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Primary Two


Teaching Literature during the second grade ensures that students gain adequate exposure to a range of texts and tasks. 

    In Primary Two, Students will:
  • Ask and answer such questions as who, what, where, when, why, and howto demonstrate understanding of key details in a text.
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • Describe how characters in a story respond to major events and challenges.
  • Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
  • Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
  • By the end of the year, read and comprehend literature, including stories and poetry, in the Primarys 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    Informational Text
    In Primary Two, Students will:

  • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • Determine the meaning of words and phrases in a text relevant to a grade 2 topics or subject area.
  • Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  • Describe how reasons support specific points the author makes in a text.
  • Compare and contrast the most important points presented by two texts on the same topic.
  • By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Learning Skills

In Primary 2, Students will:

Literacy instruction is focused on fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. to develop proficient readers with the capacity to understand texts across a range of types and disciplines.
Know and apply Primary-level phonics and word analysis skills in decoding words.

• Read with sufficient accuracy and fluency to support comprehension.

    Speaking & Listening
    In Primary Two, Students will: 

  • Participate in collaborative conversations with diverse partners about grade 2 topics and textswith peers and adults in small and larger groups.
  • Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
  • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
    In Primary Two, Students will: 

  • Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
  • Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Course Book: Family and Friends

This course focuses on enabling the child to comprehend social English and daily use language, by implanting different vocabularies through several methods and in the same time, enhancing the children’s four lingual skills summed up as follows; Listening , Speaking , Reading and Writing. 

Scope and Sequence:

  1. Getting known to Classroom things and objects and quick revision on Demonstratives.
  2. Expressing feelings and some related adjectives and introducing Simple Present Tense for Verb to be.
  3. Presenting outdoor activities and prepositions of place and movement.
  4. Identifying different kinds of food and repeating have/ has got in all its forms.
  5. Get introduced to School subjects with timing and using where and when as questions and its formation.
  6. After school activities and how to differentiate between Simple Present tense Verbs and Gerunds in an indirect way without using any terminology.
  7. Special days and occasions and introducing do and does in question form.
  8. Everyday activities and learning about the clock time and how to ask about time.
  9. Learning about different places for different jobs and how to ask about places using Simple Present Tense.
  10. Weather and weather activities and how to ask about weather conditions and different weather-expressions.
  11. Identifying different kinds of clothes and getting introduced to Progressive Present Tense.
  12. Celebrations and getting ready for different occasions and also focusing on Progressive Present Tense in all its forms.

By the end of the year, 2nd Primaryrs are expected to be able to do the following: 

  1. Read perfectly well all kinds of words and be able to realise homophonic words and homographs, too.
  2. Be able to write their own sentences and express themselves through writing.
  3. Express their needs and desires through easy sentences and form correct sentences.
  4. Give information about self and other.
  5. Talk about his or her in a simple, cute and easy way.
  6. We would like to inform you that we enhance our course book with other books in an attempt of improving our kids’ skills through highlighting their potentials and dealing with them.

Thematic Units for Primary Two: 

  1. School Things
  2. Feelings
  3. Outdoor activities
  4. Food
  5. School Subjects & School Rooms
  6. After-school activities
  7. Special days
  8. Everyday activities
  9. Places
  10. Weather & Weather Activities
  11. Clothes and Learning about clock time
  12. Celebrations and getting

Math :
We focus on teaching math conceptually. The primary resource we use is Everyday Mathematics and that is supplemented by a variety of other resources that support, enhance and extend the learning experience for students. The aim is to have students develop a deep understanding of math concepts while ensuring computational proficiency, strategic competency and positive attitudes towards mathematics. The connection to real-world application is explicit. The instruction is a balance of direct instruction, hands-on exploration, open-ended projects and on-going practice.


    In Primary 2, Students will: 
  • Count by tens or hundreds forward and backward starting at any number from 1 to 999  
  • Name the number that is 1 more than or 10 more than any number from 0 through 999 and 1 less than or 10 less than any number from 10 through 1000. 
  • Reads and writes whole numbers up to 1000 
  • Compare and order whole numbers to1000 
  • Represents relationships of numbers/quantities/place value 
  • Represent whole numbers 10 through 999 in multiple ways 
  • Uses physical objects, pictures, numbers, and words to represent fractions 
  • Computes addition facts 
  • Recognizes symbol represents missing value 
  • Demonstrates properties used in addition and subtraction 
  • Recognizes symbol represents missing value 
  • Write/solves story problems 
  • Skip count by twos, fives and tens  
  •  Sort, classifie, label objects/patterns
  • Compares numbers using <> = ? 
  • Compose/decompose shapes and figures 
  • Use ordered pairs to identify the locations of points in a grid 
  • Estimate and measure length 
  • Recognize/interpret symbols for missing numbers 
  • Estimate and measure weight and capacity 
  • Describe, classify, create geometric shapes (rhombus, square, triangle, trapezoid, rectangle, pentagon, hexagon, octagon, and decagon) 
  • Compare, order, and describe objects by various measurable attributes for length, weight, and temperature 
  • Identify, classify, and sort basic geometric figures by shape, size, and geometric attributes. (cube, sphere, and cylinder, prism, pyramid, and cone) 
  • Tell time to the quarter hour 
  • Determines the likelihood of an event 
  • Collect, record, organize and describe data 


At ALS, we believe that science is a way of making sense of the natural world and that it is our responsibility to prepare students to be scientifically literate in the 21st century.

Our Science curriculum ensures that students are knowledgeable about the important concepts and theories of the three major branches of scientific study: earth, life, and physical sciences.

    Through inquiry-based instruction our students will be able to: 
  • Think scientifically and use scientific knowledge to make decisions about real–world problems 
  • Construct new knowledge for themselves through research, investigation and discovery 
  • Become familiar with the natural world, and respectful of its unity, diversity, and fragility 
  • Make informed judgments on statements and debates claiming to have a scientific basis 
  • Reflect in an informed way on the role of science in human affairs