.
The Purpose statement is followed by the Grade Level Guidelines (GLGs) for Language Arts, which provides an overview of the
expectations for each strand of Language Arts learning for each grade. The Grade Level Guidelines for Grade one are:
Grade 1 Guidelines for Speaking and Listening: Learners become more aware of active listening strategies. They demonstrate
understanding by retelling an oral story or restating information in Home Language(s) and/or Standard English. With some support, they
identify overt and implied messages. They set goals for their listening as they learn how to listen respectfully to what other people are
saying as they become aware of the how to respond and share with clarity. They further develop their awareness of the meaning of
environmental sounds and phonological patterns. They work in small groups, as a class and join in discussions.
Grade 1 Guidelines for Reading and Viewing: Learners read a range of print, digital and visual texts within the range of the Emergent
and beginning Early Stage with fluency, accuracy, and understanding. Learners’ interest and pleasure in reading is developed as they
learn to read a variety of Emergent to Early Stage genres and text forms as they engage with and browse increasingly varied text. They
continue to develop their use of a variety of comprehension, word work and language. They use strategies to work out the meaning of
straightforward Emergent to Early Stage texts, words, sentences and text features. They respond to new vocabulary in text as an
opportunity to learn. They become more aware of how to use fluency to assist comprehension. They are learning how to search beyond the
literal level with critical thought.
Grade 1 Level Guidelines for Writing and Representing: Learners use a combination of home language(s) and English to share their
ideas in writing. Learners work individually and in small groups to identify a topic and an audience, then use a variety of resources and
strategies to develop ideas. They participate in the plan, draft, revise, edit and share cycle of Writers’ Workshop. While approximations of
spelling are still evident, they spell more high frequency words correctly and further develop their use of sound symbol strategies, word
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structures and word meanings to spell unfamiliar words. They experiment with writing simple sentences in a variety of genres and formats.
They continue to develop a legible and efficient style of printing.
The Essential Learning Outcomes (ELOs) follow the GLGs. The ELOs include three statements for each strand that describe the
expectations for a successful secondary graduation in the three strands of Language Arts; as such, the ELOs remain the same year after
year. The ELOs for all grades of Language Arts are:
ELOs for Speaking and Listening

ELO 1: Learners will listen and use spoken language(s) to understand, reflect and respond with thought in a variety of situations for a
variety of purposes.
In ELO 1, learners participate in large and small group discussion to develop listening skills, listening comprehension, encouraging student voice and confidence.
ELO 2: Learners will speak and listen to different audiences, demonstrating sensitivity and respect, considering audience, purpose, and
situation and respond with personal and critical awareness.
In ELO 2, learners develop empathy, respect and critical thought about various situations and social issues.
ELO 3: Learners will demonstrate understanding of how the cultural background and structure of oral and aural language(s) are used to
communicate effectively in a variety of settings and situations.
In ELO 3, learners listen to and share stories of Guyana and the world as they learn new vocabulary and different ways to express ideas.
ELOs for Reading and Viewing

ELO 4: Learners will demonstrate a variety of ways to select and engage critically with a range of culturally diverse print, visual and digital
texts for a variety of purposes.
In ELO 4, learners participate in Independent Reading Time to select books and digital media to read for pleasure, to practice what they learned about reading and
to share what they have read.
ELO 5: Learners will construct meaning from a variety of texts using background knowledge, vocabulary, comprehension strategies and
phonics cues.
In ELO 5, learners participate in opportunities to explore comprehension strategies, vocabulary and phonics and word study.
ELO 6: Learners will develop their understanding of how an author’s language, genre, text form, text features and style influence the
meaning of the text and define the author’s craft.
In ELO 6, learners learn about how authors use fiction, nonfiction and poetry to share ideas and engage the reader.
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ELOs for Writing and Representing:

ELO 7: Learners will generate, gather and organize thoughts to explore, clarify, and reflect on thoughts, feelings, and experiences as they
write/represent, independently and collaboratively, for a range of audiences and purposes.
In ELO 7, learners learn how to gather ideas to write about, share their ideas and organize the ideas to prepare for writing.
ELO 8: Learners will draft and revise their writing/representing, collaboratively and independently for a variety of purposes and audiences.
In ELO 8, learners learn how to write a draft and use their knowledge of writing as well as input from their peers and the teacher to revise their writing.
ELO 9: Learners will use their knowledge of spoken language, written language and writing conventions to refine precision and enhance
clarity of written work.
In ELO 9, learners learn how to check their writing for spelling, punctuation and grammar.
The ELOs are followed by a brief Note to Teacher, which provides an overview of the key points of the ELO or additional information
about instructional planning.
After establishing an understanding of the purpose and expectations of the grade level, teachers use the Specific Learning Outcomes
(SCOs), the Inclusive Assessment Strategies (IASs) and the Inclusive Learning Strategies (ILSs) to plan engaging, relevant and
developmentally appropriate Language Arts lessons. The purpose of each of these sections of the curriculum are outlined in the table
below.
Purpose of Language Arts: This section provides a statement describing why Language Arts is important. This statement is the same for every grade level.
Strand (Topic): This section indicates the strand being addressed.
Grade Level Guidelines (GLG): The GLG provides a statement describing what the learner will learn in each strand at each grade level. The Grade Level
Guidelines for Grade 1 are provided on page 2 and 3.
Essential Learning Outcomes (ELO): The ELOs are the foundational statements of language arts that remain the same for all grade levels. The 3 ELOs for
Speaking and Listening, 3 ELOs for Reading and Viewing and 3 ELOs for Writing and Representing are provided on Page 3.
Note to Teacher: These notes provide a very brief overview of the key point(s) of the ELO.
Specific Curriculum Outcomes Inclusive Assessment Strategies: Inclusive Learning Strategies
This section lists of what the learner will learn The Inclusive Assessment Strategies column This section provides some ideas for
within the ELO at this grade level. provides the teacher with some tools (notes, lessons that engage learners in
checklists, rubrics, etc.) to assess the Essential The dotted line between these columns
Learning Outcome (ELO): illustrates the ongoing practice of observing
learners’ learning and using these
 observe learner learning observations to inform the next steps of
 how to keep a record of those observations instruction.
 provide feedback learning.
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This information is used to plan the next steps of

instruction.
Useful Content Knowledge for the Teacher about the Outcome:

This section provides the teacher with professional information about key concepts in each ELO.
Inclusive Resources and Materials
This section provides the teacher with suggestions and links for learning resources and materials.
Planning Instruction in Language Arts

Language arts instruction is balanced, learner responsive, integrated, and inclusive. While explicit instruction of the specific curriculum
outcome(s) is expected, learner voice will be an integral component of all lessons, as will opportunities to read and interact with a varied
range of authentic and engaging text. The key elements of all instruction are:
• Comprehension
• Language Structures (grammar, vocabulary and punctuation)
• Word Solving (phonological awareness, phonics and spelling).
Overarching these key elements are the strategic problem-solving, or ‘fix-it’ strategies of monitoring (noticing errors), searching (finding
one or a variety of ways to correct the error) and checking (ensuring that the solution is meaningful and contextual).
Is it possible to integrate the strands of Language Arts?

Yes. It is also possible, and often encouraged, to include SCOs from various strands within a learning experience.
For example, a class conversation serves as an excellent anchor that may be followed up with an opportunity for learners to read about the
topic of conversation and then write about the topic.
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How do I include authentic opportunities for learners to integrate all strands of Language Arts in all subject areas?
The schematic below provides a planning cycle to ensure opportunities for student voice, reading, viewing, writing and representing are an
integral component of lessons in all subject areas.
Teacher asks a question or

poses a probelem that
provides opportunities for
dicussion and interactions
in all subject areas.
Teacher provides
opportunities for reading,
Students demonstrate Language viewing and writing about
understanding of the subject specific content
concepts through oral Arts material. This reading
reports, the arts, writing
and representation, etc.
throughout moves beyond text books
to articles
the day news items, etc.
Teacher engages learners in

comprehension activities, such
as connecting a Language Arts
concept to a science, math,
HFLE, social studies such as
visualising an event, problem
or a communtity event
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Please note: it is essential that the languages and community funds of knowledge of all students are always recognized and visible in the
classroom environment. These are the foundations of learning and provide opportunities for teachers and students to explore Guyana’s
ways of being and knowing.
The Weekly Instructional Timetable
The Guyana Instructional Timetable provides many opportunities to engage learners in Language Arts learning: Literacy Studies, Reading
and Language Arts. To ensure flexibility and opportunities to integrate with other strands of Language Arts or other subject areas, time
allotments vary.
Time Monday Tuesday Wednesday Thursday Friday

9:00 – 9:10 General Assembly Class Assembly
9:10 – 9:30 and Registration
9:30 – 10:00 Mathematics Literacy Hour Mathematics Literacy Hour
Literacy Hour
10:00 – 10:30
10:30 – 10:45 RECESS
10:45 – 11:05 Science Reading Social Studies Reading
11:05 – 11:30 Literacy Hour Mathematics
Mathematics Mathematics Literacy Hour
11:30 – 12:00
12:00 – 13:00 LUNCH
13:00 – 13:10 ASSEMBLY, PRAYERS AND REGISTRATION
13:10 – 13:30 Reading Reading Reading
Social Studies Science
13:30 – 14:00 Beyond Core Beyond Core HFLE
14:00 – 14:10 RECESS
14:10 – 14:30 Social Studies Beyond Core Science Beyond Core Beyond Core
14:30 DISMISSAL
14:30 – 15:00 OPTIONAL Language Arts and Mathematics Support for Learners
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How does a teacher decide what to teach in each block of the Language Arts on the timetable?
Reading (20 min. daily) Language Arts (20 – 30 min. daily) Literacy Hour (60 – 80 min. daily)
Purpose: To provide learners with an Purpose: To engage learners in Purpose: To engage learners in
opportunity to read independently and opportunities to explore how the various opportunities to explore the integration of
practice what they have learned about the components of oral and written language the strands of Language Arts through
reading process using engaging and are used to convey meaning in a variety of exposure to an anchor such as an engaging
developmentally appropriate text. During genres and a variety of formats. During text, video, image or piece of music. The
Independent Reading, the teacher makes Language Arts, the teacher makes notes of anchor experience is followed by a
notes of student progress in the student progress in the Observation of curriculum based lesson following the
Observation of Student Learning journal. Student Learning journal. format described below. Lesson content is
based on teacher observations and products
of student learning thus far.
Format: Learners have been taught how to Format: During this opportunity for Format: Beginning with an anchor
choose a book of interest and with just the learners to engage with the teacher orally, experience, learners engage in a focused
right amount of challenge. After a very brief visually or in written form, a Teacher Read conversation about the anchor and its
(5 minutes) mini lesson, when a concept Aloud / Think Aloud chosen to highlight a connection to the lesson’s focus. The
learned previously has been reviewed, component of grammar, word work, or conversation is followed by an explicit
learners read while the teacher circulates comprehension is discussed and learning is lesson in the reading or writing process.
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and confers with individual learners or applied. Texts chosen for Read Aloud / NOTE: Eighty-minute time allotments
small groups. Think Aloud reflect all fiction and provide time to explore both reading and
nonfiction genres representing a range of writing. Following the lesson, students
student interests, topical issues, and content either a) read developmentally appropriate
related to other subject areas. Learners texts and complete a reading response
apply this information during their focused on the lesson and / or b)
independent reading time, during the demonstrate application of the mini lesson
writing process, or when completing in the traits of writing and apply the lesson
reading responses. during the writing process.
Integrating Language Arts and Other Subject Areas
Regardless of the subject, there are opportunities for learners to speak, listen, read, view, write and represent in a variety of ways with a
variety of texts. For example, a paw paw leaf can be used as an anchor to teach descriptive language (language arts), plant study (science),
symmetry (mathematics and art) and food study (HFLE).
The Components of a Language Arts Lesson: What are the teacher and students doing?
The lesson planning process always begins with reviewing what students have accomplished thus far. This information comes teacher notes
gathered from the daily observations and formative assessments which are kept in the Teacher’s Observation of Student Learning Journal.
This information provides the foundation on which the teacher scaffolds the new information. Teachers refer to these notes as they peruse
the Specific Curriculum Outcomes (SCOs) to inform decisions about the focus of instruction.
Each lesson is divided into four components: An Anchor Experience, Time to Teach, Time to Practice, and Time to Reflect and Share.
The table below outlines the roles and responsibilities of teachers and learners during Language Arts lessons.
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ANCHOR EXPERIENCE
Teacher’s Role Learner’s Role
◊ Search for an anchor that will engage the learners and can be connected to developmentally appropriate ◊ Participate in the anchor experience through
outcomes. listening, speaking, share reading or
◊ Engage the students in an opportunity to listen, share read, view or interact meaningfully with the interacting meaningfully with the anchor.
anchor. ◊ Ask and answer questions.
◊ Connect the anchor experience to the upcoming mini lesson
TIME TO TEACH 7-10 minutes
◊ Introduce curriculum-based lesson with an anchor text, image or video; share the focus of the lesson ◊ Attend to and participate in mini lesson
with learners ◊ Ask questions when necessary
◊ Demonstrate the learning strategy with opportunities for learner engagement
◊ Describe and demonstrate what the learners are expected to do
◊ Ask for learners’ questions
TIME TO PRACTICE 20-30 minutes
◊ Circulate to ensure learners are settled and understand what they are expected to do ◊ Participate in an independent or small group
◊ Confer with individual learners and work with 1 or 2 small groups who may be working on work to complete the assignment
differentiated versions of the lesson ◊ Monitor work, ask questions when necessary
◊ Listen to and observe learners working; make notes about learner progress in Observation of
Learning Journal.
◊ Ask / answer questions
◊ Provide feedback to learners
TIME TO CHECK IN (if necessary) 3-5 minutes
◊ Clarify lesson and answer additional questions ◊ Listen to clarify
◊ Revisit or extend the mini lesson ◊ Review work completed
◊ Invite learners to ask questions or share their learning. ◊ Ask questions if necessary
TIME TO PRACTICE CONTINUES 10 minutes
◊ Confer with individual learners and small group work ◊ Participate in an independent or small group
work to complete the assignment
TIME TO REFLECT AND SHARE 3-5 minutes
◊ Summarise lesson, provide prompts for learners’ reflections ◊ Share what they learned
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How is Language Arts learning assessed?
The Inclusive Assessment Strategies (IAS) column of the curriculum provides teachers with a variety of tools for observing student
learning. For example, a paper-based or digital Observation of Learner’s Learning Journal (see sample below) provides a space for
recording these observations. These notes inform lesson plans that are learner responsive, provide evidence of learner progress, inform the
writing of report cards, and ensure parent teacher conferences are based on evidence of learning.
The Guyana Assessment Toolbox https://bit.ly/3MnYx1T also provides teachers with a wide range of strategies to gather information
about student learning.
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An important part of observing learning is sharing what you noticed with the learner and providing the learner with feedback. A typical
feedback conversation begins with an acknowledgement of what the student has accomplished, followed by a hint of what the next steps of
instruction will be. For example:
Teacher: I notice that you can <insert an accomplishment> Tell me how you figured that out.
Learner responds
Teacher: I also notice that you’re having difficulty with <insert an area of difficulty>. Tell me what part of that is difficult.
Learner responds
Teacher provides additional information to the learner and makes a note to re-teach this concept at another time.
The Guyana Curriculum Framework acknowledges that every learner develops at a different pace; therefore, while every grade level has a
wide range of readers and writers, the teacher will provide differentiated instruction that builds on their progress thus far.
The diagram below illustrates how learners enter and exit the different stages of reading and writing at different times. For example, a
typical Grade 1 classroom may include learners at various stages of the Emergent and Early Stages of Reading .
Nursery 1 and 2 1 2 3 4 5 6
E m e r g e n t
E a r l y
T r a n s i t i o n a l
P r o f i c i e n t
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The Guyana Lesson Plan Template
The Guyana Lesson Plan Template is similar for every grade and every subject. The template, provided below, is designed to reflect the
Guyana Principles of Learning, The Principles of Inclusivity and The Principles of Assessment. Lessons are always curriculum based and
differentiated according to the learners.
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Where does the teacher find information and resources to support the Language Arts lessons?
The Useful Content Knowledge for Teachers about the Outcome section of the Language Arts curriculum provides teachers with
professional information about the ELO.
For example, if a teacher is unsure of what is meant by the Traits of Writing or the Writing Process, the Useful Content Knowledge for
Teachers about the Outcome provides examples and links to professional information, such as
http://mrnorr.weebly.com/uploads/9/2/8/7/9287986/writingprocess.pdf.
An example of this information follows.

