# Long Range Plans - Grade 2/3 - TDSB School Websites

Long Range Plans - Grade 2/3 – 2014 - 2015 Ms. Zappi, Ms. Hoffman

|Language |Grade 2 and 3 |

|September-January |Reading –DRA, a variety of genre, introduce Reader’s Workshop, understanding form and style, reading with fluency and expression, Guided Reading |

|(Term 1) |Writing – developing and organizing content, communicate ideas for a specific purpose, organize ideas in a logical sequence, introduce Writer’s Workshop, |

| |grammar/word study, spelling, printing practice (gr 2) cursive writing practice (gr 3), using knowledge of form and style in writing, introducing editing |

|Reading Focus |and revision skills |

|-visualizing |Oral and Visual – listening to understand, following instructions and directions, speaking to communicate |

|-decoding strategies |Media Literacy – understanding media texts/forms, identify conventions and techniques used |

|-retell | |

|-making connections | |

|-making predictions | |

|Writing Focus | |

|-paragraphs | |

|-recounts | |

|-procedures | |

|-narratives | |

|February-June |Reading –reading with fluency and expression, Guided Reading, DRA, reflecting on strengths as readers, areas of improvement and strategies |

|(Term 2) |Writing – using editing and revision skills, reflecting on knowledge of language conventions and presenting written work effectively, reflecting on |

| |writing skills and strategies |

|Reading Focus |Oral and Visual – speaking to communicate, reflecting on oral communication skills and strategies |

|-expressing opinions |Media Literacy – create original media texts, respond to a variety of media, make inferences about media texts |

|-point of view | |

|- inferences | |

|-main idea and supporting details | |

|-non-fiction text features | |

|Writing Focus | |

|-editing strategies | |

|-persuasive writing | |

|-research/report writing | |

|-letter writing | |

|-poetry | |

Long Range Plans - Grade 2/3 Continued

|Math |Grade 2 |Grade 3 |

|Throughout the Year: | | |

|-Problem Solving | | |

|September |Data Management (chapter 1 and 5) |Data Management (chapter 5) |

| |- sorting and classifying objects using two attributes simultaneously |- sorting and classifying objects using two or more attributes simultaneously |

|Review/Assessment |- gather data to answer a question, using a |- collect data by conducting a simple survey |

|Graphing |simple survey |- collect and organize data and display the data in charts, tables, and graphs|

| |- collect and organize primary data | |

| |-read primary data presented in concrete |- read primary data presented in charts, |

| |graphs, pictographs, line plots, simple bar |tables, and graphs |

| |graphs, and other graphic organizers |- interpret and draw conclusions from data |

| |- pose and answer questions about class generated data |presented in charts, tables, and graphs; |

| |- demonstrate an understanding of data displayed in a graph |- demonstrate an understanding of mode and identify the mode in a set of data.|

|October |Number Sense and Numeration (ch. 2 and 4) |Number Sense and Numeration (ch. 1 and 2) |

| |-represent, compare, and order whole numbers to 100 |-represent, compare and order whole numbers to 1000 using a variety of tools |

|Place Value |-read and print in words whole numbers to twenty |-read and print in words whole numbers to 100 |

|Skip Counting |-compose and decompose two-digit numbers in a variety of ways |-identify and represent the value of a digit in a number |

|Addition |-determine, using concrete materials, the ten that is nearest to a given |-compose and decompose 3-digit numbers in hundreds, tens, and ones in a |

|Subtraction |two-digit number |variety of ways |

|Patterns in Addition and |-count forward by 1’s, 2’s, 5’s, 10’s, and 25’s |-round 2 digit numbers to the nearest 10 |

|Subtraction |to 200, using number lines and hundreds charts |-represent and explain using concrete materials, the relationship among the |

| |- count backwards by 1’s from 50 and count backwards by 10’s from 100 |numbers 1, 10, 100 and 1000 |

| |- locate whole numbers to 100 on a number line |-count forwards by 1’s, 2’s, 5’s 10’s 25’s and 100’s to 1000 |

| |- solve problems involving the addition and subtraction of whole numbers to 18|-count backwards by 2’s, 5’s and 10’s from 100 |

