English Language Arts Grade 2 Year Plan Template - Sample Time Frame and Unit Type Context, Theme, and Big Ideas Comprehend and Respond Compose and Create Focus Assess and Reflect Focus Resources Division ELA Assessments September – October (approx.. 8 weeks) Multi-genre Thematic Context – Personal and Philosophical Theme – Getting to Know You Big Ideas: What type of friend shall we be? How shall we treat our friends? How can we be better friends? CR2.1 Comprehend and respond to a variety of grade-level texts that address: identity. CR2.2 View and explain the key literal and inferential ideas, important details, and how elements enhance meaning in grade- appropriate visual and multimedia texts. CR2.3 Listen and retell the key literal and inferential ideas and important details heard in small- and large-group activities, and follow oral directions and demonstrations. CC2.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity. CC2.3 Speak clearly and audibly in an appropriate sequence for a familiar audience and a specific purpose when recounting stories and experiences, giving directions, offering an opinion and providing reasons, and explaining information and directions. CC2.4 Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in clear and complete sentences and paragraphs of at least six sentences. AR2.2 Set personal goals as a result of group discussions. Cornerstones 2 a-i Modelled Reading: Shared Reading: Guided Reading: EL Screen
informational read silently and orally by relating and retelling key events and ideas in sequence with specific details and discussing how, why, and what if questions. CC2.4 Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in clear and complete sentences and paragraphs of at least six sentences. Possible Assessment Evidence: story retell of key events and ideas in sequence viewing experiences discussion of big ideas listening experiences Possible Assessment Evidence: poem drama reader’s theatre Possible Assessment Evidence: conference January – February (approx.. 8 weeks) Context – Social, Cultural, and Historical Theme - People! Places! Big Ideas: What places, building/homes, people/ workers, neighbours, events, and languages do we find in our community? Why do all the different types of people make a CR2.1 Comprehend and respond to a variety of texts that address: community. CR2.2 View and explain the key literal and inferential ideas, important details, and how elements enhance meaning in grade- appropriate visual and multimedia texts. CC2.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: community. CC2.2 Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details. AR2.1 Reflect on and assess viewing, listening, reading, speaking, writing, and other representing experiences and strategies by participating in discussions and relating work to a set of criteria. AR2.2 Set personal goals as a result of Collections 2, Fluent Blue 1 Modelled Reading: Shared Reading: Guided Reading: EL Screen Oral Fluency DRA
community interesting? CR2.3 Listen and retell the key literal and inferential ideas and important details heard in small- and large-group activities, and follow oral directions and demonstrations. CR2.4 Read and demonstrate comprehension of literary and informational texts read silently and orally by relating and retelling key events and ideas in sequence with specific details and discussing how, why, and what if questions. CC2.3 clearly and audibly in an appropriate sequence for a familiar audience and a specific purpose when recounting stories and experiences, giving directions, offering an opinion and providing reasons, and explaining information and directions. CC2.4 Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in clear and complete sentences and paragraphs of at least six sentences group discussions. Possible Assessment Evidence: reading conference viewing multi- media experiences listening experiences big idea discussions Possible Assessment Evidence: report small group discussion representing experiences Possible Assessment Evidence: conference
how, why, and what if questions. sentences and paragraphs of at six sentences. Possible Assessment Evidence: conference and small group discussion big idea discussions Possible Assessment Evidence: stories poems conferences representing experiences class and small group discussions Possible Assessment Evidence: conferences May – June (approx.. 8 Multi-genre Inquiry and/or Interdisciplinary Context – Environmental and Technological Theme – Animal Growth and Change Big Ideas: What do we know/want/need to know about animals? Why are some animals pets and others wild? How do humans and animals coexist? How have technological advances had an impact on animals’ habitats? What impact do we have on animals’ habitat? CR2.1 Comprehend and respond to a variety of grade-level texts and make connections to prior learning and experience. CR2.2 View and explain the key literal and inferential ideas, important details, and how elements enhance meaning in grade- appropriate visual and multimedia texts. CR2.3 Listen and retell the key literal and inferential ideas and important details heard in small- and large-group activities, and follow oral CC2.1 Compose and create a range of visual, multimedia, oral, and written texts and make connections to own life. CC2.2 Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details. CC2.3 clearly and audibly in an appropriate sequence for a familiar audience and a specific purpose when recounting stories and experiences, AR2.1 Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing experiences and strategies by participating in discussions and relating work to a set of criteria. AR2.2 Set personal as a result of group discussions. Modelled Reading: Shared Reading: Guided Reading: EL Screen Full DRA