Leveling_Guide_1st_and_2nd_Grade.pdf 123

SUBSECRETARÍA DE EDUCACIÓN BÁSICA
COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2023-2024
Leveling Guide – 1st and 2nd Grade
School’s name: CCT:
AEE’s name: ID: Grade: 1st
and 2nd
Product
Leveling Guide – 1st
and 2nd
Grade
Social practice of the language:
Exchanges expressions of daily use
Learning outcomes:
- Reviews exchanges of greetings and farewells in daily use
- Participates in brief personal introductions
- Participates in short dialogues about weekdays
- Participates in short dialogues about classroom rules
Learning Environment:
Familiar and community
Communicative Activity:
N/A
Suggested activities
Session 1
Warm up: 5 minutes
Material: Image 1
Introduce and act out greetings and farewells with volunteers briefly in all warm up activities. Use image 1 to introduce numbers.
Have students repeat them after you in different tones of voice and/or playing broken telephone for fun.
Presentation: 10 minutes
Material: Image 1, board, eraser, chalk
Use image 1 as a reference to have boys stand up and say the numbers as you point to them. After several rounds, have girls take
their turn. Have students count different things inside or outside the classroom, visible through the window like trees, cars etc. Make
sure everyone participates counting items.
Practice: 20 minutes
Material: N/A
Introduce my name is_______. Provide a model of the following speech and have students practice it.
Hello/good morning
My name is______.
Production: 10 minutes
Material: N/A
Introduce I am (to say one’s age), and have students stand up, greet the group and tell you their age. Provide a model.
Wrap up: 5 minutes
Material: N/A
Challenge students to tell you both their name and age at once. If time allows, have students write that personal information in their
notebook. Use farewells to conclude the class after all wrap up activities.
Knowing about the language
(Background):
Greetings/farewells:
- hi, hello, good morning/afternoon
- bye, goodbye
Numbers:
- 1 to 10
- My name is_________.
- I am __ (age).

2 of 20
Session 2
Warm up: 5 minutes
Material: N/A
Review greetings and farewells briefly. Ask students to count 1 – 10 in teams by rows.
Material: Notebook, pencil, pencil colors, speaker
Have students draw and label numbers 1 to 10 in their notebook. They may decorate their work for fun. Use the following background
song about numbers https://bit.ly/3YTGubK
Material: Image 2, template 1, pencil colors, scissors
Use image 2 to introduce the days of the week. Drill the vocabulary as a whole class activity and assign tasks like:
 to analyze similarities in writing
 to count the number of letters
 to count the number of vowels
 to count the number of weekdays
 to count the number of weekend days
 if they all start with a capital letter
 to analyze the sound of the first letter
Material: N/A
Write on the board the days of the week with missing letters and have students complete them in their notebook or provide a copy
of template 1 to reinforce that a week starts with Sunday in the American calendar.
Wrap up: 5 minutes
Material: N/A
Ask students when the days of the week might be used. Elicit; for birthdays, parties, going to the movies, fruits and vegetables on
sale in Soriana and S-Mart, a doctor’s appointment, the soccer game called El Clasico, to know if they have English class that day, etc.
Praise all participation. Tell them that in English class, it will be used to write the date on the board at the beginning of class.
(Background):
Days of the week:
- Sunday
- Monday
- Tuesday
- Wednesday
- Thursday
- Friday
- Saturday
- sound
- first letter
- capital letter
- weekday
- weekend
- week
- date
Session 3
Warm up: 5 minutes
Material: Song, speaker, board, chalk, eraser
Elicit the day of the week. Use it to write the date on the board e.g., Wednesday, August 30th, 2023. Remind students that the days
of the week are always capitalized in English. Ask them to copy the date while you play background music, Days of the week
https://bit.ly/2S6QLNq and monitor their work. Once everyone is finished ask them if they were able to notice what the song was
about.
(Background):
- capitalized

