Language Arts
Grade 2: Oral Communication |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.
listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes; |
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2.
use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes; |
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3.
reflect on and identify their strengths as listeners and speakers, areas for improvement,
and the strategies they found most helpful in oral communication situations. |
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Specific Expectations
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1.
Listening to Understand |
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Purpose:
1.1 identify purposes for listening in a variety of situations, formal and
informal, and set personal goals for listening, initially with support and
direction (e.g., to acquire information from a presentation by a guest
speaker; to exchange ideas in a small-group discussion; to enjoy and
understand poetry) |
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Active
Listening Strategies: 1.2 demonstrate an understanding of appropriate
listening behaviour by using active listening strategies in a variety of situations
(e.g., demonstrate understanding of when to speak, when to listen, and how
much to say; restate what the speaker has said and connect it to their own
ideas; express personal interest in what has been said by asking related
questions: I like what ______ said about ______). Teacher prompt: "When
First Nations peoples use a talking stick,* a person speaks only when holding
the talking stick, while the rest of the group listens. Today we are going to
speak and listen in a similar way." |
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Comprehension
Strategies: 1.3 identify several listening comprehension strategies and use
them before, during, and after listening in order to understand and clarify
the meaning of oral texts (e.g., listen for key words and phrases that signal
important ideas; retell an oral text to a partner after a presentation; ask
appropriate questions in order to make predictions about an oral text) |
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Demonstrating
Understanding: 1.4 demonstrate an understanding of the information and ideas in
oral texts by retelling the story or restating the information, including the
main idea and several interesting details (e.g., restate a partner's
reflections after a think-pairshare activity; identify the important ideas in
a group presentation; carry on a sustained conversation on a topic) |
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Making
Inferences/Interpreting Texts: 1.5 use stated and implied information and
ideas in oral texts to make simple inferences and reasonable predictions, and
support the inferences with evidence from the text. Teacher prompt: "You
predicted _______. What clues from the oral text did you use to figure that
out?" |
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Extending
Understanding: 1.6 extend understanding of oral texts by connecting the ideas
in them to their own knowledge and experience; to other familiar texts,
including print and visual texts; and to the world around them (e.g., talk
about their own ideas and experiences related to the topic before listening;
connect ideas from oral presentations to related school and community events
and/or to other texts with similar topics or themes, including multicultural
texts or texts in their own first language) |
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Analysing
Texts: 1.7 identify words or phrases that indicate whether an oral text is
fact or opinion, initially with support and direction (e.g., phrases such as
I think...I feel... indicate an opinion rather than strictly factual
information) |
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Point
of View: 1.8 identify, initially with support and direction, who is speaking
in an oral text, and demonstrate an understanding that the speaker has his or
her own point of view (e.g., people, events, and details are viewed
differently by different people). Teacher prompts: "Does who is talking
affect the way the information is presented or the way the story is
told?" "How do you know what the speaker's feelings about the topic
are? How does that affect you as a listener?" "How might the text
change if [character X] were speaking instead?" |
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Presentation
Strategies: 1.9 identify some of the presentation strategies used in oral
texts and explain how they influence the audience (e.g., the use of facial expressions
helps the listener understand what is being said). Teacher prompts: "How
does looking at the expression on a speaker's face help you to understand
what is being said?" "Does the look on the speaker's face in some
way change the meaning of the actual words being spoken?" |
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2.
Speaking to Communicate |
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Purpose:
2.1 identify a variety of purposes for speaking (e.g., to entertain the
class; to establish positive personal and learning relationships with peers; to
ask questions or explore solutions to problems in small-group and paired
activities; to give directions to a partner in a shared activity; to explain
to a small group the method used to solve a problem; to share ideas or
information in large and small groups) |
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Interactive
Strategies: 2.2 demonstrate an understanding of appropriate speaking
behaviour in a variety of situations, including paired sharing and small- and
large-group discussions (e.g., make connections to what other group members
have said; demonstrate an understanding of when to speak, when to listen, and
how much to say) |
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Clarity
and Coherence: 2.3 communicate ideas, opinions, and information orally in a
clear, coherent manner using simple but appropriate organizational patterns
(e.g., give an oral account of a current event using the five W's to organize
the information; restate the main facts from a simple informational text in
correct sequence) |
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Appropriate
Language: 2.4 choose a variety of appropriate words and phrases to
communicate their meaning accurately and engage the interest of their
audience (e.g., use descriptive adjectives and adverbs to create vivid images
for their audience) |
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Vocal
Skills and Strategies: 2.5 identify some vocal effects, including tone, pace,
pitch, and volume, and use them appropriately, and with sensitivity towards
cultural differences, to help communicate their meaning (e.g., adjust volume
to suit the purpose for speaking and the size and type of audience) |
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Non-Verbal
Cues: 2.6 identify some non-verbal cues, including facial expression,
gestures, and eye contact, and use them in oral communications, appropriately
and with sensitivity towards cultural differences, to help convey their
meaning |
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Visual
Aids: 2.7 use a few different visual aids, (e.g., photographs, artefacts, a
story map) to support or enhance oral presentations (e.g., use a family
photograph as part of an oral recount of an event; use a story map to retell
a story) |
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3.
Reflecting on Oral Communication Skills and Strategies |
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Metacognition:
3.1 identify, initially with support and direction, a few strategies they
found helpful before, during, and after listening and speaking. Teacher
prompts: "What questions can you ask yourself while listening to be sure
that you understand what you hear?" "What can you do after
listening to check that you have understood?" "How do you get ready
to speak?" "While you are speaking, how do you check whether you are
keeping the attention of your audience?" |
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Interconnected
Skills: 3.2 identify, initially with support and direction, how their skills
as viewers, representers, readers, and writers help them improve their oral
communication skills. Teacher prompts: "How does listening make you a
better speaker?" "How does viewing texts help you when you are
listening?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.