Grade 2 Language

Language 2

Language 2

Course Code:

Department:

Primary

Course development date:

2021

Curriculum Policy Document:

Language, Grades 1 – 8, 2006 Revised

Cost:

CA$ 1000.00

Course Developer:

Elite Private School

Grade 2 Language

Reading

Reading for Meaning
By the end of Grade 2, students will: read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

Variety of Texts
1.1 read some different literary texts ,graphic texts and informational texts

Purpose
1.2 identify several different purposes for reading and choose reading materials appropriate for those purposes

Comprehension Strategies
1.3 identify several reading comprehension strategies and use them before, during, and after reading to understand texts

Demonstrating Understanding
1.4 demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details

Making Inferences/Interpreting Texts
1.5 use stated and implied information and ideas in texts to make simple inferences and reasonable predictions about them

Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them

Analysing Texts
1.7 identify the main idea and some additional elements of texts

Responding to and Evaluating Texts
1.8 express personal thoughts and feelings about what has been read

Point of View
1.9 identify, initially with support and direction, the speaker and the point of view presented in a text and suggest one or two possible alternative perspectives

2. Understanding Form and Style
By the end of Grade 2, student will: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

Text Forms
2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a fairy tale , graphic texts such as a primary dictionary and informational texts such as a "How to" book

Text Patterns
2.2 recognize simple organizational patterns in texts of different types, and explain, initially with support and direction, how the patterns help readers understand the texts

Text Features
2.3 identify some text features and explain how they help readers understand texts

Elements of Style
2.4 identify some simple elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts

3. Reading With Fluency
By the end of Grade 2, students will: use knowledge of words and cueing systems to read fluently.

Reading Familiar Words
3.1 automatically read and understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts

Reading Unfamiliar Words
3.2 predict the meaning of and quickly solve unfamiliar words using different types of cues, including:
• semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language).
• syntactic (language structure) cues (e.g., word order, language patterns, punctuation).
• graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)

Reading Fluently
3.3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader and to an audience

4. Reflecting on Reading Skills and Strategies
By the end of Grade 2, students will: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

Metacognition
4.1 identify, initially with support and direction, a few strategies that they found helpful before, during, and after reading

Interconnected Skills
4.2 explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read

Writing

1. Developing and Organizing Content
By the end of Grade 1, students will: generate, gather, and organize ideas and information to write for an intended purpose and audience.

Form
2.1 write short texts using several simple forms

Voice
2.2 establish a personal voice in their writing, with a focus on using familiar words that convey their attitude or feeling towards the subject or audience

Word Choice
2.3 use familiar words and phrases to communicate relevant details

Sentence Fluency
2.4 use a variety of sentence types

Point of View
2.5 identify, initially with support and direction, their point of view and one or more possible different points of view about the topic

Preparing for Revision
2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on content and word choice

Revision
2.7 make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies

Producing Drafts
2.8 produce revised, draft pieces of writing to meet criteria identified by the teacher, based on the expectations

2. Using Knowledge of Form and Style in Writing
By the end of Grade 1, students will: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

Form
2.1 write short texts using several simple forms

Voice
2.2 establish a personal voice in their writing, with a focus on using familiar words that convey their attitude or feeling towards the subject or audience

Word Choice
2.3 use familiar words and phrases to communicate relevant details

Sentence Fluency
2.4 use a variety of sentence types

Point of View
2.5 identify, initially with support and direction, their point of view and one or more possible different points of view about the topic

Preparing for Revision
2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on content and word choice

Revision
2.7 make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies

Producing Drafts
2.8 produce revised, draft pieces of writing to meet criteria identified by the teacher, based on the expectations

3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively
By the end of Grade 1, students will: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.

