Content Planning and Assessment Toolkit Grade 2

Transcription

1 1 Cntent Planning and Assessment Tlkit Grade 2 Ratinale T understand the full scpe f the cntent sectin f the BC curriculum (including the expanded sectins) and rganize int a template that makes fr easier year planning and reprting. What is this Planning Tl? This planning tl uses the exact curriculum frm the BC gvernment website ( that I have adapted with the fllwing changes: Included expanded cntent pints On the website, if yu click n each cntent item, yu will realize it can expand t shw the entirety f the expectatin, specific skills and/r definitins. Fr example, ways t make 5 in the Kindergarten Mathematics subject area expands t shw 5 specific skills under this heading ( Each f these expanded pints and definitins are included (italicized and in a smaller fnt) in a separate rw underneath the cmment t aid in teacher planning. Numbered each cntent item (and gruped by sectins) I use these cdes t easily reference which cntent items I plan t use in my ntes, assessment and year planning. Fr example, rather than writing each cntent pint ut in my year plan I can say that I plan n assessing, and 2 in my first term reprts fr Math. Included checkbxes fr term 1/2/3 t plan yur year These are where yu can plan what term t cver each cntent item. Yu can chse t grup cntent pints and plan them int yur units nce cmpleted. Added verbs (r changed subject-verb agreement, and wrding in sme cases) Example: changed ways t make 5 t demnstrates ways t make 5. These verbs are nt taken frm the curriculum, s feel free t swap ut if yu deem necessary (e.g., change demnstrates ways t make 5 t recgnizes ways t make 5 ) Nw each line item in this chart can be used as a reprt card cmment. Put all int Helvetica 11 (fnt & size) This is the reprting standard fr the Richmnd Schl District (and thers) Changed capitalizatin at beginning f the sentence Each sentence in the template des nt begin with a capital letter s that it can be cpy and pasted right int reprt cards that use the bullet-pint style. Updated Nvember 25, 2017

2 2 Table f Cntents: Grade 2 Math Pg. 2 Grade 2 Language Arts Pg. 3 Grade 2 Science Pg. 4 Grade 2 Scial Studies Pg. 5 Grade 2 Physical and Health Educatin Pg. 7 Grade 2 Arts Educatin Pg. 8 Grade 2 Applied Design Skills and Technlgies Pg. 10 GRADE 2 MATH ( # Cntent Item understands number cncepts t 100 cunting, including skip-cunting by 2, 5, and 10 using different starting pints, increasing and decreasing; quantities t 100 can be arranged and recgnized, cmparing and rdering numbers t 100, benchmarks f 25, 50, and 100, place value including understanding f 10s and 1s, understanding the relatinship between digit places and their value, t 99, e.g., the digit 4 in 49 has the value f 40, decmpsing tw-digit numbers int 10s and 1s; even and dd numbers uses benchmarks f 25, 50, and 100 and persnal referents seating arrangements at ceremnies/feasts understands additin and subtractin facts t 20 using cmputatinal strategies adding and subtracting numbers t 20; fluency with math strategies fr additin and subtractin, e.g., making r bridging 10, decmpsing, identifying related dubles, adding n t find the difference understands additin and subtractin t 100 A5 decmpsing numbers t 100; estimating sums and differences t 100; using strategies such as lking fr multiples f 10, friendly numbers, e.g., 48+37, 37=35+2, 48+2, 50+35=85, decmpsing int 10s and 1s and recmpsing, e.g., 48+37, 40+30=70, 8+7=15, 70+15=85, and cmpensating e.g., 48+37, 48+2=50, 37-2=35, 50+35=80; adding up t find the difference; using an pen number line, hundred chart, ten-frames; using additin and subtractin in real-life cntexts and prblem-based situatins; whle-class number talks explres repeating and increasing patterns explring mre cmplex repeating patterns, e.g., psitinal patterns, circular patters identifying the cre f repeating patterns, e.g., the pattern f the pattern that repeats ver and ver; increasing patterns using manipulatives, sunds, actins and numbers, 0 t 100, Métis finger weaving; First Peples head/armband patterning; link t resurces at the end Updated Nvember 25, 2017