| |- describe relationships between quantities |-solve problems involving the addition and subtraction of 2 digit numbers |

| |by using whole-number addition and subtraction |-add and subtract 3 digit numbers |

| |Patterning |-use estimation when solving problems involving addition and subtraction |

| |-determine the missing number in equations involving addition and subtraction |Patterning |

| |to 18 |-determine through investigation, the inverse relationship between addition |

| |-represent two number expressions that are equal, using the equal sign |and subtraction |

| |-demonstrate an understanding of the concept of equality by partitioning whole|-determine the missing number in equations involving addition and subtraction |

| |numbers to 18 in a variety of ways | |

| |-identify, through investigation, and use the commutative property of addition| |

|November |Geometry (chapter 6 and 9) |Geometry (chapter 3) |

| |-distinguish between the attributes of an object that are geometric properties|-identify and compare various polygons and sort them by their geometric |

|2D and 3D Shapes |and the attributes that are not geometric properties |properties |

| |-identify, describe and sort various polygons |-compare and sort prisms and pyramids by geometric properties |

| |-identify, describe and sort various three dimensional figures |-construct rectangular prisms and describe their geometric properties |

| |-create models and skeletons of prisms and pyramids |-explain the relationships between different types of quadrilaterals |

| |-locate the line of symmetry in a 2D shape |-identify and describe the 2D shapes that can be found in a 3D figure |

| |-compose and decompose two-dimensional shapes |-describe and name prisms and pyramids by the shape of their base |

| |-build a structure using 3D figures, and describe the 2D shapes and 3D figures|-identify congruent 2D shapes by manipulating and matching concrete materials |

| |in the structure | |

| |-create and describe symmetrical designs using a variety of tools | |

|December/January |Number Sense and Numeration (chapter 10) |Number Sense and Numeration (chapter 4) |

| |-solve problems involving the addition and subtraction of two-digit numbers, |-relate multiplication on 1 digit numbers and division by 1 digit divisors to |

|Multiplication |with and without regrouping |real life |

|Division |-represent and explain multiplication as the combining of equal groups |-multiply to 7x7 and divide to 49÷7, using a variety of mental strategies |

|Numeric and Geometric |-represent and explain division as the sharing of a quantity equally |Patterning (chapter 10) |

|Patterns |Patterning (chapter 7) |-identify through investigation the properties of zero and one in |

| |-identify and describe growing patterns and shrinking patterns generated by |multiplication |

| |the repeated addition or subtraction of 1, 2, 5, 10 and 25’s |-identify, extend and create a repeating pattern involving 2 attributes |

| |-identify repeating, growing, and shrinking patterns found in real-life |-identify and describe number patterns involving addition, subtraction and |

| |contexts |multiplication |

| |-create growing or shrinking patterns |-extend repeating, growing and shrinking number patterns |

| |-create a repeating pattern by combining two attributes |-create a number pattern involving addition or subtraction |

| |-demonstrate an understanding that a pattern results from repeating an |-represent simple geometric patterns |

| |operation | |

| |-identify the properties of zero in addition and subtraction | |

|February |Measurement (chapter 3 and 11) |Measurement (chapter 6) |

| |-tell and write time to the quarter-hour, using demonstration digital and |- read time using analogue clocks to the nearest 5 minutes |

|Time |analogue clocks |-solve problems involving the relationships between minutes and hours, hours |

|Temperature |-determine the relationship between days and weeks and between months and |and days, days and weeks, and weeks and years |

|Mass |years |-estimate, read and record positive temperatures to the nearest degree Celsius|

|Capacity |-describe how changes in temperature affect everyday experiences |-identify benchmarks for freezing, cold, cool, warm, hot and boiling |

| |-use a standard thermometer to determine whether temperature is rising or |temperatures |

| |falling |-estimate, measure and record the mass of objects |

| |-estimate, measure, and record the capacity and/or mass of an object, using a |-estimate, measure and record the capacity of containers |

| |variety of non-standard units |-compare and order a collection of objects using standard units |

| |-compare and order a collection of objects by mass and/or capacity, using | |

| |non-standard units | |

|March |Number Sense and Numeration (ch. 3 and 10) |Number Sense and Numeration (ch. 6 and 8) |

