Multiple Organizing Ideas
COMPREHENSION 2: Students examine and apply a variety of processes to comprehend texts.
VOCABULARY 2: Students expand vocabulary by connecting morphemes and words to their meanings.
FLUENCY 2: Students apply fluency strategies while reading.
ORAL LANGUAGE 2: Students examine and adjust listening and speaking to communicate effectively.
TEXT STRUCTURES 2: Students explain how the organization of ideas and information within texts can support the purpose or meaning of messages.
GR. 2 - ORGANIZING IDEA: COMPREHENSION
Comprehension: Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: How does comprehension facilitate the meaning of a text?
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Learning Outcome: Students examine and apply a variety of processes to comprehend texts. |
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Texts that are listened to can contain more complex language and information than texts read independently.
Responses to texts that are listened to include
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Text comprehension can be enhanced by listening to a variety of texts read aloud. |
Listen and respond to a variety of fictional and informational texts that are read aloud.
Examine and use words and phrases from texts that have been read aloud. |
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Understanding of print texts read independently involves
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Print texts can be understood independently. |
Read texts that contain mostly predictable and decodable words independently.
Examine and use words and sentences from print texts that have been read independently.
Interpret ideas and information from print texts read independently. |
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Word solving includes
Self-correcting includes
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Comprehension of print texts involves self-monitoring and self-correcting. |
Solve unfamiliar or multisyllabic words in a variety of ways.
Self-correct when meaning is unclear while reading. |
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The topic of a text can be the main idea.
The sequence of key ideas and details is important when summarizing texts. |
Comprehension involves critical thinking through summarizing the main idea, key ideas, and details. |
Summarize a text, including the main idea and key ideas.
Sequence four or more events from a text.
Retell or dramatize a story, including characters, setting, and plot, in sequence.
Interpret information from illustrations or visuals when summarizing texts. |
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Connections can be made to ideas and information in texts, including to
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The process of text comprehension can be improved by making connections. |
Share personal connections that support understandings of ideas or information in texts.
Identify similarities and differences within a text.
Identify similarities and differences between texts. |
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Questioning includes asking or answering questions regarding
Answers to questions may not be immediately apparent and may involve searching for more information.
Answers to questions may involve integrating new information with background knowledge. |
Comprehension can be enhanced by formulating questions and searching for answers within texts. |
Ask questions to clarify information in texts.
Answer questions requiring literal recall and understanding of evidence, details, or facts from texts.
Answer questions that require making interpretations or giving opinions about information in texts.
Answer questions that require recognizing cause and effect relationships in texts. |
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Predicting includes imagining an outcome based on a combination of information, including
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Comprehension can be supported by making and revising predictions. |
Make predictions prior to and while reading, viewing, or listening to a text.
Revise understandings in response to new information.
Compare actual outcomes to predictions made. |
GR. 2 - ORGANIZING IDEA: VOCABULARY
Vocabulary: Communication and comprehension are improved by understanding word meaning and structures.
Guiding Question: In what ways can understanding words and word structures support communication?
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Learning Outcome: Students expand vocabulary by connecting morphemes and words to their meanings. |
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Vocabulary development includes learning (tier 2) words that are
Vocabulary development includes academic words (tier 3 words) from a variety of texts.
Words can create effects in language, including
Words can describe a sound that mimics the sound of an object or action (onomatopoeia) (e.g., sizzle).
Words or phrases can appear over and over again (repetition) (e.g., extra, extra).
Homophones are words that have the same sound but different spellings and meanings.
Homographs are words that have the same spelling but different meanings, and sometimes different pronunciations. |
Vocabulary development contributes to the ability to communicate effectively. |
Examine meanings of words in a variety of situations.
Identify and discuss words of personal interest in texts.
Use tier 2 words in a variety of literacy situations.
Examine meanings of words from subject content areas (tier 3 words).
Apply a variety of synonyms to enhance expression.
Apply a variety of antonyms to contrast ideas.
Examine homophones and homographs.
Transfer understandings of words to different situations.
Record new words and their meanings in a variety of ways.
Examine alliteration, onomatopoeia, and repetition in spoken language. |
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Adding the suffix <ing> or <ed> to the ending of a base changes the tense.
Adding <er> or <est> to the ending of a base indicates comparison.
A base is the main morpheme in a word.
Words that share a base share connections in meaning and spelling. |
Morphemes can change the meaning of a word. |
Manipulate suffixes to change the tense of words.
Manipulate suffixes to make words singular or plural.
Manipulate suffixes when making comparisons between ideas.
Examine changes in meaning when suffixes are added to or removed from bases.
Use compound words to extend vocabulary. |
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GR. 2 - ORGANIZING IDEA: FLUENCY
Fluency: Comprehension and literary appreciation are improved by the ability to read a range of texts accurately, automatically, and with expression.
Guiding Question: In what ways does fluency support the development of reading?
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Learning Outcome: Students apply fluency strategies while reading. |
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Letter combinations, sounds, and morphemes that can be blended quickly and accurately for reading include
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Fluency development contributes to the ability to understand messages. |
Blend sounds quickly and accurately to decode unfamiliar messages.
Apply language structure, meaning, and rapid word recognition to support fluency.
Read at a steady, comfortable pace. |
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High-frequency words include words that occur often in written language.
The ability to recognize high-frequency words with accuracy and at an appropriate rate supports reading comprehension. |
Recognizing high-frequency words supports reading comprehension. |
Read 175 high-frequency words automatically.
