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Supporting Teachers with the Implementation of the Redesigned B.C. Curriculum

Grade 2 Resources

Dear Grade Two Teacher,

Curriculum change—both exciting and challenging at the same time! So many possibilities for you and your students! As you prepare to implement the new curriculum, let us help you design unique learning opportunities specific to your students’ needs and interests.

Scholastic Education’s resources are fully supportive of the redesigned outcomes; emphasizing the latest educational pedagogy, an inquiry-based approach, and the development of core competencies; all important facets of the new curriculum. Teaching materials for each resource assist you in planning and organizing for effective instruction, differentiation, and balanced assessment. Student materials help create a relevant, engaging and novel learning environment for young learners.

In this brochure are several resources suitable for the grade 2 classroom. The variety of options and choices will help you implement the Big Ideas and Learning Standards of English Language Arts and other subject disciplines in a creative and flexible manner.

• Literacy Place Plus: - Conversation Kit - Inquiry Units - Book Club - Guided Reading Texts - Independent Reading Collection

• Info Tales

• Trickster Tales

Included with each product description is an overview of possible connections to the three elements of the new curricular model: Big Ideas (UNDERSTAND), Curricular Competencies (DO), and Content (KNOW). These at-a-glance charts enable you to quickly envision the correlations with the new curriculum.

UNDERSTANDBig Ideas

DOLearning Standards:

Curricular Competencies

KNOWLearning Standards: Content

- Through listening and speaking, we connect with others and share our world

- use developmentally appropriate reading, listening, viewing strategies to make meaning

- engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community

- Oral language strategies

- Features of oral language

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The Conversation Kit stimulates and enriches students’ oral language development in a variety of social situations with a focus on oral participation and turn taking, active listening and talking, academic conversation, and visual comprehension. The components can be used throughout the school year in an English Language Arts class or other curriculum areas to promote the core competencies of Communication and Critical and Creative Thinking.

• The Literacy Place Plus Grade 2 Conversation Kit comes with a poetry Big Book and 6 small book versions and audio; 10 Conversation Cards; 2 Wordless Texts; Conversation Videos; Teaching Guide, print and online.

TC

UNDERSTANDBig Ideas




Language Arts:

- Language and stories can be a source of creativity and joy

- Stories and other texts connect us to ourselves, our families, and our communities

- Through listening and speaking we connect with others and share our world

- Playing with language helps us discover how language works

Comprehend and Connect:

- read fluently at grade level


- engage actively as listeners, viewers, and readers

- use personal experience/knowledge to connect to stories and other texts to make meaning

Create and Communicate:

- exchange ideas and perspectives to build shared understanding

- create stories and other texts to deepen awareness of self, family, and community

- plan and create a variety of communication forms for different purposes and audiences

- explore oral storytelling processes

Story/Text:

- literary elements and devices

- vocabulary associated with texts

Strategies and Processes:

- oral language strategies

- metacognitive strategies

Language Features, Structures, Conventions:

- features of oral language

- word patterns, word families

T PSC Communication Personal and SocialThinking

Conversation Kit

Conversation KitConversation Kit

The inquiry units in grade 2 are designed to foster a community of thinkers, nurture students’ inquiry-mindedness, and develop literacy competencies. They focus on active learning—reading, writing, talking, listening, investigating, exploring, and researching—which promotes knowledge acquisition, deep understanding of ‘big ideas’, and the development of responsible attitudes. The units are based on a model of ‘guided inquiry’ where students receive support and guidance at critical points as they move through the inquiry process.

Guided inquiry allows you to model, guide, and facilitate inquiry; depending upon students’ understanding of the inquiry process, their learning needs, and their level of independence. Each unit includes pertinent resources and detailed lesson plans to assist with the launch of a focused inquiry in whole group sessions. The inquiry begins with a meaningful framing (essential) question that focuses students’ thinking and hooks them into considering big ideas, issues, and problems surrounding the topic; creating a personal connection. Students’ own questions become integrated into the unit as it progresses. In addition, instructional support is provided to extend the inquiry during Researchers’ Workshop in an approach appropriate for you and your learners.


Inquiry Units

Inside a StoryWhat makes a story great?

The Inside a Story unit is an inquiry into stories and what authors and illustrators do to create a great story. The inquiry question inspires investigations into a variety of stories and the use of analysis and evaluation to determine the key components of narrative fiction, to identify the qualities of “good writing”, and to assess author’s craft. The unit also provides an opportunity for students to apply these new ideas and write their own stories, self-assess based on what they have learned about story writing, and celebrate their work with authentic audiences.