The Traits of Writing include:
Ideas What do I know about this topic?
Organization Are my ideas in an order that makes sense?

Voice Can the reader tell how I feel about this topic?
Word Choice Are my words interesting? Are my verbs strong? Do my words make pictures?
Sentence Fluency Does writing sound like someone talking? Do I use different types of sentences?
Conventions Did I use capitals correctly? Did I punctuate correctly? Did I spell correctly? Did I indent or space paragraphs?
The Inclusive Resources and Materials section provides teachers with learning resources for to engage students in a wide range of oral
and written whole group, small group and individual activities that support the lesson. Teachers will find locally produced and culturally
relevant texts, charts, sites, graphic organizers, etc. that support instruction. For example, the poem, Auntie Bess, available at Mama Lisa’s
World Guyana. This poem could be used to teach Language Arts lesson in poetic structure, descriptive language, punctuation; it could also
be used as an anchor in Social Studies, Science or HFLE.
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Science Sounds
HFLE
Descritptions of Social Studiess
emotions: I feel Family Life
like . . .
Auntie
Bess
Mathematics Grammar
Time and routine Verbs
Composition
Writing about
family life in the
morning
How is a classroom set up for learning?

Setting up the classroom as a learning space provides learners with opportunities to work in whole groups, small groups or individually.
While it is acknowledged that access to materials and classroom furniture varies, every classroom should be a space that invites active
learning and through a variety of modalities. Purchasing expensive materials is not necessary; often, the most valuable learning materials are
found in the community.
A Grade 1 classroom includes:
 a classroom library with pictures, books, magazines, pamphlets, etc. of all genres to suit Emergent and Early, readers.
 walls with learner and teacher generated poems, stories, schedules, and reference information (Word Wall, What We’ve Learned,
Classroom Rules, etc.) written in large font for ease of viewing throughout the room
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 a space for multi-subject exploration (realia table, science space, math manipulatives, etc.)
 learning centers that invite learners to explore writing, reading, listening and technology.
 opportunities to express understanding through movement
 opportunities to explore the school yard and the community
 opportunities for students to explore various languages and funds of knowledge.
The Inclusive Resources and Materials sections also provide links to information about classroom design, management, resources and
materials. For example: visit https://bit.ly/2TNoi41 for more information about literacy centers.
Now that I know all of this, what are the first things I do?
1. Read through the curriculum to get a sense of the main focus of each ELO and the specific focus of each SCO. As you read, think
about how the ELOs and the SCOs can work together to develop interesting and engaging lesson plans. Work with other teachers
at your grade level to develop a level of comfort with the process and let the principal know which areas of the curriculum would
be good topics for professional development.
2. Create a paper based or digital Observation of Learner Learning Journal. Examples are described in ELO 1 and 2.
3. Start with a level of comfort and don’t take on too much at once. A good place to begin is to schedule time to Read Aloud to
learners each day and discuss the text and schedule time to for learners to engage in Independent Reading, as described in ELO 4.
4. Gather pictures, books, articles, pamphlets, blank paper, etc. to ensure the classroom is a welcoming environment to literacy
learning.
5. Use a thematic and integrated approach to plan for the Reading, Language Arts or Literacy Studies segment. Select an anchor text
then identify the content and subject specific information that can be taught with this anchor. Use the curriculum guide to map the
specific curriculum outcomes for the various components of reading, language arts or literacy studies. Create content maps based
on the anchor texts and use the SCOs identified to create meaningful and engaging lessons targeted at providing learners with
literacy skills.
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Guyana Language Arts Curriculum Glossary

The definitions of words and concepts associated with Language Arts are drawn from the International Literacy Association Glossary
https://bit.ly/3m0D8AW
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SPEAKING AND LISTENING
Purpose of Language Arts: Language is the foundation of communication and the primary instrument of thought. The study of Language Arts provides
access to multiple and inter-related oral, aural, written, and visual ways of representing, exploring, problem solving, communicating and sharing meaning. Through
listening, speaking, writing, reading, viewing and representing a wide range of text, content and text form, the learner develops an awareness of culture, personal
identity, and the strategies needed to reflect critically on thought and action.
STRAND: SPEAKING AND LISTENING ELO 1
Guidelines for Grade Level: Learners sustain concentration while listening and take turns while speaking. They learn to explain their own
views, consider and respond respectfully to the views of others and take part in frequent small group and class discussion. They also learn
to develop questioning skills and make comparisons. The range and diversity of their oral vocabulary develops. Learners use more complex
oral language and are developing awareness of word analysis skills.
Essential Learning Outcome 1: Learners will listen to understand, reflect, respond and use spoken language(s) with thought in a
variety of situations and subjects and for a variety of purposes.
SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

OUTCOMES STRATEGIES
Note to teacher: Develop an Observation of Student Learning Journal to record observations about the student’s learning. Use these observations to provide
feedback to the learner and to plan the next steps of instruction. The Guyana Assessment Toolbox provides useful formative assessment tools.
Note to teacher: ELO 1 is focussed on creating lots of opportunities for learners to listen and speak. Schedule short but meaningful time throughout the day to
engage learners in conversation (it does not have to be about Language Arts alone, you can do this in other subject areas such as Science and Social Studies).
Learners will:
Responding to and Using Spoken Teacher Observations of Student Learning Responding to and Using Oral
Language Language
1.1 use Home Language to share  These sample pages for an Observing  At the beginning of the school year,
experiences and become aware of Student Learning Journal come from: teacher establishes a good morning
distinctions between Home https://www.scholastic.com/teachers/b greeting. Each day, as each learner
Language and Standard English enters the classroom, ask them a
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OUTCOMES STRATEGIES
1.2 develop more comfort with one- log-posts/beth-newingham/assessment- question about the weather, a
to-one, small group and large reading-workshop simple math question, and their
group conversations favourite colour, a question about
their walk to school etc. and wait
1.2 share a personal experience in for the learner’s response. As this is
sequential order intended to be a welcoming chat,
accept variations in language and
1.3 express opinions and give simple dialect.
explanations
 In Cooperative Learning Groups,
1.4 ask and respond to questions for discuss and share personal opinions
clarification based on a discussion or to about events in the school, school
find out something yard, community or other topics of
interest
1.5 use oral language to describe objects
and their use  To settle children down, ask them
to sit very, very quietly and listen for
1.6 respond to and give multi step (up to the outdoor sounds. After a minute
3 steps) directions of listening, ask the students to
come together in a circle and use a
Listen to Understand and Reflect very quiet voice to share what they
heard.
1.7 listen to a variety of texts (story,
poem, lyrics and music) from a variety of  Teacher models how to describe
genres and subjects and recall details herself/ himself as unique, then
about what was heard pauses throughout the day (perhaps
at a transition time between
1.8 respond to a range of listening subjects) and ask two or three
comprehension questions to develop learners to introduce themselves
listening comprehension skills while the other learners listen and
ask questions. Teacher writes
21

OUTCOMES STRATEGIES
1.9 continue to develop listening responses on an I Am Unique
comprehension strategies such as: Chart.
• retelling
• predicting Sample
• visualising I am Unique
Name: Ms. Singh
• connecting
A song I like: GUYANA by Ponam Singh
• inferring This makes me happy: Dancing
• sequencing Something I dislike: loud noises
• comparing and contrasting I am unique because: Sometimes, I wear
• identifying problem and solution different coloured socks
1.10 listen and watch to determine if a Once complete, this chart can be used in
speaker is asking a question, expressing Science to note similarities, Social Studies to
anger, etc. teach gender, in mathematics to create
simple graphs.
 Ask learners to demonstrate and

give directions about how to do
something such as a particular place,
play a sport, make a cake, do a
dance, make a toy, etc.
Example: Making an Easter hat
22

OUTCOMES STRATEGIES
 Create a “Maker Space”. Provide

blocks, paper tubes, paper, tape,
markers, etc. Students collaborate as
Oral presentation rubric: Put a check in box
they create an object. Once
that describes each criterion
Not yet Getting there High five complete, the group share’s their
Organization Details lack Main idea is Presentation is creation. See INCLUSIVE
organization present with carefully
some evidence organized and MATERIALS AND RESOURCES
is given to has detailed
support the evidence to
main idea. support main  Share real life scenarios that invite
idea learners to use Home Language and
Content The content is The content is The content is then Standard English. For
unclear accurate but complete and example; scenarios can reflect topics
minimal accurate
from an anchor event such as
Style Speaker does Speaker is The speaker is Mashramani
not connect beginning to relaxed and
with the engage with comfortable
audience audience and Sample:
presentation is
the right o HFLE (sharing, helping,)
length o Social Studies (describing the
costumes)
o Mathematics (counting dance steps)
23

