WNCP

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

• 2.1 Use Strategies and Cues

  • make connections between texts, prior knowledge, and personal experiences

  • explain anticipated meaning, recognize relationships, and draw conclusions; self-correct understanding using a variety of strategies [such as rereading for story sense...]

    • Find synonyms in context (2-EE.2)
    • Find antonyms in context (2-EE.5)

  • use textual cues [such as story patterns, titles...] to construct and confirm meaning

    • Choose the picture that rhymes with the word (2-B.1)
    • Complete the rhyme (2-B.3)
    • Complete the poem with a word that rhymes (2-B.4)
    • Choose the vowel team sentence that matches the picture (2-G.4)
    • Choose the r-control sentence that matches the picture (2-I.4)
    • Choose the diphthong sentence that matches the picture (2-J.3)
    • Choose the soft g or soft c sentence that matches the picture (2-L.3)
    • Match the -ed and -ing sentences to the pictures (2-QQ.11)

  • use syntactic, semantic, graphophonic, and pragmatic cues [such as word order, punctuation, capitalization, intonation, and phrasing; sound-symbol relationships to identify initial and final consonants, letter clusters, blends, digraphs, vowels, familiar and unfamiliar words, context...] to construct and confirm word meaning in context

    • Complete the word with the correct initial consonant blend (2-C.1)
    • Complete the word with the correct final consonant blend (2-C.2)
    • Complete the word with the correct digraph: ch, sh, th (2-C.4)
    • Complete the word with the correct digraph: ph, qu, wh (2-C.5)
    • Sort by initial consonant blend or digraph (2-C.8)
    • Complete the word with a three-letter consonant blend (2-C.9)
    • Complete the word with the correct short vowel (2-D.1)
    • Sort short and long vowel words (2-E.1)
    • Match the short a and long a words to pictures (2-E.2)
    • Match the short e and long e words to pictures (2-E.3)
    • Choose the short i or long i word that matches the picture (2-E.4)
    • Choose the short o or long o word that matches the picture (2-E.5)
    • Choose the short u or long u word that matches the picture (2-E.6)
    • Use spelling patterns to sort long and short vowel words (2-E.7)
    • Choose the silent e word that matches the picture (2-F.1)
    • Complete the silent e words (2-F.2)
    • Choose the picture that matches the vowel team word (2-G.1)
    • Complete the vowel team words (2-G.2)
    • Complete the word with the correct vowel team (2-G.3)
    • Choose the vowel team sentence that matches the picture (2-G.4)
    • Choose the words with a given long vowel (2-H.1)
    • Choose the r-control word that matches the picture (2-I.1)
    • Complete the word with the correct r-controlled vowel: ar, er, ir, or, ur (2-I.2)
    • Complete the word with the correct r-controlled vowel: er, ir, ur (2-I.3)
    • Choose the r-control sentence that matches the picture (2-I.4)
    • Choose the diphthong word that matches the picture (2-J.1)
    • Complete the word with the correct diphthong: oi, oy, ou, ow (2-J.2)
    • Choose the diphthong sentence that matches the picture (2-J.3)
    • Complete words with variant vowels (2-K.1)
    • Which word has a different vowel sound? (2-K.2)
    • Sort soft and hard g words and soft and hard c words (2-L.1)
    • Pick the soft g or soft c word that matches the picture (2-L.2)
    • Choose the soft g or soft c sentence that matches the picture (2-L.3)
    • Put two syllables together to create a word: easier (2-M.1)
    • Complete the two-syllable words (2-M.3)
    • Complete the consonant-l-e words (2-N.1)
    • Choose the sight word that you hear (2-O.1)
    • Complete the sentence with the correct sight word (2-O.2)
    • Sort words into categories (2-DD.1)
    • Which word is not like the others? (2-DD.2)
    • Find synonyms in context (2-EE.2)
    • Find antonyms in context (2-EE.5)
    • Find the words with related meanings (2-HH.1)
    • Order related words based on meaning (2-HH.3)
    • Use context to identify the meaning of a word (2-JJ.1)
    • Is the sentence a statement, question, command or exclamation? (2-LL.1)
    • Use singular and plural nouns (2-MM.8)
    • Form pronoun-verb contractions (2-UU.1)
    • Form contractions with "not" (2-UU.2)
    • Use contractions in a sentence (2-UU.5)
    • Commas with dates (2-VV.1)
    • Capitalizing the names of people and pets (2-WW.1)
    • Capitalizing days, months and holidays (2-WW.2)
    • Capitalizing the names of places and geographic features (2-WW.3)
    • Capitalizing titles (2-WW.4)
    • Greetings and closings of letters (2-WW.5)

