Grade 2 English Lesson: Procedural Texts, Telling and Asking Sentences

Prepared By: DepEd Club Team - DEPEDCLUB.COM
ENGLISH 2
Procedural Informational Texts, Telling
Sentences, and Asking Sentences
High-frequency words • content words • sequence markers • punctuation • intonation
Big Question: How do clear steps and correct sentences help us
read, write, ask, and explain ideas?
Term 1 • Week 8 • Learner-facing V12.5 lesson deck

Grade 2 | English | Term 1 • Week 8
Procedural text • telling sentences • asking sentences
Whole-Lesson Table of Contents
Session Main Discussion Focus Learner Output
1
Procedural informational text: adding numbers
step by step; details, problem, solution, and
sequence markers
Procedure organizer and oral explanation
2
Telling sentences: who/what, what is said or
done, capitalization, period, and intonation
Build and write telling sentences
3
Procedural text: how to write addition
sentences; sequence markers and content
vocabulary
Arrange steps and explain procedure
4
Asking sentences: question words, word order,
question mark, and questioning intonation
Build, read, and answer questions

Big Goals for This Lesson
Read: Read high-frequency words, content-specific words, and grade-level
sentences with accuracy and expression.
Understand: Note at least three details, identify problem and solution, and recognize procedural
text.
Use Language: Identify sequence markers such as first, second, then, next, finally, and last.
Create: Arrange words to make telling and asking sentences with correct capitalization and
punctuation.

Essential Question
How do clear steps and correct sentences help
us read information, solve problems, tell ideas,
and ask for information?

Grade 2 | English | Term 1 • Week 8 Session 1
SESSION 1
Procedural Informational Texts
How do sequence words help us follow steps?
Read • Think • Arrange • Write • Explain

Session 1 Roadmap
First
Review the + sign, = sign, and Mathematics words such as add, total, ones, tens,
hundreds, and place.
Second Read “Adding Numbers Step by Step” with teacher support.
Then Find the topic, three details, problem, solution, and sequence markers.
Next Work in groups to analyze a toy-car addition problem.
Finally Explain the steps using first, second, then, next, and last/finally.

Warm-Up: What Do These Symbols Mean?
+ means add or put together
= means is equal to or has the same value as
Think: Why is it important to follow steps when adding?
Answer with words, pointing, drawing, or showing counters.

Session 1 Learning Targets
I can read selected high-frequency and Mathematics words.
I can identify at least three details in a procedural informational text.
I can identify the problem and the solution.
I can recognize sequence markers: first, second, then, next, finally/last.

Content-Specific Words for Addition
Read and understand
add — put together
count — find how many
total — how many in all
ones, tens, hundreds — places in numbers
place — position of a digit or object
Use in context
6 red crayons + 7 green crayons
We add the groups.
We count the crayons.
The total is 13.
The digit at the right is in the ones place.

Example 1: What Is a Procedural Text?
Model
First, read the problem.
Second, line up the
numbers.
Then, add.
Next, check.
Last, write the answer.
Notice: The text gives steps in order.
Explain: A procedural text tells how to do something.
The order matters because each step helps the next
step make sense.
Transfer: Use sequence words when explaining a
game, cooking a snack, or solving a math problem.
Do: Circle the sequence words.

Model Text: Adding Numbers Step by Step
Read for meaning
There are steps to follow in adding
numbers. First, understand the problem.
Then, line up the numbers. Next, start
adding. Lastly, write the answer. Adding
numbers is easy. It is putting things
together and finding out how many you
have in total.
Find in the text
Topic: adding numbers
Detail 1: understand the problem
Detail 2: line up the numbers
Detail 3: start adding
Problem: we need to know the total
Solution: follow the steps and write the
answer

Sequence Marker Ladder
FIRST — the beginning step
SECOND — the step after first
THEN — the next action
NEXT — another step after that
FINALLY / LASTLY — the ending step
The ladder helps readers follow the order of the procedure.

