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Grade Two

Learning Outcomes Framework                           GRADE TWO - SPECIFIC CURRICULUM OUTCOMES                              

English     Language Arts - P-6

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             Students will communicate effectively and clearly and respond personally and critically.

  • demonstrate active listening habits (skills) in keeping with the student's cultural context¬†
  • ask and respond to questions to seek clarification of others‚Äô ideas to gather further information
  • describe a personal¬† experience in sequential order, and offer an opinion about an idea with at least 2-3 supporting details.¬†[Note to Teacher: Be mindful of different communication styles.]
  • express and explain opinions, and respond to questions of others
  • sustain focused one-to-one conversations and actively¬† contribute to small and large group interaction
  • demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal oral presentations with sensitivity and respect considering audience and purpose
  • use complex sentences that begin to incorporate rich vocabulary and transition words to connect phrases
  • respond to and give directions that are multi-step

        Students will interact with sensitivity and respect, considering audience, purpose, and situation.

  • ¬üuse social conventions, in a range of conversations and co-operative play situations, (turn taking, politeness, when to speak, and when to listen) in multiple cultural contexts

  • use intonation, expression, and tone to communicate ideas and feelings in small and whole group situations
  • recognize and apply respectful and non-hurtful vocabulary, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
  • use different language dependent upon audience and purpose

    Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse texts.

Strategic Processing:

  • minimal use of finger pointing when reading
  • use all sources of information¬† (meaning, structure, visual) to search, monitor, check, and self-correct
  • monitor and self-correct with consistency
  • read independently with increasing stamina
  • use a variety of word-solving strategies
  • use punctuation to appropriately guide¬† reading with pauses, appropriate inflection¬† of what makes sense, looks right, sounds right
  • use a variety of text features to locate information (table of contents, index)
  • predict on the basis of what makes sense, looks right, sounds right
  • read texts with understanding, within levels K‚ÄďM through a variety of genres

 View with Understanding (Print and Digital Text)

  • use picture cues to support understanding
  • retell a narrative, making reference to vocabulary such as characters, problem, solution
  • orally explain their understanding of fiction, non-fiction, and poetry texts
  • talk about texts with reference to titles, authors, and illustrators
  • demonstrate understanding within and beyond the text
  • visualize, to support comprehension, with a variety of culturally relevant texts
  • begin to infer meaning within and beyond a variety of culturally relevant texts
  • begin to discuss how prior knowledge supports comprehension of culturally relevant text
  • talk about how using comprehension strategies enhanced their understanding
  • demonstrate literal comprehension about and within culturally relevant texts
  • ¬†begin to apply a variety of comprehension strategies to synthesize meaning of texts
  • use before- during- and after-reading strategies with¬† culturally relevant texts

Selecting (Print and Digital Texts)

  • talk about why particular texts are interesting to them
  • talk about what makes a text just-right** for them
  • select just-right** texts with assistance with growing independence
  • talk about one or more favourite authors
  • describe how a non-fiction text is usually illustrated (photographs) versus a fiction text (drawings)

* *being mindful of interests, background knowledge, and level

 

Fluency (Accuracy/Automaticity/Prosody [Rhythm and Intonation])

 

  • ¬üuse punctuation marks to guide intonation and expression
  • begin to change the rate of reading, depending on the mood of the text
Students will select, interpret, and combine information in multicultural contexts.
 
  • formulate questions to guide their research
  • ¬üuse a table of contents and index (print) and navigation menus (digital) to locate information
  • begin to determine important information in a text
  • discuss how they researched and found answers to their questions
Students will respond personally and critically to a range of culturally diverse texts.
  • ¬ümake meaningful personal connections that enhance comprehension
  • ¬üshare connections orally
  • share opinions about the print and/or digital text orally
  • ask questions of texts and make connections between the text and their world
  • recognize different points of view of the author of print and/or digital text
  • identify and use text features of fiction and non-fiction texts that support comprehension
  • begin to develop an understanding and respect for diversity
  • recognize different points of view
 Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.

