Language Arts
Grade 2: Writing |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.
generate, gather, and organize ideas and information to write for an intended
purpose and audience; |
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2.
draft and revise their writing, using a variety of informational, literary,
and graphic forms and stylistic elements appropriate for the purpose and
audience; |
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3.
use editing, proofreading, and publishing skills and strategies, and knowledge
of language conventions, to correct errors, refine expression, and present
their work effectively; |
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4.
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. |
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Specific Expectations
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1.
Developing and Organizing |
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Purpose
and Audience: 1.1 identify the topic, purpose, audience, and form for writing
(e.g., a fairy tale to entertain another class; the procedure for fire drills
to inform the class; a poster to promote a favourite book or movie). Teacher
prompts: "What is your writing about?" "Why are you
writing?" "Whom are you writing for?" |
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Developing
Ideas: 1.2 generate ideas about a potential topic, using a variety of
strategies and resources (e.g., formulate and ask questions such as the five
W's [who, what, when, where, why] to identify personal experiences, prior
knowledge, and information needs; brainstorm ideas with a partner) |
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Research:
1.3 gather information to support ideas for writing in a variety of ways
and/or from a variety of sources (e.g., from discussions with family and
friends; from a variety of texts, including teacher readalouds, mentor texts,
shared-, guided-, and independent-reading texts, and media texts) |
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Classifying
Ideas: 1.4 sort ideas and information for their writing in a variety of ways,
with support and direction (e.g., by using simple graphic organizers such as
webs or a Venn diagram) |
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Organizing
Ideas: 1.5 identify and order main ideas and supporting details, using
graphic organizers (e.g., a story grammar: characters, setting, problem,
solution; a sequential chart: first, then, next, finally) and organizational
patterns (e.g., problem-solution, chronological order) |
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Review:
1.6 determine whether the ideas and information they have gathered are
suitable for the purpose, and gather new material if necessary (e.g., use a
graphic organizer to explain their material to a classmate and ask for
feedback to identify gaps) |
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2.
Using Knowledge of Form and Style in Writing |
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Form: 2.1 write short texts using several simple forms (e.g., a friendly letter; a factual recount of a scientific or mathematical investigation; a recipe describing the procedure for cooking a favourite food; directions for playing a game; a paragraph describing the physical characteristics of an animal; an original story or an extension of a familiar story, modelled on stories read; their own variation on a patterned poem; an advertisement for a toy) |
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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 (e.g., words that convey admiration for a character: a cool person) |
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Word
Choice: 2.3 use familiar words and phrases to communicate relevant details
(e.g., a sequence of adjectives: The big, brown bear...) |
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Sentence
Fluency: 2.4 use a variety of sentence types (e.g., questions, statements,
exclamations) |
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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.
Teacher prompt: "How do you feel about this topic? How do you think other
people - such as children from a different country or grandparents - might
feel about this topic? How will you share these feelings in your
writing?" |
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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. Teacher prompts: "Do you have enough information to support your
ideas?" "Are there any other words that you could use to create a
better word picture for your audience?" |
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Revision:
2.7 make simple revisions to improve the content, clarity, and interest of
their written work, using several types of strategies (e.g., reordering
sentences to present information in a more logical sequence; adding linking
words to connect ideas; replacing general words with concrete, specific
words/phrases). Teacher prompt: "What linking words could you use to
connect two ideas?" "What words could you add to create a more
vivid picture for the reader?" |
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Producing
Drafts: 2.8 produce revised, draft pieces of writing to meet criteria
identified by the teacher, based on the expectations |
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3.
Applying Knowledge of Language Conventions and Presenting Written Work
Effectively |
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Spelling Familiar Words: 3.1 spell many high-frequency words correctly (e.g., words from their oral vocabulary, anchor charts, the class word wall, and shared-, guided-, and independent-reading texts) |
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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 (e.g., spell words out loud; segment words
into clusters of letters to hear onset and rime; sort words by common sound
patterns and/or letter sequences; link letters to words: You hear with your
ear; follow rules for adding endings to base words when the spelling doesn't
change; use word meanings to help spell simple contractions and homophones:
bear/bare) |
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Vocabulary:
3.3 confirm spellings and word meanings or word choice using a few different
types of resources (e.g., locate words in alphabetical order by using first
and second letters in a primary dictionary, on a word wall, or in an online
picture dictionary) |
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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 |
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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 (e.g., and, but); simple prepositions of place and time
(e.g., under, with, before, after) |
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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 (e.g.,
Does each sentence make sense? Are the ideas and information presented in a
logical order? Does each sentence begin with a capital letter and end with a
period, question mark, or exclamation mark? What resources can I use to check
the spelling of a word if it doesn't look right?) |
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Publishing:
3.7 use some appropriate elements of effective presentation in the finished product,
including print, different fonts, graphics, and layout (e.g., use legible
printing, spacing, margins, varied print size, and colour for emphasis;
include a simple labelled diagram in a report; supply a caption for a
photograph or illustration) |
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Producing
Finished Works: 3.8 produce pieces of published work to meet criteria
identified by the teacher, based on the expectations |
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4.
Reflecting on Writing Skills and Strategies |
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Metacognition:
4.1 identify some strategies they found helpful before, during, and after
writing (e.g., use a writer's notebook to record ideas for writing, new and
interesting words, graphic organizers that could be used again). Teacher
prompts: "How do you generate your ideas for writing?" "What
helps you to get organized for writing?" |
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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. Teacher prompts: "How does your conventions notebook help
you as a writer?" "How does listening to stories help you when you
are writing?" "How might the television programs you watch help you
as a writer?" |
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Portfolio:
4.3 select pieces of writing that they think show their best work and explain
the reasons for their selection |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.