Grade 2 Ukrainian Language Arts

Grade 2 Ukrainian Language Arts

1 Explores thoughts, ideas, feelings and experiences, in Ukrainian

2 Uses Ukrainian to comprehend and respond personally and critically to oral, print, visual and multimedia texts

3 Manages ideas and information in Ukrainian

4 Enhances the clarity and artistry of communication in Ukrainian

5 Uses Ukrainian to celebrate and build Community

6 Acquires Ukrainian to understand and appreciate languages, and uses Ukrainian confidently and competently in a variety of situations for communication, personal satisfaction and further learning

7 Will explore, understand, appreciate and value Ukrainian culture in Canada and the world for personal growth, enrichment and satisfaction, and for participating in and contributing to an interdependent and multicultural global society.

1.1 Discovers and Explores

1.2 Clarifies and Extend

2.1 General Comprehension Strategies

2.2 Responds to Texts

2.3 Understands Forms and Techniques

3.1 Plans and Focuses

3.2 Selects and Processes

3.3 Organizes, Records and Assesses

4.1 Generates and Focuses

4.2 Enhances and Improves

4.3 Attends to Conventions

4.4 Presents and Shares

5.1 Develops and Celebrates Community

5.2 Encourages, Supports and Works with Others

6.2 Language Competence

6.3 Sociocultural/Sociolinguistic Competence

6.4 Language Learning Strategies

6.5 Language Use Strategies

6.6 General Learning Strategies

7.2 Ukrainian Culture

7.3 Building Community

7.4 Global Citizenship

makes and talk about personal observations

asks for others ideas and observations to develop own personal understanding

uses a variety of forms to organize and give meaning to familiar experiences, ideas and information

collects and shares favourite oral, print, visual and multimedia texts

chooses to read and write

connects new information, ideas and experiences with prior knowledge and experiences

describes new experiences and ideas

arranges ideas and information to make sense

asks basic questions to make sense of experiences

makes connections among texts, prior knowledge and personal experiences

anticipates meaning, recognizes relationships and draws conclusions; and uses a variety of strategies to confirm understanding

uses textual cues, such as story models and titles, to construct and confirm meaning

uses semantic, morphological, phonological, graphophonic and syntactic cues, such as syllabication/word families and sight words, to construct and confirm word meaning in context

participates in shared listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions, such as legends, puppet plays, video programs, songs, riddles and informational texts

describes similarities between experiences and traditions encountered in daily life and those portrayed in oral, print, visual and multimedia texts

identifies and expresses the feelings of people in oral, print, visual and multimedia texts

recognizes that information and ideas can be expressed in a variety of forms and texts

relates the beginning, middle and end of oral, print, visual and multimedia texts; and identifies the main character

explores commonalities in word families to increase vocabulary

demonstrates interest in the sounds and rhythms of words, word combinations and phrases in oral, literary and media presentations

creates basic texts to communicate and demonstrate understanding of modelled forms

records and shares personal knowledge and experience of a topic

asks questions to understand a topic, and identifies information needs

contributes information and questions to assist in group understanding of a topic or task

recalls and follows directions for accessing and gathering information

participates in group discussion to generate information on a topic, and identifies sources of additional information

answers questions, using oral, visual and print information sources

compares gathered ideas and information with personal knowledge

uses the specific library organizational system to locate information and ideas, and uses visual and auditory cues to make meaning

makes connections between prior knowledge, ideas and information, and oral, visual and print text features

categorizes related information and ideas, using a variety of strategies

records key facts and ideas in own words, and identifies titles and writers of sources

examines gathered information, with teacher guidance, to decide what to share or omit

recalls, discusses and records informationgathering experiences

generates and contributes ideas on particular topics for oral, print and visual texts

shares ideas and experiences, using various text forms for particular audiences

organizes visuals and prints to express ideas and tell stories

talks about own creations and those of others, using common expressions

asks basic questions to clarify ideas

strives for consistency in letter size and shape, print letters in the correct direction, and uses the keyboard to produce text

experiments with words and sentence patterns, with support

combines illustrations and simple print texts to express ideas, feelings and information

checks for complete sentences, and makes sentences complete

spells familiar words, using basic strategies and resources

uses basic writing conventions

shares information and ideas on a topic with a familiar audience, and clarifies information by responding to basic questions

presents information and ideas

demonstrates attentive audience behaviours

tells, draws and writes about self, family and community

explores similarities among stories from oral, print, visual and multimedia texts from different communities

connects aspects of stories and characters to personal feelings and experiences

participates in shared language experiences to celebrate individual and class achievements and cultural events

cooperates in small groups

contributes related ideas and information in whole-class and small-group activities

adjusts own language use for diff

acknowledges the achievements of others

6.1 Linguistic Elements

uses, orally and in writing, the Ukrainian alphabet consonants and vowels

experiments with and uses vocabulary and expressions in a variety of contexts in the classroom and school environment

uses, in modelled and structured situations, grammatical elements, as appropriate for the grade level

imitates and experiments with basic mechanical features

experiments with and uses basic discourse features in oral and print texts

listens to and understands simple oral sentences in a variety of familiar situations

produces, spontaneously and with guidance, simple oral sentences in a variety of familiar situations

reads and understands simple words and sentences in structured situations

produces, with guidance, simple words and sentences on familiar topics

view and understand simple, familiar events and representations

uses a variety of forms to create simple representations of ideas, events and information

distinguishes between formal and informal situations

understands and uses some simple idiomatic expressions as set phrases

acknowledges individual differences in speech

uses basic politeness conventions

experiments with using some simple nonverbal means of communication

uses simple cognitive strategies, with guidance, to enhance language learning; e.g., learn short rhymes or songs, incorporating new vocabulary or sentence patterns, imitate sounds and intonation patterns

uses simple metacognitive strategies, with guidance, to enhance language learning; e.g., rehearse or role-play language

uses simple interactive strategies, with guidance; e.g., indicate lack of understanding verbally or nonverbally

uses simple interpretive strategies, with guidance; e.g., uses illustrations to aid reading comprehension

uses simple productive strategies, with guidance; e.g., uses familiar repetitive patterns from stories, songs, rhymes or media

uses simple cognitive strategies to enhance general learning; e.g., connect what they already know with what they are learning

uses simple metacognitive strategies to enhance general learning; e.g., discover how their efforts can affect their learning

uses simple social and affective strategies to enhance general learning; e.g., follow their natural curiosity and intrinsic motivation to learn

7.1 Self-identity

expresses own self-concept, and extend that understanding to include new ideas and perspectives

understands own place and importance in the home and school

participates in and appreciate Ukrainian language and cultural activities and traditions

participates in and appreciate bilingual/multicultural educational activities

participates in activities and experiences that reflect traditional elements of the Ukrainian language and culture; e.g., Christmas, Easter

participates in activities and experiences that reflect contemporary elements of the Ukrainian language and culture

recognizes diverse elements of the Ukrainian language and culture in school and/or the local community

gathers information to demonstrate change within the Ukrainian language and culture

practises consideration for others

recognizes and appreciate diversity in the family, school and community

recognizes and appreciate similarities between self and others

participates cooperatively in group activities, by contributing ideas and supporting others

demonstrates personal and social responsibility in the classroom, school and community

recognizes the advantages of working with a partner or within a group, and recognizes that one affects and is affected by the actions of others

identifies and describes causes of conflict in the classroom, and listens with attention to the opinions of others

identifies personal strengths and areas for improvement

uses simple social and affective strategies, with guidance, to enhance language learning; e.g., seek the assistance of a friend to interpret a text