GRADE 2 Teachers Guide (TG)

In this article, you will find our compiled GRADE 2 Teachers Guide. We aim to complete all the GRADE 2 Teachers Guide to make them available to our fellow teachers and help them complete their resources to make their efforts more directed into the actual teaching process.

You will find the GRADE 2 Teachers Guide download links at the bottom of this article. If you have time, please read the article below for additional background about the K-12 curriculum.

PHILOSOPHY AND RATIONALE FOR ENGLISH IN K-12 CURRICULUM

Language is  the  basis  of  all  communication  and  the primary  instrument  of  thought. Thinking, learning, and  language  are  interrelated.  Language  is governed  by  rules  and  systems  (language conventions)  which  are  used  to  explore  and  communicate  meaning.  It  defines  culture  which  is  essential  in understanding  oneself  (personal  identity),  forming  interpersonal  relationships  (socialization),  extending  experiences,  reflecting  on  thought  and  action,  and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas.

Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each  other.  Our  thoughts,  values  and understandings  are  developed  and  expressed  through  language.  This  process  allows  students  to  understand  better  the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order

to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information,  to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.

GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles. All  languages  are  interrelated  and  interdependent. Facility  in  the  first  language  (L1)  strengthens  and  supports  the  learning  of  other  languages  (L2). Acquisition  of  sets  of  skills  and  implicit  metalinguistic  knowledge  in  one  language  (common  underlying  proficiency  or  CUP)  provides  the  base  for  the  development of both the first language (L1) and the second language (L2).

It follows that any expansion of CUP that takes place in one language will have a beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages. Language  acquisition  and  learning  is  an  active  process  that  begins  at  birth  and  continues  throughout  life.  It  is  continuous  and  recursive throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with  increasing sophistication  (spiral  progression).  They  reflect  on  and  use  prior  knowledge  to  extend  and  enhance  their  language  and understanding.  By  learning  and incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.

Learning requires  meaning. We learn when we use what we know to understand what is new. Start with what the students  know; use that to introduce new  concepts. They  use  language  to  examine  new  experiences  and  knowledge  in  relation  to  their  prior  knowledge,  experiences,  and  beliefs.  They  make connections, anticipate possibilities, reflect upon ideas, and determine courses of action.

Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language. The texts through which students learn about  language  are  wide-ranging  and  varied,  from  brief  conversations  to  lengthy  and  complex  forms  of  writing.  The  study  of  specific  texts  is  the  means  by  which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other people.

Source: Department of Education

We are always on the process of uploading GRADE 2 Teachers Guide. As requested, here are the file
links. The remaining files will be uploaded soon. Please check this section from time to time.

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Available GRADE 2 Teachers Guide for Download

1st QUARTER

 

ARALING PANLIPUNAN 2

  1. TG_ARALING PANLIPUNAN 2_Q1
  2. TG_ARALING PANLIPUNAN 2_Q2
  3. TG_ARALING PANLIPUNAN 2_Q3
  4. GRADE 2 Teachers Guide in ARALING PANLIPUNAN – 4TH Quarter

 

ENGLISH 2

  1. TG_ENGLISH 2_Q1
  2. TG_ENGLISH 2_Q2
  3. TG_ENGLISH 2_Q3
  4. GRADE 2 Teachers Guide in ENGLISH – 4TH Quarter

 

ESP 2

  1. TG_ESP 2_Q1
  2. TG_ESP 2_Q2
  3. TG_ESP 2_Q3
  4. GRADE 2 Teachers Guide in ESP – 4TH Quarter

 

FILIPINO 2

  1. TG_FILIPINO 2_Q1
  2. TG_FILIPINO 2_Q2
  3. TG_FILIPINO 2_Q3
  4. GRADE 2 Teachers Guide in FILIPINO – 4TH Quarter

 

MAPEH 2

  1. MUSIC
  2. ARTS
  3. P.E.
  4. HEALTH
  5. GRADE 2 Teachers Guide in MAPEH – 4TH Quarter

 

MATH 2

  1. TG_MATH 2_Lessons 1-20
  2. TG_MATH 2_Lessons 21-40
  3. TG_MATH 2_Lessons 41-60
  4. TG_MATH 2_Lessons 61-80
  5. TG_MATH 2_Lessons 81-100
  6. TG_MATH 2_Lessons 101-116
  7. GRADE 2 Teachers Guide in MATH – 4TH Quarter: Lessons 81-100
  8. GRADE 2 Teachers Guide in MATH – 4TH Quarter: Lessons 101-116

 

MOTHER TONGUE BASED – TAGALOG

  1. TG_MTB 2-TAGALOG_Q1
  2. TG_MTB 2-TAGALOG_Q2
  3. TG_MTB 2-TAGALOG_Q3
  4. GRADE 2 Teachers Guide in MTB – 4TH Quarter

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