• 2.2 Respond to Texts

  • engage in a variety of shared and independent listening, reading, and viewing experiences, choosing texts from a variety of genres [such as legends, video programs, fables, riddles...] and cultural traditions

  • discuss the experiences and traditions of various communities and cultures portrayed in oral, print, and other media texts

  • identify and express the feelings of people in a variety of oral, print, and other media texts

• 2.3 Understand Forms and Techniques

  • recognize that information and ideas can be expressed in a variety of forms of texts [such as poetry, articles, stories, songs, films...]

  • identify the main characters and discuss in own words the beginning, middle, and end of a variety of texts

  • use knowledge of commonalities in word families to increase vocabulary in a variety of contexts

    • Complete the word with the ending that you hear (2-BB.1)
    • Identify base words, prefixes and suffixes (2-BB.2)
    • Determine the meaning of a word with pre-, re- or mis- (2-BB.3)
    • Use the prefixes pre-, re- and mis- (2-BB.4)
    • Determine the meaning of a word with -ful or -less (2-BB.5)
    • Prefixes and suffixes: review (2-BB.6)
    • Match the -ed and -ing sentences to the pictures (2-QQ.11)

  • demonstrate interest in the sounds of words and word combinations in pattern books, poems, songs, and oral and visual presentations

  • create original texts [such as oral or written stories, pictures, dramatizations...] to communicate and demonstrate understanding of forms and techniques

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

• 3.1 Plan and Focus

  • record personal knowledge of a topic to identify information needs

  • ask questions to understand a topic and identify information needs

  • contribute relevant information and questions to assist in group understanding of a topic or task

  • recall and follow directions for accessing and gathering information

• 3.2 Select and Process

  • participate in group talk to generate information on a topic and to identify sources of additional information

  • access information using a variety of sources [such as simple chapter books, multimedia resources, computers, elders...]

  • match information to inquiry or research needs

  • use the specific library organizational system to locate information and ideas; use visual and auditory cues to make meaning

  • make connections between prior knowledge, ideas, information, and oral, visual, and written text features [such as table of contents, key words, captions...]

    • Find synonyms in context (2-EE.2)
    • Find antonyms in context (2-EE.5)

• 3.3 Organize, Record, and Evaluate

  • categorize related information and ideas using a variety of strategies [such as linking significant details, sequencing events in a logical order...]

  • record key facts and ideas in own words; identify titles and writers of sources

  • examine gathered information to decide what information to share or omit

  • ask questions [such as "What did I do that worked well?"...] to reflect on inquiry or research experiences

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

• 4.1 Generate and Focus

  • generate and contribute ideas on particular topics for oral, written, and visual texts

  • use a variety of forms [such as simple reports, illustrations, role-plays of characters and situations, string games...] for particular audiences and purposes

  • order ideas to create a beginning, middle, and end in own oral, written, and visual texts

• 4.2 Enhance and Improve

  • share own stories and creations with peers and respond to questions or comments