OUTCOMES STRATEGIES
o Dramatize (sometimes through
 The following rubric serves as a mime) the events of a story or real
reference for grade two listening and life events
speaking. It may be used or adapted for o Dance (following simple steps to
classroom use: create choreographed pieces)
https://www.stf.sk.ca/sites/default/files/spdu- o Science (materials used to create
resources/listening_rubric_grade2_2013jan.pdf different things).
(this can be done using a variety of anchors texts to
Self Assessment introduce the topic.)
 Provide opportunities for learner to
reflect on his/her spoken presentation Listening to Understand and
Reflect (Comprehension)
o My presentation (draw a smile, a  Choose an engaging anchor text
straight line or a frown) (story, poem, nonfiction text, song,
etc.) to read aloud to students.
I spoke clearly Choose content from the anchor
text to develop mini lessons in
I looked at the listening comprehension, such as:
audience o Connecting
I talked about the o Predicting
beginning, middle and o Visualising
end o Connecting
I asked for questions o Sequencing
o Synthesizing
I answered questions o Analysing
See USEFUL CONTENT section for more
information about how to teach listening
Peer assessment: comprehension strategies.
 A group of learners host their own talk  To demonstrate listening

show and discuss a topic of interest. comprehension, provide students
24

OUTCOMES STRATEGIES
After the overview, they ask and with a graphic organizer. Students
respond to questions from their do not write in these graphic
audience. They can even dress up as the organizers, they use them to guide
character they are portraying. their speaking.
 After listening to a poem or a selection

of fiction or nonfiction text, ask
students to reflect on their learning and
then share responses with a peer. Each
peer confirms or corrects the partner’s
responses.
Mind map. Sequence
*What did we listen to in class?
*Why did we do it?
*What did I learn?
*How can I apply it? Timeline
*What questions do I have about still about
it?  Create a listening literacy center for
small group discussion of stimulus
Listening Comprehension materials (such as sounds, videos,
songs, costume, poems, stories, and
 Teacher -student conferences are a information text from other subject
useful and accurate alternative to written area) and provide opportunities for
assessments. Plan the questions in learners to discuss what they heard.
advance, moving from general to Schedule time each day for a
specific to inferential / application. For group(s) of learners to visit the
example: (alter based on topic and listening center.
genre)
1. What are you learning about?  Host an Art Session by giving
students cut- outs or digital images
25

OUTCOMES STRATEGIES
2. Please share some information about to create a paper based or digital
this with me. collage of a story. Connect the
3. How can you use this information? information in the nonfiction text to
4. What else would you like to know? Social Studies, Mathematics or
5. Who else might be interested in Science.
knowing this?
6. Etc.  Invite a community member in to
As student responds, make notes about overall talk about keeping the community
comprehension, details, and application of clean and litter free. Students
information. prepare for this talk by preparing
questions.
Assessing Spoken Language
 Comprehensive Oral language Rubric:  Connect Mathematics (geometry)
Search online for the Scholastic Grade with oral language: Use 3-D or
Two Oral Language Assessment Scale. digital shapes to create a scene, then
create story and present same orally.
 As learners engage in conversations, make
notes about their oral language that Sample of how it can be done:
include:
o learner’s first choice of language Using shapes regular and irregular
o learner’s comfort switching from home
language to Standard English
o learner’s ability to use Standard English
o learner’s turn taking during
conversations
o oral responses to literal W4 + H
questions, such as: Who? What? When?
Where? How? Questions
o oral responses to questions to
demonstrate deeper understanding, such
26

OUTCOMES STRATEGIES
as: Why, What if? How do you know  Listen to a story then work in
etc? Cooperative Groups to retell the
o use of the correct word order to create event accurately; learner audience
questions asks questions about the event
 Gather items in specific categories

and encourage students to use the
language of sorting, classifying,
describing etc. in a variety of ways.
For example:
Classify fabrics, household items, etc.
27

OUTCOMES STRATEGIES
USEFUL KNOWLEDGE FOR TEACHERS
Information about listening and speaking instruction is found in the Introduction to the Guyana Language Arts Curriculum.
Inclusivity
Sites that support listening comprehension for learners with special needs include:
https://www.thoughtco.com/teaching-listening-comprehension-3111347
Differentiation:
Students develop oral and aural language at varying rates. A site that supports differentiated listening instruction is Teaching Listening
Comprehension
28
https://www.thoughtco.com/teaching-listening-comprehension-3111347
Assessment
For information about classroom assessment, visit: Observing Student Learning
https://www.scholastic.com/teachers/articles/teaching-content/observing-students/
Creating a Classroom of Cooperative Learners:

See https://www.teachervision.com/professional-development/cooperative-learning for information about Cooperative Learning and
Cooperative Learning strategies
The importance of Reading aloud to students

Reading Aloud to students provides opportunities for students to:
- develop their listening skills and strategies,
- increases vocabulary
- be introduced a to a wide range of genres
- notice and appreciate distinctions between Home Language and Standard English
Comprehension Strategies
Demonstrate how to use each of these strategies and then provide time for students to practice individually or in small groups.
o Retelling: Asking students to retell a story in their own words forces them to analyze the content to determine what is important.
Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.
o Predicting: When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge
about similar topics. As they read, they may mentally revise their prediction as they gain more information.
o Visualising: Students who visualize while reading often have better listening comprehension. Readers can take advantage of illustrations
that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
o Connecting: When students preview text, they tap into what they already know that will help them to understand the text they are about
to read. This provides a framework for any new information they read.
29
o Inferring: In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior
knowledge and recognize clues in the text itself.
o Identifying main idea and details: Identifying the main idea requires that students determine what is important and then put it in their
own words . Implicit in this process is trying to understand the author’s purpose in writing the text.
Listening comprehension activities in the Second Language Classroom

https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/listening.html
Cross Curriculum Integration

SAMPLE OF INTEGRATION:
ANCHOR LANGUAGE SCIENCE SOCIAL MATH H.F.L.E.

STUDIES
This book can be Plant life: Farming and Sequencing: Ethics of
used to teach Germination, Life Markets arranging the community life: Is
students the processes of plant mangoes in it okay to take
listening different sizes, mangoes from
comprehension weights, shades of someone else’s
strategy of coliurs tree?
predicting.
POINT TO NOTE: the skills developed can be used in every other subject areas so the SCOs developed from each ELO can
be used across the different subject area.
30
RESOURCES AND MATERIALS
Maker Spaces: Visit https://thecornerstoneforteachers.com/makerspaces/ for purpose, ideas and how to set up.
Local Resources
Gather resources (online, text, community volunteers, community locations) that provide interaction with local songs, poems, skills, crafts,
recipes, events, geographical features, etc.) that can be used to develop culturally relevant and engaging conversations.
Using Oral Language

Examples of how to build conversations into the school day: Building vocabulary through listening
https://www.pbslearningmedia.org/resource/srv11.pd.vocab.vocab2/cathy-garner-winter-unit/
Storyline Online provides free access to many engaging stories. https://www.storylineonline.net/
Building Community Relationships with Schools

Visit: https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships
Assessment rubrics for Listening and Speaking
31
32
Samples of stories, poems, dialogues, stories, rhymes and materials from the environment that provide opportunities to listen to and speak
about learning in all subject areas
Samples:
DIAOLGUE Material from the environment
Mango leaves rocks
Coconut water bottle
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Essential Learning Outcome 2: Learners will interact with different audiences demonstrating sensitivity and respect, considering
audience, purpose, and situation and respond with personal and critical awareness.
SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT STRATEGIES INCLUSIVE LEARNING STRATEGIES

OUTCOMES
Note to teacher: As notes about learner learning are recorded in the Observation of Student Learning Journal look for changes in how well learners are using language
respectfully and contributing to a safe and happy classroom community.
Note to teacher: ELO 2 provides teachers and students with an opportunity to create a respectful and safe classroom community where everyone’s voice is valued.
Learners will:
Interact with sensitivity and respect Teacher Observation of Student Learning Interact with sensitivity and respect
2.1develop respectful speaking
behaviour to use in a variety of  Peer Interaction  To establish a safe, respectful and
classroom situations such as paired Observe students as they interact with cooperative classroom, work with the
sharing and small and large group others. Make note of who is comfortable learners to co-create class charts re
discussions. in social situations, who remains
34

OUTCOMES
separated from the group, who may feel listening written in the positive. For
2.2 demonstrate respectful speaking bullied, who may be the bully. Use these example::
and listening with peers and others in notes to develop lessons that build a A Good Listener:
school and other social locations Respectful and Safe Classroom - takes time to listen to the speaker
Community. A sociogram is a useful - thinks about what is being said
2.3 recognize helpful and hurtful tool. See RESOURCES section. - asks questions
vocabulary and its impact - agrees or disagrees respectfully
 Personal and Critical Awareness:
2.4 demonstrate understanding of OR
the audience through their Sample questions that lead to personal and
responses/tone/language critical awareness include:
structure/choice of words WHO: Who was the most important character?
Who caused harm?
Respond with personal and critical WHAT: What if . . . ?
awareness What could have changed the story?
WHERE: Where have you found this problem?
2.5 respond personally to information Where can you get more information?
heard WHEN: When is this acceptable?
When does this become a problem?
2.6 respond with increased critical WHY: Why is this a problem?
insight Why is this important?
HOW: How is this similar to?
2.7 identify who is speaking in an oral How would you feel if . . . ?  To ensure all students have an
text, and demonstrate an understanding For a full list visit: opportunity to contribute to a class
that the speaker has his or her own https://www.weareteachers.com/critical- discussion, create random Cooperative
point of view thinking-questions/ groups. For example:
See RESOURCES for information about how to o Students whose birthday is in (month)
2.8 consider and respond respectfully to write questions that promote critical thinking. o Students who like to eat (food)
the views of others o Students who like scary stories
35

OUTCOMES
2.9 identify purposes for listening in a As students respond to this type of question,  Read Aloud or provide stories in a
variety of situations, formal and make note of their response and whether or not listening center to learners a story
informal, and set personal goals for they are thinking beyond the words of the page. where a conflict develops. As learners
listening listen, they draw the conflict and then
discuss in Cooperative Groups how to
2.10 participate in the discovery of an solve to conflict.
alternate language such as sign Peer Assessment:
language, music, icons, emoticons to Observation Checklist for Cooperative group  Provide opportunities to listen and
develop an understanding of different interaction view stories and connect to HFLE. For
ways to share meaning example, BAD HABITS
Tick appropriately https://youtu.be/Xtp0CMb3afQ (5
Questions Yes Not minutes)
yet
Does the learner wait on his/her  Use Pass the Chalk to encourage
turn to speak?
learners to describe pictures of
Does the learner know when to
listen?
friendship on the pavement. As one
Does the learner know how picture is complete, the learner tells the
much to say? story of the picture. Use cut outs of
Can the learner restate what the different items.
speaker has said and connect to
his/her own ideas?  Build a school listening community:
Can the learner express personal Grade 2 learners record songs and
interest in what has been said by share the recordings with Kindergarten
asking related questions? learners.
NOTES:
 Model different scenarios and use role
Exit slip: After a small group discussion, play to show acceptable behaviours,
provide learners with a small piece of paper and tone, words, etc.
ask them to draw a picture of:
- What they learned
or
36

OUTCOMES
- How they feel Respond with personal and critical

awareness
Using questionnaires
 Develop students’ awareness of how
Self assessment to think beyond the literal level of a
message and develop critical thinking
Students find it useful to reflect on their own about the message, the impact on the
listening and speaking and how it influences audience, etc. by asking probing W 5
their interaction with others. For students who questions. See
have difficulty reading the questions, read them https://www.weareteachers.com/criti
to the student, but allow the student to answer cal-thinking-questions/ for a full range
the questions privately. Have discussions about of questions.
the student’s answers later.
 Display artwork of local authors and
artists and encourage students to use
descriptive and respectful language to
observe and describe the images
 Invite community members into the

classroom to share stories about the
history of local buildings, events,
people, good times and bad time, etc.
 Create a Home Language and Standard

English Word Wall so that learners
illustrate and compare different ways
to say the same thing.
Sample:
37

OUTCOMES
 Explore Guyanese idioms to explore

how simple statements can carry big
messages
Use known Guyanese idioms or vett sites such
as
https://www.browngirlmagazine.com/2016/1
2/guyanese-proverbs-you-need-to-start-using-
now/for
 Record sounds from the community

(or use downloaded audio clips) and
ask the children to describe the
emotion they feel when listening.
 Role Play/dramatise (various

characters e.g. pastor, Imam, Pandit/
or telephone conversations about
solving a problem.
 Learners listen to a scenario to decide

“Does this sound true?” decide if it is
and explain why. Create a similar
activity “Does this sound fair?”
Example:
True or false and why: A person
walked across Guyana in one day.
38

OUTCOMES
Fair or unfair and why: Children with

new sneakers can be the leaders of the
line.
USEFUL CONTENT KNOWLEDGE FOR THE TEACHER
Home Language and Culture

The first language a child is part of the child’s social and cultural identity, so it is important to have some knowledge of children’s first
language structures and an understanding of how to include and value samples of text showcasing home language in Guyanese communities.
.
The cultural norms for politeness and respect may vary from community to community. To ensure students, parents and community
members are comfortable, teachers must be aware of these norms.
Mama Lisa provides a Guyanese Creole and English version of the same song: https://www.mamalisa.com/?t=es&p=6212
Use these two versions to develop an understanding and respect for how Guyana’s languages and people work together.
What is a learner-learner classroom interaction and how does it affect learning?