3 3 A6 A7 A8 A9 0 1 demnstrates change in quantity, using pictrial and symblic representatin numerically describing a change in quantity, e.g., fr 6+n=10, visualize the change in quantity by using ten-frames, hundred charts, etc. uses symblic representatin f equality and inequality uses direct linear measurement intrducing standard metric units centimetres and metres; estimating length; measuring and recrding length, height, and width, using standard units recgnizes the multiple attributes f 2D shapes and 3D bjects srting 2D shapes and 3D bjects, using tw attributes, and explaining the srting rule; describing, cmparing, and cnstructing 2D shapes, including triangles, squares, rectangles, circles; identifying 2D shapes as part f 3D bjects; using traditinal Nrthwest Cast First Peple s shapes, e.g., vids, U, split U, and lcal art shapes, reflected in the natural envirnment uses pictrial representatin f cncrete graphs, using ne-t-ne crrespndence cllecting data, creating a cncrete graph, and representing the graph, using a pictrial representatin thrugh grids, stamps, drawings; ne-t-ne crrespndence recgnizes the likelihd f familiar life events using cmparative language using cmparative language, e.g., certain, uncertain, mre, less, r equally likely 2 demnstrates financial literacy (understanding cin cmbinatins t 100 cents, and the cncept f spending and saving) cunting simple mixed cmbinatins f cins t 100 cents; intrductin t the cmpnents f spending and saving, integrating the cncepts f wants and needs; rle-playing financial transactins, e.g., using bills and cins GRADE 2 LANGUAGE ARTS ( # Cntent Item Stry/Text understands elements f stry character, plt, setting, structure e.g., beginning, middle and end, and dialgue recgnizes literary elements and devices language, petic language, figurative language, sund play, images, clur and symbls uses text features hw text and visuals are displayed, e.g., clur, arrangement, and frmatting features such as bld, underline uses vcabulary assciated with texts Updated Nvember 25, 2017

4 4 bk, page, chapter, authr, title, illustratr, web page, website, search bx, headings, table f cntents, pictures, and diagrams Strategies and Prcesses B1 B2 B3 B4 C1 C2 C3 C4 C5 uses reading strategies using illustratins and prir knwledge t predict meaning; rereading; retelling in wn wrds; lcating the main idea and details; using knwledge f language patterns and phnics t decde wrds; identifying familiar and sight wrds; mnitring by asking, des it lk right? Sund right? Make sense? ; self-crrecting errrs cnsistently using three cueing systems; meaning, structure and visual uses ral language strategies asking questins t clarify meaning, expressing pinins, speaking with expressin, taking turns, and cnnecting with audience uses metacgnitive strategies talking and thinking abut learning, e.g., thrugh reflecting, questining, gal setting, selfevaluatin t develp awareness f self as a reading and as a writer uses writing prcesses may include revising, editing, cnsidering audience Language Features, Structures, and Cnventins understands features f ral language including tne, vlume, inflectin, pace, gestures uses wrd patterns and wrd families demnstrates letter frmatin legible printing with spacing between wrds is aware f sentence structure the structure f cmpund sentences uses cnventins cmmn practices in punctuatin, e.g., the use f a perid r questin mark at the end f the sentence, and in capitalizatin, e.g., capitalizing the first letter f the first wrd at the start f a sentence, peple s names, and the prnun I GRADE 2 SCIENCE ( # Cntent Item understands the metamrphic and nn-metamrphic life cycles f different rganisms metamrphic life cycles: bdy structure changes, e.g., caterpillar t butterfly, mealwrm transfrmatin, tadples t frg Updated Nvember 25, 2017