  • add or delete words to make sense

    • Complete the sentence with a three-letter consonant blend word (2-C.10)
    • Complete the sentence with the correct -ild, -ind, -old, -olt or -ost word (2-E.10)
    • Complete the sentence with a two-syllable word (2-M.4)
    • Complete the sentence with the correct sight word (2-O.2)
    • Use conjunctions (2-X.1)
    • Form and use compound words (2-CC.2)
    • Use the correct homophone (2-FF.3)
    • Multiple-meaning words with pictures (2-GG.1)
    • Describe the difference between related words (2-HH.2)
    • Use regular plurals with -s and -es (2-MM.7)
    • Form and use irregular plurals (2-MM.10)
    • Form the singular or plural possessive (2-MM.12)
    • Choose between subject and object personal pronouns (2-NN.2)
    • Replace the singular noun with a personal pronoun (2-NN.3)
    • Replace the plural noun with a personal pronoun (2-NN.4)
    • Compound subjects and objects with "I" and "me" (2-NN.5)
    • Choose the correct personal pronoun (2-NN.6)
    • Use possessive pronouns (2-NN.8)
    • Choose between personal and reflexive pronouns (2-NN.9)
    • Use reflexive pronouns (2-NN.10)
    • Use action verbs (2-OO.1)
    • Use the correct subject or verb (2-PP.2)
    • Pronoun-verb agreement (2-PP.3)
    • Form and use the regular past tense (2-QQ.3)
    • Change the sentence to future tense (2-QQ.4)
    • Form and use the irregular past tense: set 1 (2-QQ.7)
    • Form and use the irregular past tense: set 2 (2-QQ.8)
    • Form and use the irregular past tense: set 3 (2-QQ.9)
    • Form and use the irregular past tense: set 4 (2-QQ.10)
    • To be: use the correct present tense form (2-QQ.12)
    • To be: use the correct past tense form (2-QQ.13)
    • To be: use the correct form (2-QQ.14)
    • To have: use the correct form (2-QQ.15)
    • Use the correct article: a or an (2-RR.1)
    • Use sense words (2-SS.1)
    • Identify comparative and superlative adjectives (2-SS.5)
    • Choose between adjectives and adverbs (2-SS.8)
    • Select the best preposition to complete the sentence (2-TT.2)

  • form letters and words of consistent size and shape; print legibly using correct letter formation and spacing; explore and use the keyboard to compose and revise text

    • Form compound words (2-CC.1)
    • Form and use compound words (2-CC.2)
    • Form regular plurals with -s and -es (2-MM.6)
    • Use regular plurals with -s and -es (2-MM.7)
    • Form and use irregular plurals (2-MM.10)
    • Form the singular or plural possessive (2-MM.12)
    • Form and use the regular past tense (2-QQ.3)
    • Form and use the irregular past tense: set 1 (2-QQ.7)
    • Form and use the irregular past tense: set 2 (2-QQ.8)
    • Form and use the irregular past tense: set 3 (2-QQ.9)
    • Form and use the irregular past tense: set 4 (2-QQ.10)
    • Use pronoun-verb contractions (2-UU.3)
    • Use contractions with "not" (2-UU.4)

  • experiment with words and simple sentence patterns to enhance communication forms [such as stories, reports, letters...]

    • Put the sentences in order (2-V.1)
    • Use sense words (2-SS.1)
    • Identify comparative and superlative adjectives (2-SS.5)

  • combine illustrations and written texts to express ideas, feelings, and information

• 4.3 Attend to Conventions

  • check work for beginning, middle, and end

  • spell familiar words according to Canadian spelling conventions using a variety of strategies and resources [such as visual memory, personal dictionaries, classroom charts, help from others...]

    • Spell rhyming words to answer riddles (2-B.5)
    • Spell the word with a consonant blend (2-C.3)
    • Spell the digraph word: ch, sh, th (2-C.6)
    • Spell the digraph word: ph, qu, wh (2-C.7)
    • Spell the short a word (2-D.2)
    • Spell the short e word (2-D.3)
    • Spell the short i word (2-D.4)
    • Spell the short o word (2-D.5)
    • Spell the short u word (2-D.6)
    • Spell words with open and closed syllables (2-E.9)
    • Spell the silent e word (2-F.3)
    • Spell the long a word: silent e, ai, ay (2-H.2)
    • Spell the long e word: ee, ea (2-H.3)
    • Spell the long i word: silent e, ie, y (2-H.4)
    • Spell the long o word: silent e, oa, ow (2-H.5)
    • Spell the long u word: silent e, ue, oo, ew (2-H.6)
    • Spell the soft g or soft c word (2-L.4)
    • Choose the correct spelling of the consonant-l-e word (2-N.2)
    • Spell the consonant-l-e word (2-N.3)
    • Spell the sight word (2-O.3)
    • Order alphabetically based on the first letter (2-KK.1)
    • Order alphabetically based on the first two letters (2-KK.2)
    • Order alphabetically based on the first three letters (2-KK.3)
    • Use guide words (2-KK.4)
    • Use dictionary entries (2-KK.5)

  • use periods and question marks as end punctuation

    • Is the sentence a statement, question, command or exclamation? (2-LL.1)

• 4.4 Present and Share

  • share information and ideas on a topic with a familiar audience; clarify information by responding to questions

  • report briefly to the class using a clear voice and appropriate phrasing and intonation

  • demonstrate attentive audience behaviours [such as asking relevant questions...]