From: https://serc.carleton.edu/NAGTWorkshops/certop/imp_ssi.html
Classes where learners have opportunities to communicate with each other help learners effectively construct their knowledge.
39
Consider structuring your class so that it:

• Provides opportunities for learners to work in pairs and small groups and use multiple modes of communication (e.g., discussions, making
presentations, brainstorming).
• Encourages learners to work together as a class to contribute to a comprehensive answer to an open-ended problem.
• Devotes a significant proportion of class time to learner interactions and cooperative learning groups.
• Encourages in-depth conversations among learners (and between learners and instructor).
• Features several learners explaining their ideas to a respectful class that listens well
From the research of Adler and Proctor. https://www.skillsyouneed.com/ips/listening-skills.html
What is effective listening?

Effective listening skills are the ability to actively understand information provided by the speaker, and display interest in the topic discussed.
It can also include providing the speaker with feedback, such as the asking of pertinent questions; so the speaker knows the message is being
understood.
40
Parents and teachers can work together to teach children how to listen effectively. Visit: Grade Schoolers Listening Skills for
tips.https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/communication-disorders/10-ways-
to-improve-your-grade-schoolers-communication-skills#slide-1
Information about students with auditory processing difficulties:

Visit: https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/classroom-accommodations-for-auditory-processing-
disorder
English language Learners may require additional help learning to listen effectively. Go to: Five Essential Listening Skils for
English Language Learnershttps://www.britishcouncil.org/voices-magazine/five-essential-listening-skills-english-learners
Learner Self Assessment of Listening
41
42
INCLUSIVE RESOURCES AND MATERIALS
The Berkeley Center for teaching and Learning provides an overview of active listening and how to incorporate active listening into the
classroom. https://teaching.berkeley.edu/active-learning-strategies
Sociograms: “Research on social emotional learning suggests that students’ ability to learn is inextricably linked to the
classroom environment. In order to feel comfortable trying new things and mastering new skills, kids must first feel safe and supported. A
healthy classroom environment isn’t a neat bonus for kids. It’s essential for learning to occur. In addition to observation and practical
knowledge, formal data collection on classroom relationships can be instrumental in helping teachers create this positive classroom culture.
Sociograms are one tool that can help teachers get valuable data about the class’s social relationships.”
https://www.6seconds.org/2012/05/08/sociograms-mapping-the-emotional-dynamics-of-a-classroom/
https://www.6seconds.org/2012/05/08/sociograms-mapping-the-emotional-dynamics-of-a-classroom/
Improving Oral Language Skills provides classroom instructional ideas to develop oral language.
http://blog.brookespublishing.com/11-ways-to-improve-your-learners-oral-language-skills/
Stories for a listening center: Storyline Online https://www.storylineonline.net/ This site alos includes excellent cross curricular lesson
plans for each story.
43
Visit Creative Commons Images https://search.creativecommons.org/ for free and Copyright Free images of Guyana
Essential Learning Outcome 3: Learners will demonstrate understanding of how the vocabulary and language structure of oral and
aural language(s) is used to communicate meaning effectively in a variety of situations.
44

OUTCOMES STRATEGIES
Note to teacher: By Grade 3 many students will have most elements of phonological awareness under control. When assessment results indicate some students don’t have
this under control, ensure instruction is tied to words and topics of interest to the students and connected to authentic.
Note to teacher: It’s important for teachers to be aware of oral language development milestones
https://www.nidcd.nih.gov/health/speech-and-language
Be aware of and appreciate how phonemes and vocabulary vary among languages.
Take advantage of opportunities throughout the day for learners to use and develop their oral language
Learners will:
Vocabulary: Teacher Observation of Student Learning Vocabulary – Strategies to teach antonyms,

synonyms, homophones, compound words,
3.1 use Home Language and Standard  Search online for The Scholastic Oral alphabetical order, dictionary skills, classifying
with increasing flexibility Language Development Checklist, a
comprehensive resource and useful  Choose words used for lessons in
phonological awareness from anchor texts,
3.2 use, interpret and describe gestures resource for teachers to gather learner experiences, Home Language,
and body language information about each student’s oral commonly used vocabulary, etc.
language development each term.
3.3 use increasingly complex vocabulary  Use Semantic Gradients to broaden pupils
to describe or share information  Listen and record in journal the new understanding of related words. Learners will
vocabulary used by students, consider a continuum of words by order of
questions students have about a word, degree. Example: begin with antonyms, at
Home Language words of interest, a each end of the continuum. It helps learners to
mispronounced words, etc. distinguish between shades of meaning.
45

OUTCOMES STRATEGIES
Phonological Awareness (Language

structure)
3.4 identify and describe likenesses and  Teacher and learners co-create charts to
illustrate subject area vocabulary
differences in musical and spoken
sounds Phonological Awareness Assessment is
Phonological Awareness (Language structure)
available at :
3.5 identify positions of the sounds in https://childdevelopment.com.au/resources
 Use mathematics manipulatives to
words /child-development-charts/phonological- demonstrate segmenting and blending
sound-awareness-developmental-
3.6 generate rhyming words that rhyme checklist/  Choose words used for lessons in
with a beginning sound prompt phonological awareness from anchor texts,
 Have students orally respond to pictures learner experiences, Home Language,
3.7 identify and use (but not define) on task cards to know if they have grasped commonly used vocabulary, etc.
long and short vowel sounds, the phonemic awareness skills
diphthongs, diagraphs and blends  Create sound kits by using local materials
through: and pictures from the classroom and
rhyme: generate words that rhyme with community to create a kit to use to teach
a beginning sound prompt phonemic awareness skills
o segment: segment the sounds in
individual words
46

OUTCOMES STRATEGIES
o isolate: know which word in a  Sing songs and chants to teach sounds in
list of three does not end with words and learning phonemic awareness
the same sound skills
o delete: delete final sounds in
words  Use body parts to practice segmenting
o blend: blend 3 sounds to make
a word
o substitute: substitute sounds at
the beginning and ends of
words
o remove: say the sound without
the beginning or ending sound
o add: say the sound by adding a
particular sound to it
 Teach learners what letters feel like by

demonstrating how each letter sound causes
 On the spot assessment: Listen to words us to position of tongue, lips and width of
and give thumbs up if the sound is at the mouth opening differently
beginning of the word or thumbs down if
the sound is at the end of the word.  Picture flashcards: Teacher will create a
series of flashcards featuring pictures that
 Provide learner engaging scenarios for are familiar to the child. When using the
Grammatical structure of language: learners to demonstrate their use of flashcards the teacher will ask the child to
3.8 identify (but not define) the sentence structures and record progress name the picture featured on each card.
different functions of words in text with anecdotal notes (statements, After saying the word the child will be
(nouns, pronouns, verbs, adjectives, questions, exclamations). Use anecdotal asked to identify the initial, medial or
adverbs, conjunctions) notes, videos or recordings gather ending sound(or phonemes) in the word.
information about progress. This activity helps children realize that
Sample scenarios
47

OUTCOMES STRATEGIES
3.9 creating and using oral sentences On my way to school this morning I saw … words are made up of a series of
structures (statement, question, and Last weekend my father took my fishing … independent sounds or phonemes.
exclamation) to communicate ideas and Try some really unusual topics, such as “a
information in various ways bright light shot across the sky” or “I Grammatical structure of language
heard a loud roar” etc.  Provide engaging opportunities for
3.10 develop awareness of word order students to develop their use of simple
and intonation for questions,  Comics are an engaging entry into and complete sentences. Schedule time
statements and exclamation conversation with students. As the each day for a Colin question (See
teacher and student share the comic, USEFUL CONTENT section).
the teacher asks open ended
questions and listen carefully to the  Use a culturally relevant anchor or props
structure of the student’s response. to stimulate interest and spark productive
The student is given an opportunity conversations using the formats suggested
to ask questions and the teacher below:
monitors the student’s awareness of
O Stop and talk: Knees to knees partner
the structure of questions conversations on word parts
o Back-to-back interview on cross curriculum
topics – identifying different sentences types
o Contrary partners (link to an event on the
playground)
Asking me about (A.M.A.) (link to a topic in science)
 Use anchor texts and real life scenarios to
demonstrate how and when exclamations
are used
 Demonstrate the use of nouns, pronouns,
verbs, adjectives, adverbs, conjunctions
descriptive words (adjectives and adverbs)
when discussing concepts from science,
social studies or HFLE
48

OUTCOMES STRATEGIES
 Use anchor texts and real life scenarios to
describe how to ask a questions beginning
with using Why, What, When, Who,
Where and How
 As each sentence type is taught and practiced,

co-create a poster about the types of sentences
used. This serves as an example only, use
sentences generated by the learners on topics
of interest.
49

OUTCOMES STRATEGIES
 Listen as learners answer Colin questions

(See USEFUL MATERIALS AND
RESOURCES and make notes about
vocabulary use, meaningful guesses, and
language use.
Peer Assessment
 Provide students with a set of

punctuation cards (!, ?, .) As one  Use an Interactive Read Aloud to
student holds up a card, the other intentionally mix up word order in a short
responds with a sentence using that sentence. (She lives in the house blue, He
punctuation. was the garden in, etc.) Initiate
50

OUTCOMES STRATEGIES
conversations on how the order of words
Teacher Assessment in a sentence influences meaning
Listen and record in journal the

mispronounced words
A Guide to English Grammar and Writing is a useful resource for teachers who may be unsure of some Standard English constructions.
Teachers who are not comfortable with English language structures will benefit from regular peer group conversations. Choose a topic of
interest and discuss the distinction between Home Language and Standard English
The Comprehensive Literacy Resource https://www.hand2mind.com/pdf/kindergarten/chapter_2.pdf (Chapter Two) is an excellent

resource to teach phonological awareness in K-2.
Developmental Levels of Oral Language http://www.readingrockets.org/article/young-childrens-oral-language-developmentprovides

teachers and parents with information about student speaking and listening development,
Why is vocabulary development important?

Vocabulary is a key contributor to listening and reading comprehension, reading fluency, aids
in writing development and contributes to the development of phonemic awareness.
Vocabulary contributes to reading fluency because it reads to more accurate reading practice.
Phonological Awareness
Keep this prompter on your desk to initiate word games:
51
Colin Questions
Very young children often ask many questions. Over time, these questions diminish.
This activity was named after a very young child who asked questions and never stopped asking questions. It is intended to involve learners in
deep thinking about the question Why? Schedule time several times a week to ask questions such as:
- Why are most pencils yellow?
- Why is the sky blue?
- Why is called hamburger when it has no ham?
- Why does a chef wear a tall hat?
52
Provide time for learners to think about the answer and then share their thoughts. Listen for interesting explanations, connections to subject
area information, and how the learner expresses his/he thoughts.
Listening Games
Circle Rhyme
Have learners sit in a circle. Start with the word cat. Learners should go around the room and say a rhyming word. Make sure to model this
first by giving kids a sequence of rhyming words like cat, sat, bat, rat, hat, mat and pat. Then, start the rhyming circle with the word car.
This phonemic awareness game can also be modified to work with ending sounds.
Give Learners a Listening Task

Giving learners tasks is another great way to inspire active listening. Have learners partner up and discuss what the teacher talked about. For
example, you can say “I am going to discuss five facts about animals. I will pause along the way and you will take turns discussing what you
heard me say with your partner.” This activity will promote active listening
Using questions to develop grammatical structures.
Use this schematic in increasing increments to work together to construct oral stories. These stories can be later developed into written
stories (ELO 7)
53
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READING AND VIEWING
listening, speaking, writing, reading, viewing and representing a wide range of text and text form, the student develops an awareness of culture, personal identity, and
the strategies needed to reflect critically on thought and action.
STRAND: READING AND VIEWING ELO 4
Reading and Viewing Guidelines for Grade Two: Students are reading at the early stages with fluency, accuracy and understanding.
Students choose to read independently share and explain their reactions to text commenting on important aspects and making imaginative
links to their own experiences. Students notice errors and have a broadening set of strategies used to self-correct. They participate in small
groups discussions about text and represent their understanding in a variety of ways. Their sight vocabulary continues to develop, they
recognise or decode words with common spelling patterns. They understand how word order affects meaning. Students engage with the
work of favourite authors and develop a beginning awareness of an author’s craft
Essential Learning Outcome 4: Students will demonstrate a variety of ways to select and engage critically with a range of culturally
diverse print, visual and digital texts for a variety of purposes.