Graphic Organizer: Procedure Detective
Topic: What is the text mainly about?
Detail 1: ____ Detail 2: ____ Detail 3: ____
Problem: What needs to be answered or done?
Solution: What steps solve it?
Sequence words: first, second, then, next, finally/last
You may write, draw, point to cards, or explain orally.

Example 2: Group Problem
Model
Liam has 678 red toy cars
and 436 blue toy cars.
How many toy cars does
Liam have in total?
Notice: There is a problem to solve and details to use.
Explain: The numbers 678 and 436 are important
details. The solution requires a step-by-step addition
procedure.
Transfer: In English, we focus on how the text is
organized, not just on the answer.
Do: Say the steps with sequence markers.

Check Your Understanding: Procedural Text
Model
First tells the first step. A procedural
text shows steps.
Choose the best answer.
1. Which word usually tells the first step? A. because B. first C. blue
2. What does a procedural text mainly show? A. steps to do something B. only a character C. a rhyme
3. In “First, read the problem,” what should be done first? A. write the total B. read the problem C. draw a
toy
4. Which is a Mathematics content word? A. happy B. addends C. family
5. A solution tells _____. A. how the problem can be answered B. who wrote the text C. the color of the
page

Remember and Try at Home
Key idea: Procedural informational texts show steps. Sequence markers help readers follow the order.
Home practice: Tell 3–5 steps for preparing a snack or arranging school materials using
first, next, then, and finally.

SESSION 2
Telling Sentences
How do telling sentences share information clearly?

Session 2 Roadmap
First Look at a picture of Liam and his toy cars.
Second Read sample telling sentences about the picture.
Then Identify who/what the sentence is about and what is said or done.
Next Arrange word strips into correct telling sentences.
Finally Write and read one telling sentence about a favorite toy or family activity.

I can identify who or what a telling sentence talks about.
I can identify what is being said or done.
I can arrange words into a complete telling sentence.
I can begin with a capital letter, end with a period, and read with a telling voice.

Example 1: Telling Sentence
Model
Liam loves toy cars.
Notice: This sentence tells something about Liam.
Explain: A telling sentence gives information. It begins
with a capital letter and ends with a period.
Transfer: Use a falling voice at the end: Liam loves toy
cars.
Do: Point to the capital L and the period.

Parts of a Telling Sentence
Question to ask
Who or what is the sentence about?
What is said or done?
When, where, or how is added when
needed.
Example breakdown
Sentence: Liam loves toy cars.
Who/what: Liam
What is said/done: loves toy cars
End mark: period
Voice: telling voice

More Telling Sentences to Analyze
The cars are blue.
Some cars are green.
The car moves.
Liam plays in the house.
For each sentence, ask: Who/what? What is said or done? Is there a period?

Example 2: Fix the Word Order
Model
plays / Ana / outside
Ana plays outside.
Notice: The correct sentence order makes the idea
clear.
Explain: English telling sentences usually begin with
the who/what, followed by what is said or done.
Transfer: Try: reads / My sister / books. My sister
→
reads books.
Do: Arrange the word cards and read the sentence.

Capital Letter and Period Check
Correct: My family reads.
Needs fixing: my family reads.
Needs fixing: My family reads?
Rule: Begin with a capital letter. End a telling sentence with a period.

Group Work: Build a Telling Sentence
Set 1: The boy / eats / carrots.
Set 2: Bea / was given / ten toys.
Set 3: Father / brings pizza / at home.
Set 4: My family / plays / basketball.
After arranging, read it aloud and check capitalization, period, and meaning.

Write Your Own Telling Sentence
Choose a topic: favorite toy, family activity, school activity, or a picture.
Frame: My ____ is _____.
Frame: I like _____.
Check: Capital letter? Complete idea? Period? Telling voice?

