Language Arts

Grade 2: Writing

Overall Expectations

?communicate ideas (thoughts, feelings, experiences) for specific purposes (e.g., write a paragraph describing a trip to the farm for classmates);

?organize ideas in a logical sequence (e.g., write stories that have a beginning, middle, and end);

?begin to write more elaborate sentences by using adjectives and adverbs;

?produce short pieces of writing using simple forms (e.g., narratives and poems based on familiar models);

?use some materials from other media (e.g., collage) to enhance their writing;

?revise and edit written work, focusing on specific features (e.g., sequence of ideas), with assistance from the teacher;

?use and spell correctly the vocabulary appropriate for this grade level;

?use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below).

Specific Expectations

The skills and knowledge inherent in the expectations outlined below are essential for producing writing that communicates effectively. They should be developed, as much as possible, in the context of writing activities that are meaningful and creative and that allow students to develop the thinking skills that underlie clear and effective writing.

Grammar

?identify nouns as words that name people, places, and things;

?use connecting words to link simple sentences;

?use a variety of sentence types (e.g., questions, statements, exclamations);

?use adjectives appropriately for description;

?use the negative correctly (e.g., I will not do that/I cannot do that/He does not do that);

Punctuation

?use question marks appropriately;

?use capital letters for proper nouns (e.g., holidays, place names, titles);

?use a comma correctly to separate items in a list, in dates, and in addresses;

Spelling

?correctly spell words identified by the teacher;

?use phonics to spell more difficult words (e.g., words of more than one syllable, words ending in ing);

?use es to form the plural of certain words (e.g., radishes);

?begin to use resources (e.g., personal dictionary, classroom-displayed vocabulary) to confirm spelling;

Word Use and Vocabulary Building

?use words from their oral vocabulary, personal word lists, and class lists compiled through brainstorming;

Visual Presentation

?use titles to summarize content;

?use words and pictures to create a message;

?use underlining, colour, size of print for emphasis;

?print legibly;

?use margins and spacing appropriately.

Language Arts

Grade 2: Oral and Visual Communication

Overall Expectations

?communicate messages, and follow instructions and directions;

?listen to discussions on familiar topics and ask relevant questions;

?retell stories and recount personal experiences, presenting events in a coherent sequence;

?talk about characters and situations in stories, and information in non-fiction materials, and relate them to personal experience;

?apply the rules of participating in a conversation and working with others;

?view, read, and listen to media works with simple messages or factual information and describe what they have learned;

?create simple media works;

?use the conventions (e.g., sentence structure) of oral language, and of the various media, that are appropriate to the grade (see below).

Specific Expectations

Use of Words and Oral Language Structures

?use appropriate vocabulary and oral language structures to express emotions in a variety of situations;

?use linking words such as because, if, and after to organize ideas in speech;

?recognize the beginning and end of a spoken text, and present their own remarks in a coherent order;

?experiment with rhyme, rhythm, and word play to create humorous effects;

Non-verbal Communication Skills

?use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking;

Group Skills

?participate in group discussions, demonstrating a sense of when to speak, when to listen, and how much to say;

?use speech appropriately for various purposes (e.g., to influence others in the group);

Media Communication Skills

?view, read, and listen to media works to obtain information and to complete assigned tasks (e.g., view or read the weather reports on television or in the newspaper);

?distinguish between a commercial and a program (e.g., on the radio or television) and between an advertisement and an article (e.g., in a magazine or newspaper);

?identify different technologies (e.g., television, radio, the Internet, CD-ROMs, a videocassette recorder) and understand that they serve different functions;

?create some simple media works (e.g., design an advertisement for a toy).

Expectations: Copyright The Queen's Printer for Ontario, 1997. With thanks to B.Phillips, 1998. Language Arts

Grade 3: Writing

Overall Expectations

?communicate ideas and information for specific purposes and to specific audiences (e.g., write a notice for a community newspaper advertising an upcoming school event);

?write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal notes);

?organize information into short paragraphs that contain a main idea and related details;

?begin to use compound sentences and use sentences of varying length;

?produce pieces of writing using a variety of forms (e.g., simple research reports, letters, stories, poems);

?use materials from other media (e.g., sketches) to enhance their writing;

?revise and edit their work, using feedback from the teacher and their peers;

?proofread and correct their final drafts;

?use and spell correctly the vocabulary appropriate for this grade level;

?use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below).

Specific Expectations

Grammar

?use correct subject-verb agreement;

?correctly use nouns, verbs, adjectives, and adverbs;

?use irregular plurals correctly (e.g., deer, loaves, children);

Punctuation

?use the apostrophe in common contractions (e.g., can't, I'll);

?use exclamation marks appropriately;

Spelling

?use phonics and memorized spelling rules (e.g., some verbs ending with a consonant double the consonant before ed or ing; stop/stopped, signal/signalling) to increase accuracy in spelling;

?use a variety of sources (e.g., dictionary, word lists, computer) to check the spelling of unfamiliar words;

?use abbreviations to spell frequently used words (e.g., Mister/Mr.);

?divide words into syllables;

Word Use and Vocabulary Building

?use common prefixes and suffixes;

?use compound words;

?introduce new words from their reading into their writing;

?choose words that are most appropriate for their purpose (e.g., to express a feeling);

?use a dictionary to expand vocabulary;

Visual Presentation

?accurately use titles and subheadings as organizers;

?use visual material to reinforce a message (e.g., a photograph of an object they are describing);

?select and correctly use the format suited to their purpose for writing (e.g., letter, e-mail, chart);

?print legibly and begin to use cursive writing.

Expectations: Copyright The Queen's Printer for Ontario, 1997. With thanks to B.Phillips, 1998.

Language Arts

Grade 3: Oral and Visual Communication

Overall Expectations

?communicate messages, and follow and give directions for a variety of activities and events;

?listen to discussions and ask questions to clarify meaning;

?retell stories, demonstrating an understanding of basic story structure and including information about characters, action, and story ending;

?talk about characters and situations in stories, and information and ideas in non-fiction materials;

?apply the rules for working with others;

?view, read, and listen to media works that convey messages or information and talk about what they have learned;

?create a variety of simple media works;

?use the conventions (e.g., sentence structure) of oral language, and of the various media, that are appropriate to the grade (see below).

Specific Expectations

Use of Words and Oral Language Structures

?use linking words such as although, instead of, and so that to organize and clarify ideas in speech;

?rephrase to clarify their ideas (e.g., what I meant was, when I think about);

?speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey their intended meaning;

Non-verbal Communication Skills

?use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud;

?use pauses and repetition effectively for emphasis in speech;

Group Skills

?contribute ideas appropriate to the topic in group discussion and listen to the ideas of others;

Media Communication Skills

?identify basic elements of text (e.g., size of print) and basic techniques (e.g., different tones of voice in audio productions) that help convey the message in print and media materials;

?use basic terminology (e.g., close-up, low angle) to discuss visual images in print and electronic media;

?create simple media works (e.g., create a series of shots using a still video camera or still camera and then display them for the class).

Expectations: Copyright The Queen's Printer for Ontario, 1997. With thanks to B.Phillips, 1998.