OUTCOMES
Note to teacher: ELO 4 provides with an opportunity to get to know the interests and reading choices of their students. This information is useful when choosing
books for the classroom library, and sites for online stories.
Note to teacher: Students in grade two are moving from Emergent Stage (level a – c) of reading and moving into the Early Stage (level d – k). By the end of grade
two, some students are beginning to use the strategies and skills of the transitional level (level l -p). See USEFUL CONTENT section
Effective reading instruction matches a student’s instructional reading level and their independent reading level. An oral reading record or informal reading inventory
provides this information about a student’s instructional level. ELO 4 is focussed on the student’s independent reading level. It is important for each to student have
an opportunity each day to participate in Independent Reading Time where they read books at a “just right” level. This level will vary among your students, so access
to a range of text levels is important.
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OUTCOMES
Note to teacher: At the beginning of the school year and regularly throughout the school year, administer an oral reading record to individual students. This provides
information about the student’s independent reading level. (ELO 4) and instructional reading level (ELO 5). For more information, visit Scholastic’s How to
Take Running Records
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OUTCOMES
Learners will:
 Schedule Readers and Writers
Select and engage with books Teacher observation of student learning Workshop everyday. See Introduction
4.1 talk about why they are the Guyana Language Arts Curriculum
interested in a certain book or topic
Select and engage with books
4.2 develop a positive attitude
towards reading and increase  Ask parents to help their child answer
confidence the questions on a pupil-interest
4.3 understand why a book is “just survey. Use this tinformation to
right’ for them and use this choose exts, songs, poems and videos
information to make book choices that will be engaging to the students in
your class.
4.4 ask questions of text and share
information from texts that are  As a series of whole group lessons, use
culturally interesting a think aloud to teach students how to:
o scan through a book
o look at the pictures
Engage with a variety of genres o wonder about the contents
o predict a book’s content
4.5 notice and begin to describe the using clues the title, author,
differences between fiction, illustration
nonfiction and poetry text
 Once a Running Record has been
4.6 further develop the strategies to administered and the teacher knows
interact and read different genres of the student’s independent reading
texts: level, teach students how to use the %
o narrative finger rule to determine their own
o nonfiction
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OUTCOMES
o poetry “just right” reading level for

4.7 read to locate information from Independent Reading.
a variety of fiction and non-fiction
texts and share why the particular
text is interesting.
Engage with text with critical

thought
4.8 further develop their wondering

and inferring strategies
4.9 be aware of how culture is

described in text and images
Engage with books for a variety

of purposes  Demonstrate how to select nonfiction
reading materials based on prior
4.10 use devices, when available, to  Listen to students read and make note of knowledge: Build on prior knowledge
search for How To instructions, their fluency by discussing what I think I know and
rules of a game, , etc. the lyrics of a http://www.timrasinski.com/presentations/multidimension
what I want to know
al_fluency_rubric_4_factors.pd
song
 Fluency has an impact on reading  Remember that viewing is an integral
4.11 follow written instructions to comprehension. Students can self-assess component of reading comprehension.
perform a task their own reading fluency with the rubric Place photo of interest, famous local
below (wording may need to be adjusted to and international artwork throughout
4.12 talk about learning from suit the reading level of the class) the room and use a think aloud to
illustrations in text and artwork view each image through the lens of
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READING AND VIEWING

OUTCOMES
4.13 record grade independently for the comprehension strategies listed

increasing amount of time above.
4.14 begin to ask questions of text  As students are reading independently,

confer with each students and discuss
4.15 reread a familiar text to practice comprehension, fluency, etc. See
reading fluency with expression INCLUSIVE ASSESSMENT
STRATEGIES
Engage with text with critical thought
 Create a Wonder Wall of questions

about the book. Students write their
question on a speech bubble Beside a
picture of each student or the name of
each, the question is posted and other
students are invited to read and search
for answers to the questions.
Throughout the year, this Wonder
Wall can be adapted for use with
science, social studies and mathematics
https://studylib.net/doc/7108723/student-friendly-fluency-rubric-1-help- texts.
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READING AND VIEWING

OUTCOMES
Select and Engage
Observation: Make a record in the journal as to

how learners respond to the text using a checklist:
read all the words individually
read at a pace using natural pauses and
intonation
 Refer to Scholastic’s Assessing in Readers

Workshop for a full overview of inclusive
assessment strategies  Provide opportunities for listen and
view stories and connect to HFLE.
Self assessment For example, BAD HABITS
 Students should keep track of the books https://youtu.be/Xtp0CMb3afQ
they read during independent reading:
 Post developmentally appropriate

Guyanese proverbs and discuss,
illustrate and if applicable, dramatize.
For example:
o Good gubby nah a

float a tap (good things
do not come easily)
 All cassava get same skin but all nah taste
the same way (people who may look like
are all individuals) For more examples,
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READING AND VIEWING

OUTCOMES
Visit
http://www.guyana.org/proverbs.htm
l
 Leave post-its or scraps of paper in the
reading center and encourage students
to leave a question in a book for the
next reader.
Engage with books for a variety of

purposes
 Students enjoy humorous stories;

search online for Robert Munsch and
schedule Cooperative Learning
Groups to listen, view and read along
with the stories. For example, Smelly
Socks, by Robert Munsch
https://www.youtube.com/watch?v=J
eRPVL5OKQs&feature=youtu.be
Questioning – ask and respond to questions based  Provide students with books and
on text read websites that focus on caring for the
sea, the land and the air ask, What can
you do to make the world a healthier
place? Students can share answers
orally, with artwork or by writing a
letter.
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READING AND VIEWING

OUTCOMES
 Search for nonfiction poetry to

integrate science with language arts.
See samples in INCLUSIVE
READING RESOURCES
 Choose a local poem or story to

develop a script for Readers’ Theatre
 Design a “Reading Around the

Community” homework assignment
for parents and students to complete
together
 Demonstrate how to follow

instructions by engaging the students
in making something such as making
toys with toilet paper role, blocks, etc:
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READING AND VIEWING

OUTCOMES
 After independent reading time,

Observation Journal respond to the reading in multiple
ways, such as:
- create a story board of the story
- dramatise a conversation between two or
three characters.
 Assessing student knowledge of parts of a - illustrate various sections of the story and
book and their purpose. create a collage
- plan a best book debate
 Use Readers’ Theatre, local poetry and

songs to demonstrate how to use
phrases and punctuation to improve
the interest and clarity of written work.
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READING AND VIEWING

OUTCOMES
For Questions that promote Critical thinking, see

the RESOURCES section.
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READING AND VIEWING

OUTCOMES
See the Introduction to the Guyana Language Arts Curriculum for expectations for Grade 2 reading levels
Stages of Reading Development
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READING AND VIEWING
A concise overview of the stages of Reading Development is available at https://www.nads.org/wp-content/uploads/2018/08/Brio-NADS-

Stages-of-Reading-Development-2018_Brito.pdf
Reading aloud to students and scheduling time for Independent Reading are important components of reading instruction. The
International Literacy Association Brief, The Power and Promise of Read Aloud and Independent Reading provides an excellent overview.
https://literacyworldwide.org/docs/default-source/where-we-stand/ila-power-promise-read-alouds-independent-reading.pdf
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READING AND VIEWING
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READING AND VIEWING
The Scholastic Five Minute Reading Responses provide students with an opportunity to share their understanding of text
https://www.scholastic.com/teachers/blog-posts/genia-connell/five-minute-reading-responses/
Questions that promote critical thinking:
https://www.pinterest.ca/pin/504543964499246394/
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READING AND VIEWING
Critical Reading
Education World: Critcial Reading Center Activities are available at:

https://www.educationworld.com/a_lesson/worksheets/critical_thinking/K-2/
Readers’ Theatre
Information and scripts is available at http://www.readingrockets.org/strategies/readers_theater
Online texts and videos
Many favourite books, songs, poems are available in print online and as animated versions on YouTube. Search individual title names.
Poetry samples that integrate science and language arts:
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READING AND VIEWING
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READING AND VIEWING
groups discussions about text and represent their understanding in a variety if ways. Their sight vocabulary continues to develop, they
Essential Learning Outcome 5: Students will construct meaning from a variety of texts using background knowledge, vocabulary,
comprehension strategies and graphophonic cues.

OUTCOMES
Note to teacher: In Grade Two, there is a wide range of reading competency.

At the beginning of the school year and regularly throughout the school year, administer an oral reading record to individual students. This provides information
about the student’s independent reading level (ELO 4) and instructional reading level (ELO 5). For more information, visit Scholastic’s How to Take Running
Records
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OUTCOMES
Note to teacher: It’s important that students read a range of paper and online text on topics of interest and cultural relevance. Schedule time each day for Readers’
and Writers’ Workshop and ensure students have lots of opportunity to read, talk and represent their reading every day.
Learners will: Teacher observation of student learning Readers workshop lessons are divided into
Time to Teach, Time to Practice, and Time to
Develop Reading Comprehension Reflect and Share. See Introduction to
Strategies  Use the oral reading record to determine Guyana Language Arts Curriculum
the student’s reading level See:
5.1interact with and browse a wide http://scholastic.ca/education/movingup Reading Comprehension
range of genres withliteracyplace/pdfs/grade4/runningrec
ords.pdf  Use Interactive Read Aloud to teach a
reading strategy. Choose a book
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OUTCOMES
5.2 read print and digital just right  When creating comprehension questions, (fiction, nonfiction, poetry) of interest
books independently for increasing use a range of closed and open-ended to the students, decide on a strategy to
amounts of time questions (See USEFUL CONTENT teach and demonstrate how to use the
section) strategy as you read aloud. For
5.3 use before, during and after example:
reading strategies o Visualize: as you read aloud, pause and
 When conferencing with students, allow describe how the words help you
5.4 use and discuss strategies that them time to share what they have learned make a picture in your mind, invite the
they found helpful before, during, about the story. students to contribute
and after reading o Predict: pause in the reading and
Self assessment invite the students to predict what will
happen next and why
5.5 use meaning and developing  Provide students with self assessment o Connect: As you begin the story and
sight word knowledge to read with questions, such as: throughout the story, pause and talk
increased fluency about what the story reminds you of.
Scholastic’s Assessment in Reading Workshop o Question: share the importance asking
5.6 use picture clues to support is a very useful document question and searching for answers as
meaning https://www.scholastic.com/teachers/blog- we read.
posts/beth-newingham/assessment-reading- o Analyse: Pause to ask the students
5.7 use comprehension strategies workshop/ about the details or what they’ve
with increased automaticity  Create a comprehension strategy exit slip learned so far
o visualize form for students to complete. This form o Synthesize: Pause and discuss with the
o predict is filled out one square each day. what’s happened so far
o connect o Determine importance: Demonstrate
o question how to collect all of the details and
o analyse determine the main idea
o synthesize
o determine After each strategy lesson, provide
importance opportunities for students to practice the
o strategy with instructional level text and
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OUTCOMES
5.8 retell a narrative, using the Date: Date: complete a Redding Response. (See
vocabulary of the story to describe Today, I visualized: Today, I predicted: RESOURCES and MATERIALS)
characters, setting and plot
 Build a classroom of thinkers and
5.9 share comprehension of text in a problem solvers. Connect all
variety of ways: comprehension strategies to other
o orally subject areas. For example: Use
o visually visualizing as a strategy to help figure
o dramatically out mathematics word problems; use
o in writing questioning to engage in science
experiments; use connecting to make
5.10 apply reading comprehension Date: Date:
Social Studies and HFLE discussions
strategies and word work strategies come to life
to reading in other subject areas Today, I connected: Today, I found this
important information:
 Create a dress up center for students
to use costumes to dramatize the story
Vocabulary they have read. This provides the
teacher with information about how
5.11 identify the meaning of new well the student understood the
words from text character’s role in the story.
5.12 use affixes as a prompt to  During Interactive Read Aloud,

understanding and develop new demonstrate how to monitor: make an
words intentional error and share how you
noticed the error and how you fixed it.
5.13 develop increasing awareness of
using subject area vocabulary in
various ways  When access is available, provide time
and instruction for student to learn
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READING AND VIEWING

OUTCOMES
5.14 use background knowledge and Date: Date: how to navigate websites for science
syntax (grammar) patterns to aid Today, I found these pieces Today, I found the main and social studies research
comprehension of information (analyzed) idea (synthesized)
 Demonstrate through a think aloud

how to think about all of the word
Apply Phonological awareness, solving cues:
phonemic awareness and phonics to o What would make sense?
decode meaningfully o How do those letters work together?
Learners will: o Does that sound like a good sentence?
5.15 develop more comfort using all Vocabulary

sources of information to solve
difficult words:  Create colour coded sentence builders
o meaning (background and place in the reading and writing
knowledge, pictures, center for students to use all elements
information) of syntax in a meaningful and
o phonics (letters, inventive) way. These sentences can
blends, syllables) be used as story or poem starters for
o use background Writers’ Workshop.
knowledge and the
meaning of the text
to predict the
meaning of:
o antonyms
o synonyms
o Homonyms
o homographs
5.16 become more confident use

word work to:
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READING AND VIEWING

OUTCOMES
o use varying rimes to

create words that
rhyme
o isolate initial, medial
and final sounds
o use a chunking word
work technique
o segment
o blend
http://pepourlavie.eklablog.com/cavadre-
exquis-a64664329
 When new vocabulary is introduced in

science, art, physical education, social
studies, mathematics, HFLE, etc. play
“Stop and Tell Your Neighbour What
it Means”. Each student tells a partner
what the word means.
 Once a week, revisit the new words

encountered during the week and
provide opportunities for students to:
o choose 2-3 words create and
dramatise a scenario using these
 word(s),
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READING AND VIEWING