• The Inside a Story inquiry unit comes with a Read Aloud book; 2 Big Books and 6 small versions of each plus audio for partner-shared reading; a Teaching Guide both print and online, and an Inquiry Tools Guide.


Inquiry Units

UNDERSTANDBig Ideas




Language Arts:



- Everyone has a unique story to share


- Curiosity and wonder lead us to new discoveries about ourselves and the world around us



- use sources of information/prior knowledge to make meaning



- demonstrate awareness of the role that story plays in personal, family, and community identity


- recognize the structure and elements of story





- communicate using sentences and most conventions of Canadian spelling, grammar, and punctuation

Story/Text:

- elements of story




- reading strategies



- writing processes


- letter formation

- sentence structure

- conventions

T PSC

Animals in Our LivesHow would our lives be different without animals?

The Animals in Our Lives unit is an inquiry into the relationship between people and animals, what they mean to each other, and how they can assist each other. Through exposure to a variety of texts, students expand thinking about how animals make a significant difference in many people’s lives and vice-versa. During the investigation, students have the opportunity to develop awareness and take responsibility for caring for others and the environment.

• The Animals in Our Lives inquiry unit comes with a Read Aloud book; 1 Big Book and 6 small versions, a digital book with 6 print copies, plus audio for partner-shared reading; a Teaching Guide both print and online, and an Inquiry Tools Guide.


Inquiry Units

UNDERSTANDBig Ideas




Language Arts:


















- communicate using sentences and most conventions of Canadian spelling, grammar, and punctuation

Story/Text:

- elements of story







- writing processes



- conventions

C PS

TC

Water Works!How can we help everyone to have clean water?

The Water Works! inquiry unit promotes whole class, group, and individual investigations into the preservation and conservation of Earth’s limited resource—water. Using an interdisciplinary approach, students respond to a “call to action” concerning the issues, challenges, and problems around the responsible use of water. This cross-curricular method promotes a deeper level of understanding, enhances students’ ability to retain, recall, and transfer knowledge, and develops important core competencies; especially with respect to contributing to community and caring for the environment.

• The Water Works! inquiry unit comes with a video to launch inquiry; 1 Big Book and 6 small versions plus audio for partner-shared reading; a Teaching Guide both print and online, and an Inquiry Tool Guide.


Inquiry Units

UNDERSTANDBig Ideas




Language Arts:




Science:

- Water is essential to all living things, and it cycles through the environment

Social Studies:

- Local actions have global consequences, and global actions have local consequences

- Individuals have rights and responsibilities as global citizens

Language Arts:








Science:

- questioning and predicting; processing and analyzing data and information; evaluating; applying and innovating; communicating

Social Studies:

- use inquiry processes and skills to: ask questions; gather, interpret, and analyse ideas; and communicate findings and decisions

- make value judgements about events, decisions or actions, and suggest lessons that can be learned

Story/Text:

- text features and vocabulary associated with texts

- reading, oral language, and metacognitive strategies

Science:

- water sources, including local watersheds

- water conservation

- water cycle

Social Studies:

- rights and responsibilities of individuals regionally and globally (responsibility to the environment)

- relationships between people and the environment in different communities

PS

C

You Can Do It!Why is it important to believe in yourself?

This Book Club unit offers a sophisticated, yet enjoyable vehicle for students to engage in “informal and structured conversations where they listen, contribute, develop understanding and relationships, and learn to consider diverse perspectives”. It is a prime opportunity for young students to develop communication and personal awareness and responsibility competencies. While participating in the Book Club, students investigate the concept of resilience and self-esteem through Read Aloud and Shared Reading texts. Then they read one of four texts with a similar theme and meet in small groups to discuss their thinking.

• The You Can Do It! book club unit comes with a Read Aloud book; 1 Big Book and 6 small versions plus audio for partner-shared reading; a Teaching Guide both print and online. Four levels of fiction books, 5 below level copies, 5 approaching level copies, 10 on level copies, and 6 above level copies.