5 5 A5 A6 A7 A8 A9 0 nn-metamrphic life cycles: rganism keeps same bdy structure thrugh life, but size changes, e.g., humans recgnizes similarities and differences between ffspring and parent a kitten lks like a cat and a puppy lks like dg, but they d change as they grw; salmn change a great deal as they grw and need fresh and salt water envirnments t survive explres First Peples use f their knwledge f life cycles stewardship: sustainably gathering plants and hunting/fishing in respnse t seasns and animal migratin patterns, e.g., clam gardens, seasnal runds, etc. sustainable fish hatchery prgrams run by lcal First Peples recgnizes physical ways f changing materials e.g., warming, cling, cutting, bending, stirring, mixing; materials may be cmbined r physically changed t be used in different ways, e.g., plants can be grund up and cmbined with ther materials t make dyes recgnizes chemical ways f changing materials chemical ways f changing materials include cking, burning, etc. recgnizes different types f frces cntact frces and at-a-distance frces, e.g., different types f magnets, static electricity; balanced and unbalanced frces, e.g., the way different bjects fall depending n their shape, e.g., air resistance, the way bjects mve ver/in different materials, e.g., water, air, ice, snw, the mtin caused by different strengths f frces understands water surces including lcal watersheds ceans, lakes, rivers, wells, springs; the majrity f fresh water is stred undergrund and in glaciers understands water cnservatin fresh water is a limited resurce and is nt being replaced at the same rate as it is being used understands the water cycle the water cycle is driven by the sun and includes evapratin, cndensatin, precipitatin, and runff. The water cycle is als a majr cmpnent f weather, e.g., precipitatin, cluds explres lcal First Peples knwledge f water water cycles; cnservatin; cnnectin t ther systems such as the cultural significance f water, e.g., water is essential fr all intercnnected frms f life GRADE 2 SOCIAL STUDIES ( # Cntent Item explres the diverse characteristics f cmmunity and culture in Canada and arund the wrld, including at least nce Canadian First Peples cmmunity and culture Updated Nvember 25, 2017

6 6 A5 A6 Sample Tpics: daily life in different cmmunities (e.g., wrk, husing, use f the land, educatin, access t public services & utilities, transprtatin), key cultural aspect (e.g., language, traditins, arts, fd), cultural diversity within yur cmmunity Key Questins: What des cmmunity mean t yu? recgnizes hw peple s needs and wants are met in cmmunities Sample Tpics: hw peple acquire gds and services (e.g. by buying r renting, r thrugh public funding), needs and wants in different cmmunities; different needs and wants depending n the climate; different gds and services depending n the size f the cmmunity (i.e. small versus large), differences between psychlgical and physical needs and wants Key Questins: Hw d the lcal envirnment and culture affect the gds and services available in yur cmmunity? Hw d different cmmunities help peple wh can t meet their basic needs? recgnizes relatinships between peple and the envirnment in different cmmunities Sample Tpics: impact f different ecnmic activities and ways f life n the envirnment, impact n the envirnment by small and large cmmunities, impact f recreatinal activities n the envirnment, cmmunity values regarding cnservatin and prtectin f the envirnment Key Questins: What types f envirnmental challenges d peple face in different cmmunities (e.g.; natural disasters, climate change, lack f natural resurces)? understands the diverse features f the envirnments in ther parts f Canada and the wrld Sample Tpics: climate znes, landfrms, bdies f water, plants and animals understands the rights and respnsibilities f individuals reginally and glbally Sample Tpics: respnsibility t the envirnment, human rights, cnnectin between yur cmmunity and cmmunities thrughut Canada and arund the wrld Key Questins: Is yur cmmunity different nw frm what it was like befre settlers arrived? understands the rles and respnsibilities f reginal gvernments Sample Tpics: examples f leaders in yur cmmunity (e.g.; Mayr, twn Cuncillrs, Elders, cmmunity vlunteers, & the places where they meet), services such as transprtatin, plicing, firefighting, bylaw enfrcement Key Questins: Hw are decisins made in yur regin? Shuld everyne be respnsible fr helping thers in their cmmunity? Updated Nvember 25, 2017