‚ÄĘ express my ideas in complete thoughts using simple and compound sentences
‚ÄĘ label drawings to explain ideas/topics

‚ÄĘ understand and begin to use readers‚Äô/listeners‚Äô comments to clarify meaning
 
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
  • write a variety of poetry, fiction and non-fiction texts
  • explain the purpose for their writing
  • make decisions about word choice for specific reasons‚ÄĒconcrete nouns, accurate verbs, description, etc.
  • create and record questions both in print and/or digital format
  • write¬† in both print and/or digital format an organized text with a beginning, middle, and end
  • begin to select appropriate print and/or digital graphic organizers from several options
  • recognize differing points of view in own writing and the writing of others
 
 Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
  • begin to choose forms of writing that are appropriate to specific purposes and audiences
  • begin to include information that is relevant and purposeful for an intended audience
  • work with a partner, in small groups, and independently, to create writing
  • use role plays to convey meaning (other ways of representing)
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.

Writing Processes

  • prewriting
    • talk about the ideas they plan to write about
    • draw pictures to develop ideas for writing
    • choose and use simple graphic organizers, such as the five-finger plan, web, list, five Ws

 

  • drafting
    • understand that writing is connected to prewriting
    • write on a single topic
    • begin to choose forms of writing that are appropriate to specific purposes and audiences (i.e., narrative, expository, descriptive, and persuasive)
    • begin to include information that is relevant and purposeful for an intended audience
    • reread my writing to monitor meaning and message

 

  • revision
    • make changes to writing to clarify meaning through strategies, such as inserting a word, using a caret, crossing out a word, and adding details
  • editing
    • use the word wall to check high-frequency words
    • begin to use simple self-editing checklists to edit for conventions

 

  • proofreading
    • begin to use simple proofreading checklist
    • make final corrections against edited draft

 

  • ¬üpublishing / information sharing
    • publish student-selected final pieces of writing that demonstrate grade-level traits and conventions

 

Writing Traits

 

  • ideas
    • write several sentences on a single, identifiable topic
    • elaborate on a topic

 

  • ¬üorganization
    • experiment with leads
    • experiment with sequencing (first, next, then, finally)
    • language use (sentence fluency, word choice, voice)
    • use varied sentence beginnings
    • use simple sentences
    • begin to use transitional words and phrases
    • experiment with compound sentences (using ‚Äúand‚ÄĚ or ‚Äúbut‚ÄĚ)
    • use concrete nouns and avoid words like ‚Äústuff‚ÄĚ or ‚Äúthings‚ÄĚ
    • use accurate verbs
    • use attribute words‚ÄĒcolour, size, shape, texture
    • use multi-sensory words‚ÄĒhearing, smell
    • use comparison words that compare one thing to another‚ÄĒsize, shape, texture
    • recognize voice through a broad range of texts
    • begin to demonstrate a unique voice in writing
    • demonstrate through writing a growing connection to audience

 

  • writing conventions
    • use lower-case letters within words
    • use capitals for proper nouns (names or places and days/months) with guidance
    • begin to use commas in a date and series
    • begin to use periods and capitals correctly
    • use compound sentences (two simple sentences combined with a comma and conjunction)
    • demonstrate an awareness of when to use quotation marks

 

Word Study (Word Work)

 

  • use meaning, syntax patterns, and sound cues to spell words
  • spell many high-frequency words conventionally
  • use a range of spelling strategies
  • use a variety of strategies to edit for spelling
  • demonstrate increasing knowledge of spelling patterns, including long vowel patterns (ai, ay, oa, ou, ee, ea)
  • chunk words into syllables
  • begin to use an appropriate short vowel in each syllable of a word
  • begin to use apostrophes for contractions
  • begin to use plurals and past tense
  • sequence letters when spelling words
  • use an increasing numbers of accurately spelled words
  • apply a wider range of spelling strategies resulting in more conventional or close to conventional spellings
 

 


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