Book Club Unit

UNDERSTANDBig Ideas




Language Arts:






Career Education:

- Confidence develops through the process of self-discovery












Story/Text:

- elements of story








- features of oral language

PS

C

Guided Reading is one approach to differentiating learning by providing students with the structures to maximize strengths, work around areas for growth, and experience timely remediation. Students are able to apply and transfer their learning of reading, oral language, and metacognitive strategies. The Guided Reading collections include a variety of print and visual texts to expand students’ thinking and exposure to real-world texts such as posters, brochures, postcards and images, mystery stories, non-fiction reports, magazine articles, realistic stories, fantasies, and science fiction. The accompanying teaching plans provide suggestions for Before, During, and After Reading plus teaching tips, ESL notes and follow-up activities.

• 20 titles. Each title available as a 6-pack with 6 copies of one title and teaching plan. Complete packs aslo available.


Guided Reading Texts

UNDERSTANDBig Ideas




Language Arts:




- Playing with language helps us discover how language works




- use developmentally appropriate reading strategies to make meaning (e.g., making predictions, making connections, making simple inferences, asking questions)





- recognize how different text structures reflect different purposes


Story/Text:

- elements of story


- text features



- reading strategies (e.g., using illustrations and prior knowledge to predict meaning; rereading; retelling; locating the main idea and details; using knowledge of language patterns and phonics to decode; identifying familiar/sight words; monitoring; self-correcting using cueing systems)


- metacognitive strategies (talking and thinking about learning)




- conventions

T

Guided ReadingGuided Reading

C

Providing time for Independent Reading in your primary classroom is imperative to the continued success and growth of young learners who will understand the joy and benefit of life-long reading. While reading independently, students are able to apply and transfer their learning of reading and metacognitive strategies. The Independent Reading collection includes a variety of engaging texts such as fiction, non-fiction, and info-fiction in various sizes and shapes. Add these great titles to your existing classroom library to spark enthusiasm for reading!

• 30 titles, levels E–O and Teaching Guide.


Independent Reading Texts

UNDERSTANDBig Ideas




Language Arts:







- use developmentally appropriate reading strategies to make meaning (e.g., making predictions, making connections, making simple inferences, asking questions)

- engage actively as viewers and readers





Story/Text:

- elements of story


- text features








- conventions

T

Independent ReadingIndependent Reading

TC


Info Tales

UNDERSTANDBig Ideas



KNOWLearning Standards:

ContentLanguage Arts:






Social Studies:

- Canada is made up of many diverse regions and communities




- use developmentally appropriate reading and listening strategies to make meaning


- engage actively as listeners and readers




- show awareness of how story in First Peoples cultures connects people to family and community




Social Studies:


- explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, and events

Story/text:

- elements of story


- text features


Strategies and processes:



Language features, structures, conventions:



- conventions

Social Studies:

- diverse characteristics of communities and cultures in Canada and around the world, including one Canadian First People’s community and culture

PS

Why should we explore other cultures and what does it teach us?

Info Tales are levelled flip-books with one side featuring a beautifully illustrated fairy tale or a traditional folk tale, and the flip side featuring information about the country, culture, or topic. The series is designed to introduce students to a variety of countries and a rich array of cultures from around the world. It can be used in various ways depending on your students’ needs and the purpose for learning. One of the best ways to use Info Tales is to engage students in an investigation of the concept of ‘culture’.

• 32 6-packs (6 copies of 1 flip-book, and 8-page Teaching Card)


Trickster Tales

Why should we explore other cultures and what does it teach us?

These fun and engaging traditional stories combine moral lessons and humour, and lend themselves to rich classroom discussion about right and wrong, respect and disrespect, honesty and dishonesty. The tricksters in these stories can take many forms, such as animals, mythological heroes, or transformers. They love to laugh and play jokes, often getting into trouble, but they can also be helpful and wise. From the B.C. Curriculum: it is “[t]hrough the study of First Peoples’ texts and worldviews that students gain awareness of the historical and contemporary contexts of First Peoples, leading to mutual understanding and respect.”

• 64 titles available as 6-packs with a Teaching Guide.

UNDERSTANDBig Ideas



KNOWLearning Standards:

Content

Language Arts:






Social Studies:

- Canada is made up of many diverse regions and communities




- use developmentally appropriate reading and listening strategies to make meaning


- engage actively as listeners and readers




- show awareness of how story in First Peoples cultures connects people to family and community


Social Studies:


- explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, and events

Story/text:

- elements of story


- text features





Social Studies:

- diverse characteristics of communities and cultures in Canada and around the world, including one Canadian First People’s community and culture

TC PS

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