OUTCOMES
o draw an image incorporating the

meaning of the words,
o write a dictionary entry for each word,
etc.
For information about teaching vocabulary to
English Language Learners, visit:
http://www.readingrockets.org/article/teachi
ng-vocabulary
Phonics:
 Over a few weeks, review demonstrate
each of the following word work
strategies. Co-create a What Good
Readers Do chart with the students.
Use the sample below as a model.
Observe students as they use one or a
variety of strategies.
 Make the use of vowels and

consonants meaningful by discuss the
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READING AND VIEWING

OUTCOMES
purpose of vowels (to allow groups of

consonants to be easily pronounced
(clck is difficult to pronounce) and to
allow variation with the identical
consonant patterns. (clck becomes
click, clack, clock, cluck)
 Demonstrate how each vowel is

associated with a specific lip, tongue
placement and width of mouth
opening.
 Revisit the text on an Interactive Read

Aloud with a focus on phonics (search
for words that illustrate a specific
blend, an affix, how to chunk,
syllables, etc.
 Use interlocking blocks and puzzle

pieces to create manipulate
segmenting and blending activities.
 Give some students a card with a

rimes and other students cards with
initial blends. Students search for and
create new words that are meaningful.
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READING AND VIEWING

OUTCOMES
 Cnguage experiences that include

reciting or performing rhythmic
poems and songs
 Engage with manipulatives or online

word building activities, adding and
deleting prefixes and suffixes, creating
compound words, possessives, and
contractions
 Have students seacreh for consonant

digraphs and blends in initial, medial,
and final positions, during shared
reading
USEFUL CONTENT KNOWLEDGE FOR TEACHERS
Readers Workshop provides teachers with an organizational structure for reading instruction. Ito supplement the information in the
Introduction to the Guyana Language Arts Curriculum, visit Scholastic’s Reading Workshop: What it Looks Like in My Classroom
https://www.scholastic.com/teachers/blog-posts/beth-newingham/reading-workshop/
for extensive information about Readers Workshop.
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READING AND VIEWING
The International Literacy Association document Explaining Phonics Instruction provides important information about teaching
phonics in a meaningful context. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-
phonics-instruction-an-educators-guide.pdf
For examples of lessons during Reading Workshop, visit Hands Across the Seas Teachers Guide and click on Lesson Plans
http://www.handsacrossthesea.net/TeachersResourceGuide.htm
INCLUSIVE MATERIALS AND RESOURCES
Teaching Vocabulary
Visit: http://www.readingrockets.org/article/teaching-vocabulary
Engaging Teaching Strategies:
Directed Reading Thinking Activity (DRTA)

:http://www.readingrockets.org/strategies/drta
Use the following outline to guide the procedure:
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READING AND VIEWING
D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage by scanning the title, chapter headings,
illustrations, and other materials. Teachers should use open-ended questions to direct students as they make predictions about the
perspective of the text R = READING. Students read up to the first pre-selected stopping point. The teacher then prompts the students
with questions about specific information and asks them to evaluate their predictions and refine them if necessary. T = THINKING. At
the end of each section, students go back through the text and think about their predictions. Students should verify or modify their
predictions by finding supporting statements in the text. The teacher asks questions such as:
o What do you think about your predictions now?
o What did you find in the text to prove your predictions?
o What did you we read in the text that made you change your predictions
A = ACTIVITY. Learning to read is an active process; the more students interact with text in a variety of way, the more they come to
understand that reading is a meaning making and problem solving process.
Word Detective
The teacher gives students a list of key words to search for.
Students are to write each target word and its sentence on a sticky note, then place it on their desk each time they encounter a key word.
• At the end of each school day, devote a few minutes to reading each sticky note.
• You can even make a game out it by assigning each word a point.
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READING AND VIEWING

groups discussions about text and represent their understanding in a variety if ways. Their sight vocabulary continues to develop, they
Essential Learning Outcome 6: Students will develop their understanding of how language, genre, text form, text features and
style (grammar and usage) impact the meaning of text and define the author’s craft.
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READING AND VIEWING
OUTCOMES STRATEGIES
Note to teacher: As you observe a student reading or responding to what they’ve read, always provide them with feedback. Begin with, “I notice that you can . .
. “ and then continue with, “the next thing you’ll learn how to do is . . .”
Sometimes, begin the feedback conversation with, “Tell me how you figured out that tricky word” or “Can you tell me about what you’re reading?”
Note to teacher: This ELO provides an opportunity for students to learn that reading is about much more than the words on the page. Pay special attention to
the language use, the text features and the design of paper and digital fiction and nonfiction text. Ensure that each student has an opportunity to use books and
reading materials that match his or her reading level so the reading experience is meaningful.
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READING AND VIEWING
OUTCOMES STRATEGIES
Learners will:
Explore Genres Teacher observation of student learning Explore genres

6.1continue to explore and
become familiar with various
formats and genres in culturally  Take a field trip to the children’s section of a
relevant and engaging texts: library or book club (or use school/classroom
o Narrative fiction libraries and have pupils select the books they
Peer assessment like in a specific genre or on a specific topic.
o Nonfiction
o Poetry and song Place books in the Reading Center for Readers’
Use a Reader’s Checklist for pupils to use Workshop Time.
o Visual text when sharing a specific genre with a peer.
(Yes Y; Some S; N/Y Not Yet)
Become aware of Author’s Fiction:
craft Information Peer should Yes S N/Y
6.2 begin to notice how the give
author makes choices to engage Says title of book *
the reader
Says the name of the author *
Shares main characters of *
Understand and use text the book
From: Guyana Book Foundation
features Tells what the book is about *
6.3 use a variety of text features  Host a Genre walk using different texts and
to locate information * then do Inner Circle and Outer Circle for the
Answers questions I have
o Table of learners to share what they discover during the
about the story
contents Genre walk.
o Glossary
o Index  Provide opportunities for students to choose a
Nonfiction
o Labelled text of a specific genre and then participate in a
Information Peer should Yes S N/ Y
illustrations Read, Pair, Share about the information in the
give
o Digital menus text.
*
Says title of book
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READING AND VIEWING
OUTCOMES STRATEGIES
6.4 use key words in a search Says the name of the
engine to search for information author
* Become aware of Author’s craft
6.5 use information from title, Shares information about
author, illustrations and book the topic  Engage students in an author study. Invite a
blurb to make predictions about * local author to come to the school and describe
content Talks about the her/his writing process. In addition to books
information from the text written by Guyanese and Caribbean authors,
6.6 notice how the illustrations features choose books from around the world for
and the words work together to Teacher Read Aloud and Book Browsing time.
create the mood of a text Answers questions I have * (See USFEUL CONTENT section)
about the information
6.7 begin to understand how the
text of each subject area can be *  Provide a link to an author’s website and
connected to other subject encourage students to explore. The Shel
areas. Silverstein website offers poems and activities
Additional peer assessment tools are available http://www.shelsilverstein.com/
at: https://etfoassessment.ca/tools/primary/self-
Explore written and digital peer-assessment/
style / platforms
Self assessment
6.8 become aware of the  Provide students with a genre chart to
difference and similarities of keep track of the various genres they
paper based and digital text read.
Understand and use text features
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READING AND VIEWING
OUTCOMES STRATEGIES
 Illustrations and artwork are perhaps the most
powerful text feature that aids comprehension.
See USEFUL CONTENT section for
information about text features.
 Create Cooperative Groups for nonfiction text

and assign text feature roles to each member:
 Illustrator: What information do the

illustrations give us?
 Navigator: What does the Table Contents tell
us?
 Word Wizard: what do the words in bold print
mean?
From: https://www.scholastic.com/teachers/blog-
posts/beth-newingham/readers-notebook/  Create a display of books with the covers
facing outward. Explore how each book cover
(front and back) provides a lot of information
inviting the reader to open the book and read.
 Schedule a Text Feature Conversation. Divide

the class into genre groups. Provide time for
each group to discover and then share how
various genres use the same and different text
features in the same of different ways.
Explore written and digital style / platforms

 Provide students with a question and
demonstrate how to enter the question in a
search engine and then go to the images page.
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READING AND VIEWING
OUTCOMES STRATEGIES
Use these images to begin the conversation
about a Social Studies, HFLE or Science topic.
 Compare how videos of stories and the text

version of stories can tell a story in different
ways and have a different impact on the reader.
See storylineonline.org for favourite stories
read aloud and search you tube for video
versions of the same story.
 Teacher and students Co-create a “Meet the

Punctuation Family” The style of each
quotation mark illustrates its authentic use.
https://www.pinterest.ca/reallygoodstuff/

Choosing multicultural books for the classroom
The Scholastic How to Choose Outstanding Multicultural Books provides a wide range of multicultural stories
https://www.scholastic.com/teachers/articles/teaching-content/how-choose-best-multicultural-books/
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READING AND VIEWING
Informal Reading Inventory- The Informal Reading Inventory is an on-going assessment, and should be completed several times
throughout the child's schooling. In kindergarten, perform the Informal Reading Inventory twice per year, at mid-year and at the end of
school. In first and second grades, it should be done three times, at the beginning of the school year, at mid-year, and at the end of the
year. If a child is struggling, the inventory should be done more often in order to have an accurate picture of the child's progress.
Literature Discussion Circles- http://www.eworkshop.on.ca/edu/pdf/mod17_lit_circ_user_guide.pdf
Text Genres-
From: https://www.scholastic.com/content/dam/teachers/blogs/beth-newingham/migrated-files/genre-overview.doc
88
READING AND VIEWING
Non-Fiction Text Features and Text Structure
Visit ttps://www.youtube.com/watch?v=sP5D9Osn7Dc for an example of how to engage students in creating a

bvideo about the use of text features.
For information about Text features and comprehension, visit https://thisreadingmama.com/comprehension/non-fiction/non-

fiction-text-structure/
Text features go hand-in-hand with comprehension. If the author wants a reader o understand where a country is in the world,
then providing a map helps the reader visualize and understand the importance of that country’s location. If the anatomy of an
animal is vitally important to understanding a text, a detailed photograph with labels gives the reader the support he needs to
comprehend the text.
Text features also help readers determine what is important to the text and to them. Without a table of contents or an index,
readers can spend wasted time flipping through the book to find the information they need. Special print helps draw the
attention of the reader to important or key words and phrases.
Struggling readers tend to skip over many of the text features provided within a text. To help readers understand their
importance, take some time before reading to look through the photographs/illustrations, charts, graphs, or maps and talk
about what you notice. Make some predictions about what they’ll learn or start a list of questions they have based off of the text
features.
Sometimes, it’s even fun to make a point to those readers who like to skip over the text features by retyping the text with no
features and asking them to read the text without them first. Once they do that, discuss how difficult comprehension was.
Then, give them the original text and help them to see the difference it makes in understanding.
Some common text features within non-fiction text https://thisreadingmama.com/comprehension/non-fiction/non-

fiction-text-structure/
Captions: Help you better understand a picture or photograph

Comparisons: These sentences help you to picture something {Example: A whale shark is a little bit bigger than a school bus.}
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READING AND VIEWING
Glossary: Helps you define words that are in the book
Graphics: Charts, graphs, or cutaways are used to help you understand what the author is trying to tell you
Illustrations/Photographs: Help you to know exactly what something looks like
Labels: These help you identify a picture or a photograph and its parts
Maps: help you to understand where places are in the world
Special Print: When a word is bold, in italics, or underlined, it is an importa nt word for you to know
Table of Contents: Helps you identify key topics in the book in the order they are presented
Note to teachers: pay attention to how information can be presented in different ways. For example, have conversations about:
 the purpose of pictures
 the purpose of use of speech bubbles
 the use of colour (this leads to interesting conversations that link to critical thinking about why “girl things” are often pink and
“boy things” are often blue or darker colours)
 the purpose and how to use text features such as text boxes, glossary, charts, maps, etc. (This is important to teach in LA, so it is
familiar when encountered in social studies, science, and math
 When examining local signs, discuss how so much information is shared in so few words and/or a picture. For example if you
see the letters KFC* where does your mind go? If you see a large C- Churches. R - Royal Castle, C-Courts, D- Digicel
From: https://thisreadingmama.com/comprehension/non-fiction/non-fiction-text-structure/
INCLUSIVE MATERIALS AND RESOURCES
The Scholastic Multiculturalism and Diversity website offers lesson plans and book titles to engage students in learning about
multiculturalism and global citizenship, https://www.scholastic.com/teachers/lesson-plans/teaching-content/multiculturalism-and-
diversity/
Teaching Reading Through Art Analysis provides teachers with intriguing ways to think about their thinking, develop questions, and
appreciate various perspectives as they view artistic representations. https://www.scholastic.com/teachers/blog-posts/alycia-
zimmerman/teaching-reading-through-art-analysis/
Guyana’s Grade Two Social Studies and Science textbook include many text features and are useful resources.
Search for favourite authors official websites to provide access to videos, conversations with the author, lists of stories, opportunities to
write to the author, etc.
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WRITING AND REPRESENTING
STRAND: WRITING AND REPRESENTING ELO 7

Writing and Representing Guidelines for Grade Two: Students develop organizational strategies to participate in individual and small
group writers workshop experiences. They use background experience, interests and the modelling of favourite authors to identify a topic
and format hat suits a chosen audience. The accuracy of spelling high frequency words correctly and words of personal importance has
further developed as has heir use of sound symbol strategies, word structure and word meanings to spell or attempt unfamiliar words. They
are more independent when writing in favourite genres and formats. Precise printing becomes more automatic.
Essential Learning Outcome 7: Students will generate, gather and organize thoughts to explore, clarify, and reflect on thoughts,
feelings, and experiences as they write/represent, independently and collaboratively, for a range of audiences and purposes.

