English Scope and Sequence Term 2 2018

Weather and Sky

Week 6: 18/2-22/2
WHAT DO WE WANT CHILDREN TO LEARN? HOW WILL THEY LEARN?
Core
Student Learning Outcomes Possible language focused & integrated activities to meet these learning objectives
Text
Listening: Whole Class Language Concept time/Storytime:
K2.1.1.1.1: Understand and follow one-step oral directions  Look at pages 2 and 3 (The Four Seasons big book attached) and encourage children to talk about
K2.1.1.1.2: Identify familiar words in a stream of speech which carries key what they can see. Compare the pictures and talk about the differences. Explain that the weather
information about time, place or action changes as the seasons change.
K1.1.1.2.1: Answer simple questions about main ideas to build understanding  Look through the story with children inviting them to talk to you about the pictures by asking simple
and demonstrate comprehension questions.
Speaking:  Read the story to the children several times
K2.2.1.1.4: Talk about likes using simple words  Show children a map or globe and explain that in some countries, they have snow in the winter and
The Four Seasons

K1.2.1.1.5: Name familiar people it is very cold. Indicate on the map some of these countries. Show children a picture of a snowy
K2.2.2.1.1: Participate in short conversations while reading with the teacher and scene and ask them to describe it. (You could use the front cover of “Weather Report” for this)
peers, making simple comments Compare winter in the UAE with winter in much colder countries.
Pre-Reading:  Play “I spy” sounds from the illustrations. “I spy with my little eye something beginning with sss –
K2.3.2.1.1: Demonstrate knowledge of letter sounds sun, sky, scarf – supporting sound awareness and vocabulary building
K.2.3.2.1.2 Distinguish between letter names and letter sounds Group and Learning Center Activities:
K2.3.4.1.1: Read their own name and names of other students in the class  Collect a range of clothes and accessories linked to the different seasons such as; a sun hat, a scarf
K2.3.7.1.1: Connect information and events in a story to life experiences and gloves. Invite children to sort these into two piles for summer and winter. – Add these later to
K2.3.5.1.2: Read and respond to information in classroom labels, signs and lists your role-play area.
Pre-Writing:  Talk to the children about what they like to do in winter such as, play in the park or go to the desert
K2.4.2.1.2: Create an illustration of something they have learned or experienced for a picnic. Ask them to draw or paint a picture and to “have a go” at writing the sentence. “I like
K2.4.2.1.1: Write and represent using a variety of tools and media to…in Winter” or annotate for them. – Collect to create a class book or use for a Winter in the UAE
display.
 Play snap, matching pairs or bingo with season cards (attached)
 Sensory play – freeze balloons and let children touch and explore them as they melt
 Create seasons flip books
 Create a favorite season graph
Key Vocabulary Sentence Sound Awareness Other Resources:
Structures

1
 English Scope and Sequence Term 2 2018

Seasons: Summer, Autumn, We play… in… Ww: Winter, Warm

Winter, Spring
Temperature: Hot, cold,
warm
Verb: Play
Revisit Family Members:
mum, dad, brother, sister
I like to play Eg. We wear warm clothes in
….in… winter.
I like to … in … Revisit sounds learned so far:
s, a, t, i, p, n, m, d, c, o, g, b, k, and
It is…. introduce new letter and sound in
conjunction with the text during whole
class times and through incidental
learning. Focused teaching on a
Thursday.

Weather and Sky

Week 7: 25/2-1/3
WHAT DO WE WANT CHILDREN TO LEARN? HOW WILL THEY LEARN?
Core
Student Learning Outcomes Possible language focused & integrated activities to meet these learning objectives:
Text
Listening: Whole Class Language Concept Time/Story time:
K2.1.1.1.1: Understand and follow one-step oral directions  Compile a weather chart during the week – extend by using a weather app and/or a
K2.1.1.1.2: Identify familiar words in a stream of speech which carries key information about a person, thing thermometer to measure the temperature or look at weather satellite images
or place
K1.1.1.2.1: Answer simple questions about main ideas to build understanding and demonstrate
 Model giving a weather report to the children as seen on the news
comprehension  Discuss the front cover of the story – revisiting learning from last week relating to
Speaking: seasons. Share the title of the story and ask what types of weathers children know.
Weather Forecast

K2.2.1.1.4: Talk about likes and dislikes using simple words  Invite the children to describe the photographs on each page and talk about the
K2.2.2.1.1: Participate in short conversations while reading with the teacher and peers, making simple different types of activities you might do depending on the weather
comments, asking and answering simple questions  Share weather in the UAE slides and talk about the different types of activities you
K2.2.2.1.2: Listen to others and add one’s own ideas in small group discussions or tasks
might do depending on the weather (attached)
Pre-Reading:
Group and Learning Center Activities:
K2.3.1.1.5: Identify the title of a book
K2.3.1.1.1: Follow words from left to right, top to bottom, and page by page  Role play: Provide a map of the UAE: weather symbols and a microphone for children
K2.3.2.1.1: Demonstrate knowledge of letter sounds give weather forecasts for the UAE (attached)
K.2.3.2.1.2 Distinguish between letter names and letter sounds  Matching pairs – pictures and words from pg. 14 and 15
K2.3.8.1.2: Make connections between pictures and key words in text and match pictures to print  Weather Bingo board game
K2.3.5.1.1: Participate in group reading activities led by the teacher  Illustrations of what children like to do depending on the weather and “have a go”
K2.3.7.1.1: Connect information and events in a story to life experiences
writing
Pre-Writing:
K2.4.2.1.2: Create an illustration of something they have learned or experienced.
 Guided reading using small copies of the text – focusing on speaking and listening
K2.4.2.1.1: Write and represent using a variety of tools and media skills
 Create paper plate weather indicators
 Weather inspired painting or collage
 Make and fly kites on a windy day
Key Vocabulary Sentence Structures Sound Awareness Other Resources: Weather songs:
https://www.youtube.com/
watch?v=rD6FRDd9Hew
2 https://www.youtube.com/
watch?v=KUSbazn3STo

Days of the Week
Weather conditions: sunny,
cloudy, rainy, windy, foggy,
snowy, sandstorm
Revisit:
Temperature: Hot, cold,
warm
Seasons: Summer, Autumn,
Winter, Spring
English Scope and Sequence Term 2 2018
What is the weather like Ww: weather, windy Wednesday.
today? On Wednesday the weather was
It is …. today windy.
It was…on … Revisit sounds learned so far:
s, a, t, i, p, n, m, d, c, o, g, b, k, and introduce
new letter and sound in conjunction with the
text during whole class times and through
incidental learning. Focused teaching on a
Thursday.