Outcome Chart - Nova Scotia - English Language Arts Grade 2

Listening and Speaking

Outcome 1: Students will communicate effectively and clearly and respond personally and critically.  

  • demonstrate active listening habits (skills) in keeping with the student’s cultural context
  • ask and respond to questions to seek clarification of others’ ideas to gather further information
  • describe a personal experience in sequential order, and offer an opinion about an idea with at least two to three supporting details [Note to Teacher: Be mindful of different communication styles.]
  • express and explain opinions, and respond to questions of others
  • sustain focused one-to-one conversations and actively contribute to small- and large-group interaction
  • demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal oral presentations with sensitivity and respect, considering audience and purpose
  • use complex sentences that begin to incorporate rich vocabulary and transition words to connect phrases
  • respond to and give directions that are multi-step  

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Outcome 2: Students will interact with sensitivity and respect, considering audience, purpose, and situation.

  • use social conventions, in a range of conversations and co-operative play situations, (turn taking, politeness, when to speak, and when to listen) in multiple cultural contexts
  • use intonation, expression, and tone to communicate ideas and feelings in small- and whole-group situations
  • recognize and apply respectful and non-hurtful vocabulary, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
  • use different kinds of language dependent upon audience and purpose  

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Reading and Viewing

Outcome 3: Students will demonstrate a variety of ways to comprehend and select from a range of culturally relevant texts.  

Strategic processing

  • make minimal use of finger pointing when reading
  • use all sources of information (meaning, structure, visual) to search, monitor, check, and self-correct
  • monitor and self-correct with consistency
  • read independently with increasing stamina
  • use a variety of word-solving strategies
  • use punctuation to appropriately guide reading with pauses, appropriate inflection of what makes sense, looks right, and sounds right
  • use a variety of text features to locate information (table of contents, index)
  • predict on the basis of what makes sense, looks right, and sounds right  

View with Understanding (Print and Digital Text)

  • use picture cues to support understanding
  • retell a narrative, making reference to vocabulary such as characters, problem, and solution
  • explain understanding of fiction, non-fiction, and poetry texts orally
  • talk about texts with reference to titles, authors, and illustrators
  • demonstrate understanding within and beyond the text
  • visualize, to support comprehension, with a variety of culturally relevant texts
  • begin to infer meaning within and beyond a variety of culturally relevant texts
  • begin to discuss how prior knowledge supports comprehension of culturally relevant text
  • talk about how using comprehension strategies enhanced their understanding
  • demonstrate literal comprehension about and within culturally relevant texts
  • begin to apply a variety of comprehension strategies to synthesize meaning of texts
  • use before-, during-, and after-reading strategies with culturally relevant texts  

Selecting (Print and Digital Texts)

  • talk about why particular texts are interesting to them
  • talk about what makes a text just-right (being mindful of interests, background knowledge and level) for them
  • select just-right texts with assistance, with growing independence
  • talk about one or more favourite authors
  • describe how a non-fiction text is usually illustrated (photographs) versus a fiction text (drawings)  

Fluency

  • use punctuation marks to guide intonation and expression
  • begin to change the rate of reading, depending on the mood of the text  

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Outcome 4: Students will select, interpret, and combine information in multiple cultural contexts.

  • formulate questions to guide their research
  • use a table of contents and index (print) and navigation menus (digital) to locate information
  • begin to determine important information in a text
  • discuss how they researched and found answers to their questions  

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Outcome 5: Students will respond personally and critically to a range of diverse texts  

  • make meaningful personal connections that enhance comprehension
  • share connections orally
  • share opinions about the print and/or digital text orally
  • ask questions of texts and make connections between the text and their world
  • recognize different points of view of the author of print and/or digital text
  • identify and use text features of fiction and nonfiction texts that support comprehension
  • begin to develop an understanding and respect for diversity
  • recognize different points of view  

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Outcome 6: Students will convey meaning by creating print and digital texts, collaboratively and independently, using personal experiences, feelings, and imagination.  

  • express ideas in complete thoughts using simple and compound sentences
  • label drawings to explain ideas/topics
  • understand and begin to use readers’/listeners’ comments to clarify meaning  

Writing and Other Ways of Representing

Outcome 7: Students will use writing and other forms of representing, including digital, to explore, clarify, and reflect on thoughts, feelings, experiences, and learnings.

  • write a variety of poetry, fiction, and non-fiction texts
  • explain the purpose for writing Ÿ make decisions about word choice for specific reasons—concrete nouns, accurate verbs, description, etc.
  • create and record questions, both in print and/or digital format
  • write in both print and/or digital format an organized text with a beginning, middle, and end
  • begin to select appropriate print and/or digital graphic organizers from several options
  • recognize differing points of view in own writing and the writing of others  

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Outcome 8: Students will create text, including digital, collaboratively and independently, using a variety of forms for a range of audiences and purposes.

  • begin to choose forms of writing that are appropriate to specific purposes and audiences
  • begin to include information that is relevant and purposeful for an intended audience
  • work with a partner, in small groups, and independently, to create writing
  • use role plays to convey, enhance, and enrich meaning (other ways of representing)  

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Outcome 9: Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.  

Writing Processes

  • prewriting - talk about the ideas they plan to write about - draw pictures to develop ideas for writing - choose and use simple graphic organizers, such as the five-finger plan, web, list, five Ws
  • drafting - understand that writing is connected to prewriting - write on a single topic - begin to choose forms of writing that are appropriate to specific purposes and audiences (i.e., narrative, expository, descriptive, and persuasive) - begin to include information that is relevant and purposeful for an intended audience - reread my writing to monitor meaning and message
  • revision - make changes to writing to clarify meaning through strategies, such as inserting a word, using a caret, crossing out a word, and adding details
  • editing - use the word wall to check high-frequency words - begin to use simple self-editing checklists to edit for conventions
  • proofreading - begin to use simple proofreading checklist - make final corrections against edited draft
  • publishing / information sharing - publish student-selected final pieces of writing that demonstrate grade-level traits and conventions

Writing Traits

  • ideas - write several sentences on a single, identifiable topic - elaborate on a topic
  • organization - experiment with leads - experiment with sequencing (first, next, then, finally)
  • language use (sentence fluency, word choice, voice) - use varied sentence beginnings - use simple sentences - begin to use transitional words and phrases - experiment with compound sentences (using “and” or “but”) - use concrete nouns and avoid words like “stuff” or “things” - use accurate verbs - use attribute words—colour, size, shape, texture - use multi-sensory words—hearing, smell - use comparison words that compare one thing to another—size, shape, texture - recognize voice through a broad range of texts - begin to demonstrate a unique voice in writing - demonstrate through writing a growing connection to audience
  • writing conventions - use lower-case letters within words - use capitals for proper nouns (names or places and days/months) with guidance - begin to use commas in a date and series - begin to use periods and capitals correctly - use compound sentences (two simple sentences combined with a comma and conjunction) - demonstrate an awareness of when to use quotation marks

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