OUTCOMES STRATEGIES
Note to teacher: Sedere, the origin of the word assessment, means "to sit beside." You will gain valuable information about your students by "sitting beside"
them, watching them and talking to them. You can gain a great deal of insight into your students by watching them at work and at play.
Note to teacher: In ELO 7, the students learn and use the strategies and skills developed in ELO 1,2,3 (speaking and listening) to share ideas, listen to ideas of
others and share ideas in a variety of ways.
The stages of writing include: generating ideas (ELO 7), drafting and revising (ELO 8), editing and publishing (ELO 9).
A list of genres introduced and developed at each grade level is available in the USEFUL CONTENT section.
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OUTCOMES STRATEGIES
Learners will:
 Provide each student with a Writer’s Notebook.
Generate and gather ideas Teacher observations of student Schedule time for the to decorate the outside with
7.1 generate ideas about a learning things of interest, favourite songs, favourite stories,
potential topic, for writing books, etc.
independently and in
Cooperative Learning Groups
by using a variety of resources My Writing Notebook
and modalities:  The Northwestern Illustration
rubric provides teachers with the Name: ____________
o drawing description of each trait in
o viewing visual writing, the levels of expectation
art and a sample of student write at
o listening to each stage. It is a very detailed
music rubric, so will not be a daily
o watching a resource, but is very useful to
team sport monitor student growth over the
o watching dance first 3-4 years of schhol. Go to:
o cooperative http://educationnorthwest.org/sites/def
group ault/files/gradesK-2-6pt-rubric.pdf
conversations
o online searches
o interviews with
community Generate and gather ideas
members
o reading books  Begin with a picture, a question, an object, etc. and
of interest use a whiteboard or chart paper to demonstrate how
to create a brainstorm to record ideas and questions.
7.2 create and record questions  Set up a realia table, with lots of object from nature
about a topic in print and to explore, talk about and make jot notes about.
digital format
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OUTCOMES STRATEGIES
 Use science songs to explore vocabulary and
concepts and that can be used in writing.
7.3Use role playing to make
the chosen topic come alive
about the topic
Organize thoughts and

ideas
From: https://www.science4us.com/science-songs/
7.4 begin to use simple graphic
organizers to organize and  Schedule time to go outside and observe, listen to
record thoughts and ideas and make notes about the sights and sounds of the
school yard.
7.5 make decisions about the
form or genre of writing
appropriate to the purpose or
audience
 In this ELO, there is a lot of

student conversation and
information gathering. At this
stage of pre-writing, listen to
student conversations and gather
information about student
progress in: From:
o Ideas https://i.pinimg.com/originals/84/ba/b8/84bab8dea4f53f0ddbf5a4629
o Organization 600f9fd.png
o Sentence Fluency
o Word choice  Invite community members into the classroom to
o Voice share stories or information.
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OUTCOMES STRATEGIES
 Invite students from grade 5 or 6 to visit the class

and share their writing with the students. This
provides models of what’s possible.
 Listen to songs about a specific topic and share

ideas about how the words allow the listener to
visualize.
 Observe artwork and create word clouds of

impressions about the meaning.
Visit https://worditout.com/word-cloud/create
 Create maker spaces for Cooperative Group

learning. As students make something, their
thoughts can be directed to how they could write
about the object.
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OUTCOMES STRATEGIES
 As students gather ideas about a topic of interest,

encourage them to make written or visual notes
about the topic. Note taking may include:
o drawing
o jot notes
o labelled diagrams
NOTE: This stage of writing is focussed on getting ideas on
paper. Precision or correctness is not necessary at this stage
of writing. Revision occurs in ELO 8 and precision re
spelling, punctuation, etc. are the focus of ELO 9.
From: http://writingfix.com/classroom_tools/journals.htm
95
OUTCOMES STRATEGIES
 When resources are available, encourage students to

search online for information about a topic of
interest. To ensure internet safety, use a kid-friendly
and ad-free search engine such as:
o http://www.kidtopia.info/
o https://kidssearch.com/
o https://www.kiddle.co/
See USEFUL CONTENT for more information
Organize thoughts and ideas
 Use Interactive Writing (see USEFUL CONTENT

section) to Co-construct a “questions to think
about” chart with the class.
o What is my topic?
o Who will I write about?
o Where does this take place?
o What will happen?
o Why will that happen?
o How will things work out?
 Post a word, picture or question. Schedule quiet

thinking time for students to think about the
stimulus. Use a hand signal or pieces of music that
indicate that it’s time to share ideas with group
members or with the class.
 If group work becomes noisy, point to a Classroom

noise light to indicate the sound level and where it
should be.
96
OUTCOMES STRATEGIES
o Red = too noisy
o Yellow = almost too noisy
o Green = just right
 Demonstrate how to use basic graphic organizers to

gathering ideas to write about:
o Web
o Venn diagram with topic in the center
Idea train (rectangles connected with arrows)
o Mind map
o Tennis Roll and cheese paragraph organiser (top =
introduction, slices of cheese = ideas and details,
bottom = conclusion)
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Best Practices in Teaching Writing <https://www.learner.org/workshops/middlewriting/images/pdf/HomeBestPrac.pdf> provides a

engaging and student responsive writing instruction
Interactive Writing is a useful instructional strategy to teachers and students to co-construct writing that demonstrates a specific SCO.
https://www.smore.com/6yscm-interactive-writing
The stages of Writers Workshop:
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What goes in a writing portfolio?
- Blank paper (for planning)

- Lined paper( for writing and revising)
- Sight word list
- Personal thesaurus with Home Language and Standard English vocabulary
- Punctuation reminders
Grade level genre writing chart:
Kid-friendly search engines Visit https://www.educatorstechnology.com/2018/01/11-great-kids-safe-search-engines.html
99
Sample student-teacher conference
A conference is a short dialogue with an individual student that focusses on a specific learning strategy.
Example:. During the conference, have the student read aloud something she has written and ask what she likes best about the writing. Tell her what yo
about the writing, then select one skill or concept to focus on for the conference. If the student is having trouble using descriptive words in the story or r
the student how she could tell more about the main character so that the audience could draw a picture from the description, finding more exciting word
substitute for overused words such as "nice," "good," "bad," and "mean." Have her draw a detailed portrait of the main character to assist with a detailed
description or help her complete a senses web, describing what she might see, hear, smell, taste, and feel in the setting. After gaining a more complete pic
herself, the student then goes back through the piece and inserts words that will better describe the setting. From:
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Teachers as authors
Teachers who write poems and stories provide students with an opportunity to speak with a real author and discuss where ideas come from, how ideas
are organized and how it feels to share their ideas. Teacher stories and student stories can be “published” in a folder and will be a favourite choice
during Independent Reading Time.
READING DOES IT ALL

I love to read books of all sort
Stories that are long, in between of short
My books take me places I cannot go
And teach me things I didn’t know
I learn of people and their awesome cultures

I learn of animals and scary creatures
I learn of places that are different than mine
With all this new knowledge, I’m just fine
So take a book and read today

I did - so I have so much to say
You can do it with pleasure like I did
Your knowledge no one can bid
Unpublished – Wenette Amsterdam
101
Sample of Graphic Organisers for Organizing Ideas for Writing
102
103
Grade 2 Level Guidelines for Writing and Representing: Students develop organizational strategies to participate in individual and small group writers workshop
experiences. They use background experience, interests and the modelling of favourite authors to identify a topic and format hat suits a chosen audience. The accuracy of spelling
high frequency words correctly and words of personal importance has further developed as has heir use of sound symbol strategies, word structure and word meanings to spell or
attempt unfamiliar words. They are more independent when writing in favourite genres and formats. Precise printing becomes more automatic.
Essential Learning Outcome 8: Students will draft and revise their writing/representation, using a variety literacy and graphic forms and stylistic elements
appropriate for the purpose and audience.

OUTCOMES STRATEGIES
Note to teacher: During the drafting and revising phase of writing, assessment is based on the teacher observing and listening to Cooperative Learning Conversations
and providing feedback by questioning, offering suggestions, etc.
Note to teacher: There will be times when the teacher assigns the topic for writing and other times when the student has a choice about topic. At the beginning of the
year, the genre used will most often be specified; as the year progresses, and the students have learned about narrative, nonfiction and simple poetry, students may have more
choice about genre.
Some children will be hesitant to write; provide lots of opportunities for talking about and listening to experiences and ideas. Sometimes, if a student audio records his or her
ideas first, it is easier to put them on paper.
Learners will:
Develop ideas to create a Teacher observation of student Develop ideas to create a draft
draft: learning  Grade two students are often more comfortable writing
nonfiction, so it’s a good place to begin. Build on the ideas
8.1Understand that drafting is  Teachers will keep notes about generated in ELO 7 to develop topics for students to write
connected to pre-writing each student’s choice of topics about.. See USEFUL CONTENT FOR TEACHERS for
activities and experiences and their level of comfort an excellent resource about teaching nonfiction.
developing ideas about that topic.
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OUTCOMES STRATEGIES
8.2Decide on a single topic
 Use Interactive Writing to demonstrate how to take ideas
8.3Understand how to develop and organize them and then create a first draft. See
 Exit Conversations: At the end
the assigned or chosen genre USEFUL CONTENT FOR TEACHERS section. For
of a lesson, each student answers
the following questions presented example; if the topic is “Bees”, place all of the ideas in a
to them on index cards: brainstorm; then demonstrate how to organize thoughts
8.4Organize ideas and with key questions, such as What is it? Where doe sit live?
thoughts about that topic What does it do? etc.? These questions will also reveal to
8.5Write an initial draft with a  What did we do in class? students that more research may be necessary.
focus on meaning and message  Why did we do it?
 What did I learn today?
 How can I apply it? where
Revise the draft to establish  What questions do I have about it?
clarity of meaning and 
message: why picture when
Peer assessment
8.6 Revisit draft, individually
 During the revising phase of
and with writing partners to what
writing, students in Cooperative
monitor meaning and message  Set the mood for writing by playing low-volume
Learning Groups can share their
writing and provide feedback to instrumental music.
8.7 Respond to questions and
each other.
suggestions from peers and  Provide time for students to choose one of their ideas and
add details to strengthen develop it into a piece of writing. Encourage them to get
writing as needed with Writing Rubrics (Revising)
Me Peer/ Partner their ideas down on paper without worrying about spelling,
guidance and support from  Yes or Not yet
There will be time for spelling checks later in the process
teacher. (ELO 9) .
Yes Not Yes Not
8.8 Make changes to enhance yet yet
The writing is
meaning and message, such as: based on one topic
 Peer Talks: Pair students together into teams of two, and
The genre is clear have each student take turns writing down what the other
o re-organizing
person says. Students will enjoy having their partner do all
details
the writing for them!
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OUTCOMES STRATEGIES
o inserting or There is a
beginning, middle
deleting words and end in the  Phones (when available) often provide speak-to-text apps It’s a
story.
o using more powerful way to demonstrate that writing is really just putting your
vivid or own words on paper. For students reluctant to write, this text can
meaningful Sentences have be printed and used as a first draft.
different lengths
vocabulary or
phrases  Top drawer to bottom drawer. Draw a bureau and Label
o adding details
The words help to
create a picture in
the drawers first, next, then and last. Write the ideas of the
my head story on strips of cardboard and distribute them to pupils.
Allow them to place the strips in the four different drawers
according to the flow of the ideas.
First
Next
Then
Last
Students follow up this lesson by writing their own story on strips
aof paper and putting each strip in a “drawers”. Then share and
check sequence with a peer.
 Prepare a story board to model sequencing of ideas with the

use of transition words such as : first, next, then and finally
 Each morning, have a conversation with students and write

2 or 3 of their sentences on strips of paper. Cut up the
strips into individual words and ask students to organize the
words into a sentence. Place each set of word cards into an
envelope and add them to the writing center as a sentence
making activity.
Revise the draft to establish clarity of meaning and message
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OUTCOMES STRATEGIES
 Display an example of a draft you have created on the white
board or chart paper. Go through the revising process with
the class. In revising, the focus is on meaning and message;
spelling and punctuation occur during the next stage, which
is editing (ELO 9). Discussions about revising include:
o Introduce the topic
o Share your jot notes and/or pictures
o Read the draft; student listen, they do not see the text.
o Ask:
o Can you picture what I have written about?
o Do my writing seem to be in order? (refer to the
organization table above).
o I’m not sure I used the best word here. Can you think of
another word?
o As the students provide input, make the changes and then
reread.
 After the teacher demonstration of revision, create