7 7 GRADE 2 PHYSICAL AND HEALTH EDUCATION ( # Cntent Item A5 A6 A7 A8 knws the prper technique fr fundamental mvement skills including nnlcmtr, lcmtr, and manipulative skills nn-lcmtr: mvement skills perfrmed n the spt withut travelling acrss the flr r surface; culd include balancing, bending, twisting, lifting lcmtr: mvement skills that incrprate travelling acrss the flr r surface; culd include rlling, jumping, hpping, running, gallping manipulative: mvement skills invlving the cntrl f bjects, such as balls, primarily with the hands r feet; may als invlve racquets r bats; skills culd include buncing, thrwing, catching, kicking, striking knws ways t mnitr physical exertin levels culd include using a 1-5 rating scale where 1 = cld, 2 = getting warmer, 3 = warm, 4 = getting ht, and 5 = very ht, and students chse the number that they feel best describes hw they are feeling in relatin t their exertin levels participates in different types f physical activities including individual and dual activities, rhythmic activities, and games individual and dual activities: activities that can be dne individually and/r with thers; culd include jumping rpe, swimming, running, bicycling, Hula Hp rhythmic activities: activities designed t mve ur bdies in rhythm; culd include dance and gymnastics games: types f play activities that usually invlve rules, challenges, and scial interactin; culd include tag, parachute activities, c-perative challenges, Simn Says, team games, traditinal Abriginal games understands the effects f physical activity n the bdy culd include: increased breathing, increased thirst, sweating, using ur muscles, feeling gd recgnizes practices that prmte health and well-being, including thse relating t physical activity, nutritin and illness preventin physical activity: getting minutes f mderate t vigrus physical activity per day nutritin: getting the recmmended nutrients frm the different fd grups each day illness preventin: practices culd include washing hands, cvering muth when cughing, resting when sick, staying away frm thers when sick is aware f strategies fr accessing health infrmatin culd include: speaking t a trusted adult, speaking t a medical prfessinal, lking fr health and safety signs knws strategies and skills t use in ptentially hazardus, unsafe, r abusive situatins culd include: using a strng vice t say n, stp, I dn t like this, calling ut fr help and getting away if pssible, telling a trusted adult until yu get help, nt giving ut persnal infrmatin, e.g., t strangers, n the Internet understands the effects f different substances and strategies fr preventing persnal harm Updated Nvember 25, 2017

8 8 culd include: pisns, medicatins, psychactive substances A9 0 manages and expresses emtins understands factrs that influence self-identity culd include: self-esteem, self-efficacy, cultural heritage, bdy image GRADE 2 ARTS EDUCATION ( # Cntent Item B1 C1 uses symblism as expressins f meaning symblism is use f bjects, wrds, r actins t represent abstract ideas; may include but is nt limited t clurs, images, mvements, and sunds demnstrates an understanding f traditinal and cntemprary Abriginal arts and arts-making prcesses dances, sngs, stries, and bjects created by Abriginal peples fr use in daily life r t serve a purpse inspired by ceremnies r rituals as part f cultural traditin has been expsed t a variety f lcal wrks f art and artistic traditins frm diverse cultures, cmmunities, times and places the results f creative prcesses in disciplines such as dance, drama, music, and visual arts assciates persnal and cllective respnsibility with creating, experiencing, r sharing in a safe learning envirnment ensuring the physical and emtinal safety f self and thers when engaging in the arts; being cnsiderate f sensitive cntent, facilities and materials Elements in the Arts Dance and Mvement knws the elements f dance including bdy, space, dynamics, time, relatinships, and frm elements f dance: universally present in all dance frms and grw in sphisticatin ver time bdy: what the bdy is ding including whle r partial bdy actin, types f mvement, e.g., lcmtr and nn-lcmtr, etc. space: where the bdy is mving, including place, level, directin, pathway, size/reach, shape, etc. dynamics: hw energy is expended and directed thrugh the bdy in relatin t time, e.g., quick/sustained, weight, e.g., strng/light, space, e.g., direct/indirect, and flw, e.g., free/bund time: hw the bdy mves in relatin t time, including beat, temp, and rhythmic patterns relatinships: with whm r what the bdy is mving; mvement happens in a variety f relatinships including pairs, grups, bjects, and envirnments frm: with respect t the shape r structure f a dance; the rderly arrangement f thematic material, e.g., phrase, beginning, middle, end, ABA, cann, call and respnse, narrative, abstract Elements in the Arts Drama knws the elements f drama including character, time, place, plt and Updated Nvember 25, 2017