3 of 20
Material: Images 3 – 8
Introduce classroom rules using images 3 - 8. Ask students why each one of the classroom rules is important.
Material: Worksheet 1, colored pencils
Provide a copy of worksheet 1 to each student and ask them to write their name and the date. Read instructions and have students
complete the task and paste their work in the notebook.
Material: N/A
Review at least seven different color names. Have students write down the classroom rules on a list in their notebook and then
dictate for them to color each rule a specific color e.g., Color Raise your hand, green.
Wrap up: 10 minutes
Material: Worksheet 1 (done)
Divide the class into 2 teams. Using worksheet 1 ask one student from each team to tell you the color of a specific classroom rule
and show you their completed worksheet 1, e.g., What color is Bring materials? If the color is identified correctly, the team gets a
point.
- classroom rules
- respect peers
- follow directions
- bring materials
- listen carefully
- raise your hand
- Colors
Session 4
Warm up: 10 minutes
Begin the class by eliciting the name of the weekday, writing the date on the board, using images 3 – 8 to say the classroom rules (if
possible, leave them on the wall for daily use) and having students stand up to count from 0 – 10 (whoever makes a mistake counting
has to sit down) for several rounds until everyone has participated. E.g., the first person on the row says zero, the second person
says one, the third says three, etc. until ten. After someone sits down, the count restarts from zero.
Explain the need for more classroom language such as questions for permissions, to go to the restroom, drinking water, asking to
borrow an eraser and sharpening a pencil. Use images 9 – 12 to introduce vocabulary.
Material: Die, images 9 – 12
Have the previous images (9-12) on the board with the permission written underneath and numbered as the example below. Divide
the class into 2 teams. Using a die have students read the rule of the number the die lands on aloud. If the rule is read correctly, the
team gets a point. Help students to read it after you for a point.
(Background):
- zero
- May I go to the restroom?
- May I come in?
- May I go drink water?
- May I borrow your eraser?
- May I go sharpen my pencil?

4 of 20
1.
May I go to the restroom?
Using the previous material still on the board, dictate the rules in different order for students to write down.
Wrap up: 5 minutes
Material: N/A
One at a time, read the rules just dictated. Students should say its number aloud and using their fingers.
Session 5
Warm up: 10 minutes
Material: Board, chalk, eraser
Begin the class with a routine such as the one used in session 4. Introduce the vocabulary and ask students for scenarios where magic
words can be used.
Material: Board, chalk, eraser, notebook
Introduce the following sentences on the board for students to read after you and copy. Introduce them one at a time and note that
not all sentences may be used. Introduce as many as possible within 10 minutes. When reading the sentences for practice fill in the
blanks verbally only. The writing will take place in the next activity.
1. We have English class ____ times a week. (3)
2. Our English class is on __________, __________ and __________. (weekdays)
3. I can count from ____ to ____ in English. (0-10 or applicable range)
4. One classroom rule is ________________________________________________________.
5. One permission question is ________________________________________________________.
6. My favorite magic word is ________________.
7. My favorite colors are __________ and __________.
8. The word WATER has ____ letters. (5)
9. The word RESTROOM has ____ letters.
10. 5 + 5 = ____
(Background):
Magic words:
- Thank you
- You’re welcome

5 of 20
Material: N/A
Explain how to answer the previous fill-in-the-blanks activity and monitor its completion. Introduce the writing of required colors for
sentence number seven.
Material: N/A
Allow students to mingle, share and observe peers’ work to read a sentence to each other.
Wrap up: 10 minutes
Material: Certificate of Achievement
Feel free to motivate students with a Certificate of Achievement (if possible) from the following link https://bit.ly/3QlSqNW or the
last page of this leveling guide. If used, be sure to have enough copies.
Assessment tools:
Observation
Evaluation record sheet
Checklist
Checklist Yes No
1. Student is able to identify greetings and farewells.
2. Student is able to identify numbers from 1 – 10.
3. Student is able to identify some days of the week.
4. Student is able to identify first letter sounds of some vocabulary.
5. Student is able to identify similarities in written vocabulary.
6. Student capitalizes days of the week in writing.
7. Student is able to identify permission questions.
8. Student follows classroom rules.
9. Student is able to follow a class routine.
10. Student shows positive social interaction among peers.
References and resources:
https://bit.ly/2S6QLNq
https://bit.ly/3QlSqNW
https://bit.ly/3YTGubK
In order to have a successful class development it is very important to consider the recommendations stated in the lesson plan form available in SAPI:
Principal’s name and signature: Date:

Leveling_Guide_1st_and_2nd_Grade.pdf 123

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