Check Your Understanding: Telling Sentences
Model
A telling sentence gives information
and ends with a period.
Choose or write the correct answer.
1. Which is a telling sentence? A. Where is Liam? B. Liam has toy cars. C. What color is it?
2. A telling sentence ends with a _____. A. period B. question mark C. comma
3. Arrange: “plays / Ana / outside.” A. Plays Ana outside. B. Ana plays outside. C. Outside Ana plays?
4. Which sentence is written correctly? A. my family reads. B. My family reads. C. My family reads?
5. In “The cars are blue,” who/what is talked about? A. blue B. are C. the cars

Key idea: Telling sentences tell information. They begin with a capital letter and end with a period.
Home practice: Write, copy, or dictate three telling sentences about your family, toys, or
daily routine. Circle the capital letter and box the period.

SESSION 3
How to Write Addition Sentences
How does a procedural text explain a process clearly?

Session 3 Roadmap
First
Review number sentence words: count, addends, addition, plus sign, equal sign, and
total.
Second Read “How to Write Addition Sentences.”
Then Identify sequence markers and key details.
Next Arrange procedure cards in the correct order.
Finally Explain the procedure orally or in guided writing.

I can read a procedural text with support.
I can identify at least three key details and the sequence markers.
I can arrange the steps for writing an addition sentence.
I can explain the procedure orally or in guided writing.

Content Words for Number Sentences
Important words
count — tell how many
addends — the numbers being added
addition — putting numbers together
number sentence — a math sentence
plus sign (+) — add
equal sign (=) — shows the total
Use in context
12 + 35 = 47
12 and 35 are addends.
+ tells us to add.
= tells us the total is 47.
The whole line is a number sentence.

Model Text: How to Write Addition Sentences
Read the steps
First, start with the first number. Second,
write the plus sign (+). Then, count the
second group. Next, write the second
number. Finally, write the equals sign (=)
and the total.
Find the markers
First
Second
Then
Next
Finally
These markers guide the reader from the
beginning step to the ending step.

Example 1: Turn Objects into a Number Sentence
Model
Group 1: 6 crayons
Group 2: 7 crayons
6 + 7 = 13
Notice: The objects become addends and total in a
number sentence.
Explain: A procedure helps us know what to write first,
next, and last.
Transfer: Use the same procedure with marbles, toys,
stones, or pencils.
Do: Say the steps with first, second, then, next, finally.

Procedure Cards: Put Them in Order
Card A: Write the plus sign (+).
Card B: Count the first group and write the first number.
Card C: Write the equals sign (=) and the total.
Card D: Count the second group and write the second number.
Correct order: B A D C
→ → →

Example 2: Explain with Sequence Words
Model
First, count the first group.
Second, write +.
Then, count the second
group.
Finally, write = and the
total.
Notice: The explanation uses sequence words and
content words.
Explain: Readers can follow the steps because each
action is in order.
Transfer: Make your own explanation for 8 + 5 = 13.
Do: Underline sequence words and circle content
words.

Pair Work: Explain a Marble Situation
Situation: Sarah had 248 marbles. Tim gave her 376 more marbles. How many
marbles does Sarah have in total now?
Partner A: Identify the problem and important details.
Partner B: Arrange the steps and say the sequence markers.
Together: Explain the procedure using addends, plus sign, equal sign, and total.

Guided Writing Frame
First, I count _____.
Second, I write _____.
Then, I count _____.
Finally, I write _____.
You may draw the steps or dictate them to a partner or teacher.

Check Your Understanding: Addition Procedure
Model
Finally tells the last step. + means add.
1. Which word tells the last step? A. finally B. first C. because
2. After counting the first group, what do you write? A. first number B. period C. question word
3. What symbol means add? A. = B. + C. ?
4. Which order is correct? A. finally-first-then B. first-then-finally C. then-finally-first
5. “First, count. Then, write the number.” This is an example of _____. A. procedural text B. poem C.
greeting

Key idea: A procedural text becomes clear when the steps are in order and the
content words are understood.
Home practice: Combine two groups of safe household objects and explain the steps using
first, second, then, next, and finally.

SESSION 4
Asking Sentences
How do questions help us get information?

Session 4 Roadmap
First Look at Sarah and Tim playing marbles and say what you notice.
Second Read sample asking sentences about the picture.
Then Identify question words and what information the question asks for.
Next Arrange word strips into clear asking sentences.
Finally Write or dictate two questions and answer a partner’s question.