Spelling Familiar Words
3.1 spell many high-frequency words correctly

Spelling Unfamiliar Words
3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling

Vocabulary
3.3 confirm spellings and word meanings or word choice using a few different types of resources

Punctuation
3.4 use punctuation to help communicate their intended meaning, with a focus on the use of: question marks, periods, or exclamation marks at the end of a sentence; commas to mark pauses; and some uses of quotation marks

Grammar
3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for local, provincial, and national place names and for holidays; the personal object pronouns me, you, him, her, us, them; adjectives to describe a noun; verbs in the simple present and past tenses; joining words

Proofreading
3.6 proofread and correct their writing using a simple checklist or a few guiding questions developed with the teacher and posted for reference

Publishing
3.7 use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout

Producing Finished Works
3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations

Publishing
3.7 use some appropriate elements of effective presentation in the finished product, such as print, different fonts, graphics, and layout

Producing Finished Works
3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations

4. Reflecting on Writing Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Metacognition
4.1 identify some strategies they found helpful before, during, and after writing

Interconnected Skills
4.2 describe, with prompting by the teacher, how some of their skills in listening, speaking, reading, viewing, and representing help in their development as writers

Portfolio
4.3 select pieces of writing that they think show their best work and explain the reasons for their selection

Writing

1. Understanding Media Texts
By the end of Grade 1, students will: demonstrate an understanding of a variety of media texts.

Purpose and Audience
1.1 identify the purpose and intended audience of some simple media texts

Making Inferences/Interpreting Messages
1.2 identify overt and implied messages in simple media texts

Responding to and Evaluating Texts
1.3 express personal thoughts and feelings about simple media works and explain their responses

Audience Responses
1.4 describe how different audiences might respond to specific media texts

Point of View
1.5 identify, initially with support and direction, whose point of view

Production Perspectives
1.6 identify, initially with support and direction, who makes some of the simple media texts with which they are familiar, and why those texts are produced

2.Understanding Media Forms, Conventions, and Techniques
By the end of Grade 1, students will: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Form
2.1 identify some of the elements and characteristics of selected media forms

Conventions and Techniques
2.2 identify the conventions and techniques used in some familiar media forms

3. Creating Media Texts
By the end of Grade 1, students will: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Purpose and Audience
3.1 identify the topic, purpose, and audience for media texts they plan to create Form 3.2 identify an appropriate form to suit the purpose and audience for a media text they plan to create

Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

Producing Media Texts
3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

4. Reflecting on Media Literacy Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Metacognition
4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts

Interconnected Skills
4.2 explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Media Literacy

1. Understanding Media Texts
By the end of Grade 1, students will: demonstrate an understanding of a variety of media texts.

Purpose and Audience
1.1 identify the purpose and intended audience of some simple media texts

Making Inferences/Interpreting Messages
1.2 identify overt and implied messages in simple media texts

Responding to and Evaluating Texts
1.3 express personal thoughts and feelings about simple media works and explain their responses

Audience Responses
1.4 describe how different audiences might respond to specific media texts

Point of View
1.5 identify, initially with support and direction, whose point of view

Production Perspectives
1.6 identify, initially with support and direction, who makes some of the simple media texts with which they are familiar, and why those texts are produced

2.Understanding Media Forms, Conventions, and Techniques
By the end of Grade 1, students will: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Form
2.1 identify some of the elements and characteristics of selected media forms

Conventions and Techniques
2.2 identify the conventions and techniques used in some familiar media forms

3. Creating Media Texts
By the end of Grade 1, students will: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Purpose and Audience
3.1 identify the topic, purpose, and audience for media texts they plan to create Form 3.2 identify an appropriate form to suit the purpose and audience for a media text they plan to create

Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

Producing Media Texts
3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

4. Reflecting on Media Literacy Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Metacognition
4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts

Interconnected Skills
4.2 explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Final Reporting

Assessment is the process of gathering information from a variety of sources, such as assignments, day-to-day observations, conversations or conferences, demonstrations, projects, and performances. Teachers follow guidelines from Growing Success to analyze how well a student is achieving the curriculum expectations in a subject. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. The final grade reflects the student’s most consistent level of achievement throughout the course, although special consideration is given to more recent evidence of achievement. There is no final assessment, such as an exam, in this course.