Cooperative Learning Groups of 3 or 4. Each introduces
their topic and then shares their writing by reading it aloud
to the group. Other students listen and make suggestions,
using the same or similar questions.
Revising word choice
 Demonstrate how to read a sentence and think about word

choice.
o Write the sentence in the sentence block
o Think of a word that could be changed to make it more
interesting or more vivid
o Draw a picture of the word
o Think of words to replace the original word
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OUTCOMES STRATEGIES
o Place the new word in the sentence and reread to ensure the
new choice is better.
Other
Picture
possibilities
Word
Sentence
Use the classroom Word Wall to share and display interesting

vocabulary. Suggest learners refer to the word wall for interesting
vocabulary.
 Home Language and Standard English word phrases
 teach high interest words
 words describing sports or other topics of interest
108

Professional reading for teachers
An excellent professional resource for teachers is A Guide to teaching Nonfiction Writing by Tony Stead and Linda Hoyt
http://www.readingrockets.org/sites/default/files/TeachingNonfictionWriting.pdf
Assessment
Assessing writing with rubrics provides the teacher with information about the stduent has under control and what they need to know
next.
Visit Creating and Using Rubrics for Assessment. https://www.uwstout.edu/academics/online-distance-education/online-
professional-development/educational-resources-rubrics/creating-and-using-rubrics-assessment

Introduce expository writing by sharing games children used to play. Provide an opportunity to play them and use as a prompt for writing
instructions.
12 Games we played in Guyana
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1. Sal out: Like the game Simon Says

2. One two Three Red light: Similar to Simon Says.
3. Chinee jump rope
4. Gam: Like the game Marbles, but played with the seeds from the awara fruit
5. Ketcha/Catcha: Like the game catch
6. Hop Scotch
7. Slate: Similar to marbles but played with Slate
8. Bun House
9. War break
10. Bruk Neck
11. Dog and the bone
12. There’s A Coloured Girl in the Ring
13. Cricket in the road
From: https://www.undiscoveredguyana.com/12-childhood-games-all-guyanese-kids-use-to-play/
110
Writing and Representing Guidelines for Grade Two: Students develop organizational strategies to participate in individual and small group writers
workshop experiences. They use background experience, interests and the modelling of favourite authors to identify a topic and format hat suits a chosen audience.
The accuracy of spelling high frequency words correctly and words of personal importance has further developed as has heir use of sound symbol strategies, word
structure and word meanings to spell or attempt unfamiliar words. They are more independent when writing in favourite genres and formats. Precise printing becomes
more automatic.
Essential Learning Outcome 9: Students will use their knowledge of spoken language, written language and writing conventions to refine precision and
enhance clarity of written work.

OUTCOMES STRATEGIES
Note to teacher: In grade 2, students have developed some accuracy with known spellings, but are still experimenting with others. Look for what the student is doing
correctly and use that to build next steps lessons.
Note to teacher: ELO 9 is an opportunity to teach developmentally appropriate spelling, punctuation, grammar and presentation. As teachers observe student
writing, they give feedback that acknowledges what the student has accomplished and what’s next.
Students will develop and use

strategies editing/ proofreading, and
publishing
Use writing conventions: Teacher observation of student learning Use writing conventions:
9.1use conventional spacing between  At all stages of the writing process,  Remind students that a space between words
words an analytic rubric process the teacher makes the story much easier to read. Encourage
with information about student student to search through a variety of books and
progress in each trait of writing. search for how the words are spaced.
111
9.2 develop increasing accuracy with
letter formation Learn Alberta provides a good example of  Provide opportunities for students to refine letter
an Early Grade two writing rubric: formation different sized markers, crayons and
Spelling http://www.learnalberta.ca/content/ieptLib pencils.
rary/documents/en/la/rubric_gr2_writing.p
9.3use an increasing number of df  For some children, making smaller letters on a
words spelled conventionally single line rather than the 3 line
9.4 notice some spelling errors bottom/middle/top format is much easier and
more successful.
9.5 use an increasing number of
letters to represent sounds to
attempt or coreect in difficult words Spelling:
 As students are editing, remind them of their
9.6 use a resource, such as a word responsibility to check classroom charts and
wall or personal dictionary to check word walls for spelling, and use punctuation,
spelling capitals, etc.
Grammar and Sentence Fluency  In addition to Standardised spelling lists,

include culturally relevant words as they are
9.7 use simple and begin to use some encountered in discussions. For
complex sentence structures example: seawall, minibus, blackout, boat,
cassava, bora, parrot.
9.8 use punctuation (periods,
question marks, exclamation marks)  Word Study is an alternate to traditional spelling
with increasing accuracy instruction. Word study includes strategies that
support students' use of word study:
9.9 use capital letters for proper
names, pronoun “I,” and sentence o Say the word slowly and listen for the sounds
beginnings you hear (initial sound, middle sound, final
sound)
9.10 use nouns, singular and plural, o Say the word slowly and listen for any parts you
pronouns, subject and verb know (br in brought)
agreement, subject and predicates, o Clap the syllables and write letters for each part
you hear
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simple present and past tense, o Learn from words you know (fun and silly to
adjectives, adverbs funny)
with increasing confidence and o Learn from names you know (William to will)
accuracy o Use a rhyming word (rain to train)
o Use word families to spell related words
o Think about different spelling patterns that can
Prepare some pieces of writing for spell the sound you hear (out vs. down)
paper based or “publishing” o Try it on a practice page and see if it looks right
o Use a resource in the classroom (chart, word
9.11 Decide on paper based or wall, book, dictionary, calendar, words you've
online fonts, placement of already written) from:
illustrations, and other text features http://www.readingrockets.org/article/word-
that will enhance the presentation study-instruction-k-2-classroom
9.12Share completed writing in  When planning spelling instruction, engage

Cooperative Learning Groups and students in a wide range of activities to see each
sometimes with whole class or with word in a meaningful way. For example:
invited guests o When using an anchor text to introduce a
lesson, point out the words of the week
that occur in the text
o Encourage students to draw the word
and spell the word. If the word is
difficult to draw, ask the student to draw
a scene and write a sentence about the
scene using the spelling words
o Spell new word with a rhythmic beat
o Reinforce spelling words as they occur in
 By the end of grade two, the text of other subject areas
expectations are higher and broader o Create a word wall of sight words. Sight
as demonstrated in this analytic words for reading are also important
rubric: sight words for spelling.
http://www.gocruisers.org/Downlo o Set up a magnetic letter center for
ads/2nd%20Grade%20Writing%20 students to practice spelling.
Rubric3.doc
113
o Practice onset and rhyme by playing “If
you know this, then you know_____ “
(If you know band, then you know stand)
o Use the Making Words activity to engage
students in meaningful word building (
see USEFUL CONTENT)
o Check out Making Spelling Fun for
engaging spelling activities
 Develop the student’s ability to monitor her/his

own spelling. Rather than underlining an error or
correcting an error, put a dot in the margin to
indicate there is a spelling mistake on the line.
When the student sees the dot, he/she is
responsible to correcting the error. Note: If there
are several errors on a line, don’t expect the
grade 2 student to correct every error. Begin with
an expectation of correcting one
Grammar and Sentence Fluency

 Use a Big Book or display a piece of text on the
white board or on chart paper. Encourage
students to point out capital letters and explain
why they are used. Repeat this activity for
punctuation.
Self assessment
 Use Interactive Writing to create a Conventions
Student learns to review and edit his/her Readers Theatre. Each convention becomes a
own writing by asking himself/herself, the character; for example:
following question: o I am a capital letter. This is my job. . .
o I am a full stop. I’m important because . . .
- I stayed to the topic o I am a question mark. When you see me, you
- The sentences are clear and know . . .
complete o Etc.
114
- The words create a picture Post this Readers’ Theatre in the classroom writing
- The sentences have the correct end corner. Student scan refer to it for a reminder and can
marks also practice their reading fluency.
- The beginning of all sentences are
written with capital letters.  Invite students to Build Better Sentences.
- I checked my spelling Teacher divides the class into Groups. The
groups will be called categories which are the
Peer Assessment writing conventions (spelling, punctuation,
capitals). Teacher shows and reads a sentence.
Once the student has completed the self Each conventions group corrects the errors. For
assessment, he/she works with a shoulder example:
buddy who will notice the following:
the five owls huted in the Tree Each group
- Writer stayed to the topic makes its convention.
- The sentences are clear and
complete Prepare some pieces of writing for paper based or
- The words create a picture “publishing”
- The sentences have the correct end  As some pieces are ready for paper based or
marks online “publication” encourage students to
- The beginning of all sentences are review a wide range of books for ideas about
written with capital letters. covers, fonts, illustrations, etc.
- The spelling has been checked  Book creating ideas are available at
https://www.wikihow.com/Make-a-
Paper-Book
115
 When available, encourage children to
use technology to insert illustrations,
create titles, etc.
 Schedule Author’s Corner and invite

other classes or members of the
community to listen to student stories.
USFEUL CONTENT KNOWLEDGE FOR TEACHERS
Observing progress in student writing:

A useful resource for teachers is the Ontario Guide to Effective Writing
Assessing Student Spelling
Qualitative Spelling Checklist http://pdtoolkit.wtw5e.pearsoncmg.com/sites/default/files/Qualitative%20Spelling%20Checklist.pdf
Essential Spelling Checklist https://www.kns.school.nz/files/1ac8051de911005f/folders/3/Essential_Word_Lists.pdf
Notes on spelling instruction.
Teaching spelling as Word Study http://www.readingrockets.org/article/word-study-instruction-k-2-classroom
Grade 2 Spelling lists
For a comprehensive list of grade two spelling words, words, word patterns, blends, vowel combinations, etc. go to Fountas and Pinnell High
Frequency Spelling Lists.
Differentiation
116
For information about differentiating writing instruction, visit: How to Differentiate Writing Instruction <
https://learningattheprimarypond.com/blog/how-to-differentiate-writing-instruction-in-k-2/>
Words Their Way ELL Resource http://www.elltoolbox.com/words-their-way.html#.XHcuEdF7mV4
Word Wizards (adapted from Cunningham’s Making Words) http://www.readwritethink.org/classroom-resources/lesson-plans/word-wizards-

students-making-150.html?tab=4
Manipulatives for Word games: http://files5.pdesas.org/018001103251069042242106152232104188251026080201/Download.ashx?hash=2.2
Making Words Activities https://www.teachhub.com/all-about-making-words-strategy
Ideas for Classroom created books is available at https://www.weareteachers.com/10-ideas-for-student-created-books-you-can-publish-before-

the-end-of-the-year/
117

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GUYANA NATIONAL CURRICULUM GUIDE

Eliminating Illiteracy, Modernising Education and Strengthening Tolerance

ENGLISH LANGUAGE ARTS

Lead: Verina Layne-Woolford

GRADE TWO GUYANA LANGUAGE ARTS CURRICULUM

Language Arts Learning in Guyana

Language Arts is comprised of three strands:

How is the Guyana Language Arts Curriculum organised?

ELOs for Speaking and Listening

ELOs for Reading and Viewing

ELOs for Writing and Representing:

 provide feedback learning.

This information is used to plan the next steps of

Useful Content Knowledge for the Teacher about the Outcome:

Planning Instruction in Language Arts

Is it possible to integrate the strands of Language Arts?

Teacher asks a question or

Teacher engages learners in

The Weekly Instructional Timetable

Time Monday Tuesday Wednesday Thursday Friday

Integrating Language Arts and Other Subject Areas

How is Language Arts learning assessed?

The Guyana Lesson Plan Template

An example of this information follows.

Organization Are my ideas in an order that makes sense?

How is a classroom set up for learning?

A Grade 1 classroom includes:

Guyana Language Arts Curriculum Glossary

STRAND: SPEAKING AND LISTENING ELO 1

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

 Ask learners to demonstrate and

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

 Create a “Maker Space”. Provide

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

 A group of learners host their own talk  To demonstrate listening

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

 After listening to a poem or a selection

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

 Gather items in specific categories

SPECIFIC CURRICULUM INCLUSIVE ASSESSMENT INCLUSIVE LEARNING STRATEGIES

USEFUL KNOWLEDGE FOR TEACHERS

USEFUL KNOWLEDGE FOR TEACHERS

Creating a Classroom of Cooperative Learners:

The importance of Reading aloud to students

USEFUL KNOWLEDGE FOR TEACHERS

Listening comprehension activities in the Second Language Classroom

Cross Curriculum Integration

ANCHOR LANGUAGE SCIENCE SOCIAL MATH H.F.L.E.

RESOURCES AND MATERIALS

Using Oral Language

Storyline Online provides free access to many engaging stories. https://www.storylineonline.net/

Building Community Relationships with Schools

Assessment rubrics for Listening and Speaking

RESOURCES AND MATERIALS

RESOURCES AND MATERIALS

DIAOLGUE Material from the environment