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Grade 2 Learning Objectives for “O”

Grade 2 Learning Objectives for “O”

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English Language Arts

General Learning Objective

1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

Specific Learning Objectives

1.1 Discover and explore

Express ideas and develop understanding

  • Contribute relevant ideas and information from personal experiences to group language activities
  • Talk about how new ideas and information have changed previous understanding
  • Express or represent ideas and feelings resulting from activities or experiences with oral, print and other media texts

Experiment with language and forms

  • Use a variety of forms of oral, print and other media texts to organize and give meaning to experiences, ideas and information

1.2 Clarify and Extend

Consider the ideas of others

  • Connect own ideas and experiences with those shared by others

Extend understanding

  • Find more information about new ideas and topics

General Learning Objective

 2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

Specific Learning Objectives

2.1 Use Strategies and Cues

Use prior knowledge

  • Use knowledge of how oral and written language is used in a variety of contexts to construct and confirm meaning
  • Connect personal experiences and knowledge of words, sentences and story patterns from previous reading experiences to construct and confirm meaning
  • Use knowledge of the organizational structures of print and stories, such as book covers, titles, pictures and typical beginnings, to construct and confirm meaning

Use comprehension strategies

  • Apply a variety of strategies, such as asking questions, making predictions, recognizing relationships among story elements and drawing conclusions
  • Identify the main idea or topic and supporting details of simple narrative and expository texts

Use textual cues

  • Preview book covers and titles; look for familiar words, phrases and story patterns to assist with constructing and confirming meaning assist with constructing and confirming meaning

2.2 Respond to Text

Construct meaning from texts

  • Connect situations portrayed in oral, print and other media texts to personal and classroom experiences
  • Retell the events portrayed in oral, print and other media texts in sequence
  • Discuss, represent or write about interesting or important aspects of oral, print and other media texts
  • Express thoughts or feelings related to the events and characters in oral, print and other media texts

2.3 Understand Forms, Elements and Techniques

Understand forms and genres

  • Recognize that ideas and information can be expressed in a variety of oral, print and other media texts

Understand techniques and elements

  • Identify main characters, places and events in a variety of oral, print and other media texts
  • Identify how pictures, illustrations and special fonts relate to and enhance print and other media texts

General Learning Objective

3. Students will listen, speak, read, write, view and represent to manage ideas and information.

Specific Learning Objectives

3.1 Plan and Focus

Focus attention

  • Relate personal knowledge to ideas and information in oral, print and other media texts
  • Ask questions to determine the main idea of oral, print and other media texts

3.2 Select and Process

Access information

  • Use given categories and specific questions to find information in oral, print and other media texts

3.3 Organize, Record and Evaluate

Organize information

  • Categorize related ideas and information, using a variety of strategies, such as finding significant details and sequencing events in logical order

Record information

  • Record key facts and ideas in own words; identify titles and authors of sources

3.4 Share and Review

Share ideas and information

  • Share, with familiar audiences, ideas and information on topics
  • Clarify information by responding to questions

General Learning Objective

4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

Specific Learning Objectives

4.3 Present and Share

Demonstrate attentive listening and viewing

  • Ask relevant questions to clarify understanding and to have information explained
  • Show enjoyment and appreciation during listening and viewing activities

General Learning Objective

5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Specific Learning Objectives

5.1 Respect Others and Strengthen Community

Appreciate diversity

  • Ask for and provide clarification and elaboration of stories and ideas

Health

Topic: Personal Health

General Learning Objective

Wellness Choices
Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Specific Learning Objectives

W–2.2

  • Examine the need for positive health habits; e.g., adequate sleep, sun protection 

W–2.5

  • Classify foods according to Canada’s Food Guide to Healthy Eating, and apply knowledge of food groups to plan for appropriate snacks and meals

Topic: Life Roles and Career Development

General Learning Objective

Life Learning Choices
Students will use resources effectively to manage and explore life roles and career opportunities and challenges. 

Specific Learning Objectives

L–2.5

  • Recognize, acknowledge and respect that individuals have similar and different interests, strengths and skills

Science

Topic: 2.1 Canada’s Dynamic Communities

General Learning Objective

Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canada’s communities.