| |-determine the relationship between the number of fractional parts of a whole |-divide whole objects and sets of objects in equal parts and identify the |

|Money |and the size of the fractional parts |parts using fractional names |

|Fractions |-regroup fractional parts into wholes |-represent and describe the relationships between coins and bills up to $10 |

| |-estimate, count, and represent value of a collection of coins with a maximum |-estimate, count and represent the value of a collection of coins and bills up|

| |value of one dollar |to $10 |

| |- add and subtract money amounts to 100¢ |-add and subtract money amounts |

|April |Measurement (chapter 8) |Measurement (chapter 9) |

| |-estimate and measure length, height, and distance, using standard units |-estimate, measure and record length, height, and distance using standard |

|Length |-estimate, measure, and record the distance around objects, using non-standard|units |

|Perimeter |units |-draw items using a ruler, given specific lengths in centimeters |

|Area |-estimate, measure, and record area, through investigation using a variety of |-compare standard units of length |

| |non-standard units |-compare and order objects on the basis of linear measurements |

| |-describe, through investigation, the relationship |-estimate, measure and record the perimeter of two-dimensional shapes |

| |between the size of a unit of area and the number of units needed to cover a |-estimate, measure and record area |

| |surface |-compare and order various shapes by area |

|April/May |Geometry (chapter 9) |Geometry (chapter 7) |

| |-describe the relative locations and the movements of objects on a map |-use a reference tool to identify right angles and to describe angles as |

|Angles |-draw simple maps of familiar settings, and describe the relative locations of|greater than, equal to, or less than a right angle |

|Motion Geometry |objects on the maps |-compare various angles, using concrete materials and pictorial |

| | |representations |

| | |-describe movement from one location to another using a grid map |

| | |-identify flips, slides, and turns using concrete materials and physical |

| | |motion |

| | |-complete and describe designs and pictures of images that have a line of |

| | |symmetry |

|May |Probability (chapter 5) |Probability (chapter 11) |

| |-describe probability as a measure of the likelihood that an event will occur |- predict the frequency of an outcome in a simple experiment or game |

|Probability |-describe the probability that an event will occur through investigation with |- demonstrate an understanding of fairness in a game |

| |simple games and probability experiments | |

|June |Review |Review |

| | | |

|Review | | |

Long Range Plans - Grade 2/3 Continued

|Science |Grade 2 |Grade 3 |

|September |Properties of Liquids and Solids |Forces Causing Movement |

|October | | |

|November | | |

|December | | |

|January |Movement |Stability |

|February | | |

|March | | |

|April |Environmental Theme (Growth and Changes in Animals and Air and Water in the |Environmental Theme (Growth and Changes in Plants and Soils in the Environment|

| |Environment units) |units) |

|May | | |

|June | | |

|Social Studies |Grade 2 |Grade 3 |

|September |Changing Family and Community Traditions (name, losing teeth traditions) |Living and Working in Ontario |

|October | | |

|November |Family tree | |

|December | | |

|January |Mapping skills |Mapping skills |

|February | | |

|March | | |

|April |Global Communities |Communities in Canada 1780-1850 |

|May | | |

|June | | |

Long Range Plans - Grade 2/3 Continued

|Visual Art |Grade 2 and 3 |

|September |Element of design - lines |

|October |Create artwork using different lines |

|November |Element of design - using different values (tints) of colour |

|December |Holiday art |

|January |Element of design – shape and form |

|February |Element of design – shape and form |

|March |Element of design - texture |

|April |Element of design - texture |

|May |Element of design – space (showing depth) |

|June |Creating art using elements of design covered this year |

|Drama |Grade 2 and 3 |

| | |

|September |Elements of Drama-role and character |

|October |Role and character |

|November |Elements of Drama-relationship |

|December |Relationship |

|January |Elements of Drama-Time and Place |

|February |Time and Place |

|March |Elements of Drama- Tension |

|April |Tension |

|May |Elements of Drama-Focus and Emphasis |

|June |Focus and Emphasis |

| |All texts in drama are to be from culturally diverse communities |

Rotary Subjects

Music taught by Dr. Grant

Gym/Health taught by Mr. Blais

IT taught by Mr. Littlejohn

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