I can identify what information an asking sentence seeks.
I can recognize question words such as who, what, when, where, why, and how.
I can arrange words into a complete asking sentence.
I can use a capital letter, question mark, and questioning intonation.

Example 1: Asking Sentence
Model
What is the color of
the marbles?
Notice: This sentence asks for information about the
marbles.
Explain: An asking sentence begins with a capital letter
and ends with a question mark. It is read with a
questioning voice.
Transfer: Use What to ask about a thing, action, color,
or information.
Do: Point to What and the question mark.

Question Words
Use each word
Who — asks about a person
What — asks about a thing or information
When — asks about time
Where — asks about place
Why — asks about reason
How — asks about manner or way
Sample questions
Who is playing?
What do they play?
When do they play?
Where do they play?
Why are they happy?
How do they play fairly?

Compare: Telling vs Asking
Telling: Sarah has red marbles.
Asking: What color are Sarah’s marbles?
Telling sentence: gives information and ends with a period.
Asking sentence: asks for information and ends with a question mark.

Example 2: Fix the Word Order
Model
do / What / they / play
What do they play?
Notice: The question word usually comes near the
beginning.
Explain: The question is clear and answerable when
the words are in a meaningful order.
Transfer: Try: live / Where / you / do Where do you
→
live?
Do: Arrange the word cards and add the question
mark.

Capital Letter and Question Mark Check
Correct: What is your toy?
Needs fixing: what is your toy?
Needs fixing: What is your toy.
Rule: Begin with a capital letter. End an asking sentence with a question mark.

Group Work: Build Asking Sentences
where / do / you / live Where do you live?
→
what are / the hobbies / of your brother What are the hobbies of your brother?
→
can you / write / addition sentences Can you write addition sentences?
→
what does / plus sign (+) / mean What does plus sign (+) mean?
→
Read each question with a questioning voice.

Ask and Answer with a Partner
Step 1: Write or dictate two questions about Sarah and Tim.
Step 2: Mark the question word and question mark.
Step 3: Read the question with proper intonation.
Step 4: Exchange questions with a partner and answer respectfully.
Sentence frame: What do Sarah and Tim ____?

Check Your Understanding: Asking Sentences
Model
An asking sentence asks for information
and ends with a question mark.
1. Which is an asking sentence? A. Sarah has marbles. B. What color are the marbles? C. The marbles are
red.
2. An asking sentence ends with a _____. A. period B. question mark C. colon
3. Which question word asks about a place? A. Where B. Who C. Why
4. Which is written correctly? A. what is your toy? B. What is your toy. C. What is your toy?
5. Arrange: “do / What / they / play” A. What do they play? B. Do what they play. C. They play what.

Key idea: Asking sentences help us get information. They use question words, a
capital letter, a question mark, and a questioning voice.
Home practice: Prepare two respectful questions to ask a family member about a favorite
activity. Check the capital letters and question marks.

Whole-Lesson Review
Procedural texts: They show steps using markers such as first, second, then, next, finally, and last.
Telling sentences: They give information, begin with a capital letter, and end with a period.
Addition procedure: Content words like addends, plus sign, equal sign, and total help us explain clearly.
Asking sentences: They ask for information and end with a question mark.
Final answer: Clear steps and correct sentences help readers understand,
explain, ask, and respond with confidence.

Grade 2 | English | Term 1 • Week 8 Appendix
Appendix: Answer Key for Teacher Use
Session 1: 1-B, 2-A, 3-B, 4-B, 5-A
Session 2: 1-B, 2-A, 3-B, 4-B, 5-C
Session 3: 1-A, 2-A, 3-B, 4-B, 5-A
Session 4: 1-B, 2-B, 3-A, 4-C, 5-A
Accept oral, pointing, drawing, dictated, partner-supported, and word-card responses
when they show the target skill.
This appendix may be hidden before classroom presentation.

Grade 2 English Lesson: Procedural Texts, Telling and Asking Sentences