Specific Learning Objectives

2.1.3

Investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a prairie community in Canada by exploring and reflecting upon the following questions for inquiry:

  • What are the cultural characteristics of the communities (e.g., special symbols, landmarks,
  • languages spoken, shared stories or traditions, monuments, schools, churches)? (CC, LPP, TCC)
  • What are the traditions and celebrations in the communities that connect the people to the past and to each other? (CC, LPP, TCC)
  • How are the communities strengthened by their stories, traditions and events of the past? (CC, TCC)
  • What are the linguistic roots and practices in the communities? (CC)
  • What individuals and groups contributed to the development of the communities? (CC)
  • How do these communities connect with one another (e.g., cultural exchanges, languages, traditions, music)? (CC)
  • How do the cultural and linguistic characteristics of the communities studied contribute to Canada’s identity? (CC, I)

2.1.4

Investigate the economic characteristics of communities in Canada by exploring and
reflecting upon the following questions for inquiry:

  • What kinds of natural resources exist in the communities (e.g., fishing, agriculture, mining)? (ER, LPP)
  • What are the occupations in each of the communities? (ER)
  • What kinds of goods and services are available in the communities? (ER)
  • What impact does industry have on the communities (i.e., agriculture, manufacturing)? (ER, LPP)

Topic: 2.2 A Community in the Past

General Learning Objective

Students will demonstrate an understanding and appreciation of how a community emerged, and of how the various interactions and cooperation among peoples ensure the continued growth and vitality of the community

Specific Learning Objectives

2.2.2

  • Appreciate how Aboriginal and Francophone peoples have influenced the development of the student’s community (C, CC, I) 

2.2.4

  • Appreciate how connections to a community contribute to one’s identity (I) 

2.2.6

Analyze how the community being studied emerged, by exploring and reflecting upon the following questions for inquiry:

  • What characteristics define their community? (CC, I)
  • What is unique about their community? (CC, I)
  • What are the origins of their community? (TCC)
  • What individuals or groups contributed to the development of their community? (CC, TCC) 

2.2.7

Examine how the community being studied has changed, by exploring and reflecting upon the following questions for inquiry:

  • In what ways has our community changed over time (e.g., changes in transportation, land use)? (CC, TCC)
  • What has caused changes in their community? (CC, TCC)
  • How have the people who live in the community contributed to change in the community? (CC, LPP, TCC)
  • How is the presence of Aboriginal and/or Francophone origins reflected in the community today? (CC) 

Social Studies

Topic: 2.1 Canada’s Dynamic Communities

General Learning Objective

Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canada’s communities.

Specific Learning Objectives

2.1.3

Investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a prairie
community in Canada by exploring and reflecting upon the following questions for
inquiry:

  • What are the cultural characteristics of the communities (e.g., special symbols, landmarks, languages spoken, shared stories or traditions, monuments, schools, churches)? (CC, LPP, TCC)
  • What are the traditions and celebrations in the communities that connect the people to the past and to each other? (CC, LPP, TCC)
  • How are the communities strengthened by their stories, traditions and events of the past? (CC, TCC)
  • What are the linguistic roots and practices in the communities? (CC)
  • What individuals and groups contributed to the development of the communities? (CC)
  • How do these communities connect with one another (e.g., cultural exchanges, languages, traditions, music)? (CC)
  • How do the cultural and linguistic characteristics of the communities studied contribute to Canada’s identity? (CC, I)

2.1.4

Investigate the economic characteristics of communities in Canada by exploring and reflecting upon the following questions for inquiry:

  • What kinds of natural resources exist in the communities (e.g., fishing, agriculture, mining)? (ER, LPP)
  • What are the occupations in each of the communities? (ER)
  • What kinds of goods and services are available in the communities? (ER)
  • What impact does industry have on the communities (i.e., agriculture, manufacturing)? (ER, LPP)

Topic: 2.2 A Community in the Past

General Learning Objective

Students will demonstrate an understanding and appreciation of how a community emerged, and of how
the various interactions and cooperation among peoples ensure the continued growth and vitality of the
community

Specific Learning Objectives

2.2.2

  • Appreciate how Aboriginal and Francophone peoples have influenced the development of the student’s community (C, CC, I) 

2.2.4

  • Appreciate how connections to a community contribute to one’s identity (I) 

2.2.6

Analyze how the community being studied emerged, by exploring and reflecting upon the
following questions for inquiry:

  • What characteristics define their community? (CC, I)
  • What is unique about their community? (CC, I)
  • What are the origins of their community? (TCC)
  • What individuals or groups contributed to the development of their community? (CC, TCC) 

2.2.7

Examine how the community being studied has changed, by exploring and reflecting upon the following questions for inquiry:

  • In what ways has our community changed over time (e.g., changes in transportation, land use)? (CC, TCC)
  • What has caused changes in their community? (CC, TCC)
  • How have the people who live in the community contributed to change in the community? (CC, LPP, TCC)
  • How is the presence of Aboriginal and/or Francophone origins reflected in the community today? (CC)