9 9 tensin C2 D1 D2 E1 E2 character: in drama, taking n and explring the thughts, perceptins, feelings and beliefs f anther uses a variety f dramatic frms a medium fr the expressin f dramatic meaning, e.g., imprvisatin, tableau, rle-play, mime, readers theatre, stry theatre; may invlve the integratin f a variety f media and a cmbinatin f the arts Elements in the Arts Music knws the elements f music including beat/pulse, duratin, rhythm, temp, pitch, timbre, dynamics, frm and texture rhythm: the arrangement f sunds and silences ver time duratin: the length f a sund r silence in relatin t the beat, e.g., shrter, lnger, equal temp: the frequency r speed f the beat pitch: hw high r lw a nte is timbre: the characteristic quality f a sund independent f pitch and dynamics; tne clur dynamics: the level f ludness r sftness f music, r changing vlume f music, e.g., luder, sfter frm: the structure f a musical wrk, e.g., AB frm, same/different phrases texture: the way smething feels, e.g., smth, rugh, fuzzy uses ntatin t represent sunds, ideas and mvement ntatin: any written, visual, r kinetic frm f representing music cmpsitins, e.g., mvement and bdy percussin can be used t investigate and represent music patterns and cncepts; in dance, this can include written frmal and infrmal systems f symbls, shapes, and lines that represent bdy psitin and mvement Elements in the Arts Visual Arts knws the elements f visual arts including elements f design, line, shape, texture, clur, frm, principles f design, pattern, repetitin, rhythm and cntrast line: e.g., thick, thin, wavy, zigzag, jagged, etc. shape: 2-dimensinal enclsed space, as cmpared t frm which is 3-dimensinal texture: the way smething feels frm: the visual element that pertains t an actual r implied 3D shape f an image; visual art frms can be gemetric, e.g., sphere, cube, pyramid, r rganic, e.g., animal frms principles f design: the planned use f the visual elements t achieve a desired effect pattern: a design in which shapes, clurs r lines repeat with regularity repetitin: using the same bject, clur, marking, r type f line mre than nce rhythm: the cmbinatin f pattern and mvement t create a feeling f rganized energy understands the prcesses, materials, mvements, technlgies, tls and techniques t supprt arts activities technlgies: includes bth manual and digital technlgies; in visual arts, any visual imagemaking technlgy and includes the imprvisatinal use f miscellaneus items Updated Nvember 25, 2017

10 10 GRADE 2 APPLIED DESIGN SKILLS AND TECHNOLOGIES ( NOTE: This sectin des nt list Cntent Items, instead the Curricular Cmpetencies are listed. Students are expected t use the learning standards fr Curricular Cmpetencies frm Applied Design, Skills, and Technlgies K-3 in cmbinatin with grade-level cntent frm ther areas f learning in crss-curricular activities t develp fundatinal mindsets and skills in design thinking and making. # Curricular Cmpetencies B1 B2 B3 C1 C2 C3 C4 D1 D2 D3 Ideating (frming ideas r cncepts) identifies needs and pprtunities fr designing, thrugh explratin generates ideas frm their experiences and interests adds t thers ideas chses an idea t pursue Making chses tls and materials makes a prduct using knwn prcedures r thrugh mdeling f thers prduct: e.g., a physical prduct, a prcess, a system, a service, r a designed envirnment uses trial and errr t make changes, slve prblems, r incrprate new ideas frm self r thers Sharing decides n hw and with whm t share their prduct may include shwing t thers, use by thers, giving away r marketing and selling demnstrates their prduct, tells the stry f designing and making their prduct, and explains hw their prduct cntributes t the individual, family, cmmunity, and/r envirnment uses persnal preferences t evaluate the success f their design slutins reflects n their ability t wrk effectively bth as individuals and cllabratively in a grup Other Applied Skills and Technlgies uses materials, tls, and technlgies in a safe manner in bth physical and digital envirnments develps their skills and adds new nes thrugh play and cllabrative wrk explres the use f simple, available tls and technlgies t extend their capabilities technlgies: things that extend human capabilities, e.g., scissrs Updated Nvember 25, 2017

11 11 Resurces fr Math A5 Online vide and text: Small Number Cunts t 100 ( ) The dcument is a live dcument and will be receiving updates regularly. The mst up-t-date versin f this dcument can be fund at If yu have any edits that yu wuld like t suggest, r questins t ask, please them t jallesia@sd38.bc.ca Updated Nvember 25, 2017