Read high-frequency words in sentences and texts. |
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Reading fluency is supported by
Pace is the rate at which written messages are read.
Phrasing is reading smoothly by grouping words together into meaningful phrases with punctuation.
Expression is reading with feeling in the voice and includes various movements of the voice (pitch).
Punctuation supports reading with fluency through pausing and intonation.
Quotation marks signal to the reader to align voice with characters in a written message. |
Fluent reading can engage audiences and improve comprehension. |
Read with appropriate stress on words, pausing, and phrasing.
Read with appropriate intonation and expression.
Examine punctuation in written messages to enhance fluency.
Read dialogue with phrasing and expression to engage an audience and reflect understanding. |
GR. 2 - ORGANIZING IDEA: ORAL LANGUAGE
Oral language: Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
Guiding Question: How can listening and speaking be developed to improve oral communication?
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Learning Outcome: Students examine and adjust listening and speaking to communicate effectively. |
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Ways of knowing are the many ways people come to know themselves and the world.
Communities can have specific protocols related to how, when, or with whom oral traditions are shared.
Protocols are practices of appropriate and respectful behaviour that are unique to groups of people.
Sharing circles are traditional Indigenous practices for listening and speaking that involve
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Oral traditions use language to support ways of knowing. |
Explore how oral traditions are shared.
Participate in a sharing circle.
Identify community or cultural protocols that may influence respectful communication. |
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Listening and speaking skills can build confidence and be developed through
Volume can be adjusted for purpose and audience.
Clarity of speech (enunciation) enhances the ability to be understood.
Vocal emphasis can highlight the importance of words (stress). |
Listening and speaking skills can be developed to improve communication and enhance confidence. |
Contribute to a variety of listening and speaking activities to build confidence in oral language skills.
Enhance clarity of oral communication through word emphasis and enunciation.
Listen for changes in vocal emphasis in oral communications.
Share a short poem from memory with appropriate volume, emphasis, and enunciation. |
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Listening involves
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Listening helps to develop and maintain positive relationships in a variety of situations. |
Contribute to discussions as a listener and speaker.
Listen to and follow three-step instructions. |
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Different situations may have different expectations for language use.
Facial expressions, gestures, and eye contact can be used to emphasize or enhance messages. |
Verbal and non-verbal language can be combined to enhance messages. |
Examine messages that combine both verbal and non-verbal communication.
Enhance messages by combining verbal and non-verbal communication.
Adjust verbal or non-verbal language according to purpose and audience. |
GR. 2 - ORGANIZING IDEA: TEXT FORMS AND STRUCTURES
Text Forms and Structures: Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.
Guiding Question: How can the organization of ideas and information support the expression and understanding of messages?
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Learning Outcome: Students explain how the organization of ideas and information within texts can support the purpose or meaning of messages. |
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Creators share messages for different reasons (purposes), including entertainment, learning, and instructions.
Messages can clarify ideas and information that are imaginary (fiction) or real (non-fiction).
Messages can be shared digitally or non-digitally in a variety of forms, including
Stories, both real and imaginary, can follow a structure, including
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Ideas and information can be organized in a variety of ways to support the expression and understanding of messages. |
Examine different reasons (purposes) for messages to be shared.
Explain why engaging with messages can be enjoyable.
Distinguish between messages that are imaginary (fiction) or real (non-fiction).
Compare and contrast forms used to organize messages.
Examine the structure of a variety of imaginary or real stories. |
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Features that organize, clarify, or enhance messages can be digital or non-digital, including captions and charts. |
Messages can be organized, clarified, and enhanced using features. |
Examine a variety of features that enhance the meaning of messages.
Include a variety of features to help organize, clarify, and enhance personal messages. |
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Imaginary (fictional) stories include folk tales and legends.
A folk tale is a story typically passed on through word of mouth.
A legend is a story about a famous historical event or person that may or may not be true.
A hero or heroine is a real or imaginary character who faces dangers and challenges and shows strength or courage.
Stories have structures (elements), including
The plot is the sequence of events that make up a story.
A narrator can provide information about characters, setting, and events in a story. |
Stories and ideas that are imaginary (fictional) can encourage thinking about and beyond what is already known. |
Identify story elements within a variety of imaginary stories.
Identify the hero or heroine in a variety of imaginary stories.
Create imaginative representations or dramatizations of stories that include characters, setting, and plot.
Examine the narrator’s contribution to a story or message. |
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Real information or ideas (non-fiction) can be accessed and shared through a variety of digital or non-digital forms, including
Informational texts have structures, including
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Knowledge can be expanded beyond what is already known by exploring information that is real or true (non-fiction). |
Examine ways that information can be accessed, organized, and shared to encourage thinking about and beyond what is already known. |
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Poetry includes words or phrases used in imaginative ways to create meaning or effects.
Poetic structures include acrostic and rhyming couplet.
An acrostic poem is a poem in which letters in each line spell out a word or phrase.
A rhyming couplet is a pair of lines in poetry that rhyme and usually have the same rhythm. |
Poetry can expand how we think and feel about what can be seen, heard, smelled, tasted, touched, or experienced in the world. |
Identify words or phrases used in imaginative ways that support messages in poetry and song.
Recognize how poetry and song can expand how we think and feel about what can be experienced.
Examine poetic structures, including acrostic poems and rhyming couplets. |
