Grade 2 DONCSES
Math Long Range Plans
Term 1
Strand
Measurement
(ongoing
throughout year)
Data Management
and Probability
(3 weeks)
Number Sense
(6 weeks – split)
Patterning and
Algebra
(2 weeks)
Measurement
(2 weeks)
Geometry and
Spatial Sense
(2 weeks)
Grade 2 Expectations
 Determine the relationship between days and weeks and between months and
years
 Organize objects into categories, by sorting and classifying objects using 2
attributes simultaneously
 Gather data to answer a question, using a simple survey with a limited number
of responses
 Collect and organize primary data that is categorical or discrete and display the
data using 1:1 correspondence, with appropriate titles and labels
 Read primary data presented in different types of graphs
 Pose and answer questions about class-generated data in graphs
 Demonstrate an understanding of data displayed in a graph, by comparing
different parts, and by making statements about the data as a whole
 Represent, compare, and order whole numbers to 100
 Read and print in words whole numbers to twenty, using meaningful contexts
 Count forward by 1’s, 2’s, 5’s, 10’s and 25’s to 200, using number lines and
hundreds charts, starting from multiples of 1, 2, 5, and 10
 Count backwards by 1’s from 50
 Locate whole numbers to 100 on a number line and on a partial number line
 Compose and decompose two-digit numbers in a variety of ways
 Determine, using concrete materials, the ten that is nearest to a given 2-digit
number
 Identify the properties of zero in addition and subtraction
 Identify and describe growing and shrinking patterns generated by repeated
addition or subtraction of 1’s, 2’s, 5’s, 10’s, and 25’s on a number line and
hundreds chart
 Identify, describe, and create growing patterns and shrinking patterns found in
real-life
 Represent growing and shrinking patterns in different ways
 Create growing or shrinking patterns
 Create a repeating pattern by combining 2 attributes
 Demonstrate, through investigation, an understanding that a pattern results
from repeating an operation or making a repeated change
 Choose benchmarks for a centimetre and metre
 Estimate and measure length, height, and distance using standard units
 Record and represent measurements of length, height, and distance in a variety
of ways
 Select and justify the choice of a standard unit or non-standard unit to measure
length
 Estimate, measure, and record the distance around objects, using non-standard
units
 Identify and describe various polygons
 Distinguish between attributes of an object that are geometric properties and
the ones that are not
 Compose and describe pictures, designs, and patterns by combining 2-D shapes
 Compose and decompose 2-D shapes
 Cover an outline puzzle with 2-D shapes in more than one way
Term 2
Strand
Geometry and
Spatial Sense
(3 weeks)
Number Sense
and Numeration
Money (2-3
weeks)
Addition and
Subtraction (3-4
weeks, ongoing)
Measurement
4 weeks (split)
Patterning and
Algebra
(3 weeks)
Data
Management
and Probability
(2 weeks)
Grade 2 Expectations
 Identify and describe various 3-D figures and sort and classify them by their
geometric properties
 Create models and skeletons of prisms and pyramids and describe their
geometric properties
 Build a structure using 3-D figures and describe the 2-D shapes and 3-D figures in
the structure
 Locate the line of symmetry in a 2-D shape
 Describe the relative locations and movements of objects on a map
 Draw simple maps of familiar settings, and describe the relative locations of
objects on the maps
 Create and describe symmetrical designs using a variety of tools
 Estimate, count, and represent (using the cents symbol) the value of a collection
of coins with a maximum value of one dollar
 Add and subtract money amounts to 1.00 using a variety of tools
 Determine, through investigation, the relationship between the number of
fractional parts of a whole and the size of the fractional parts
 Regroup fractional parts into wholes, using concrete materials
 Compare fractions using concrete materials without using standard fractional
notation
 Solve problems involving the addition and subtraction of whole numbers to 18
 Describe relationships between quantities by using whole-number addition and
subtraction
 Represent and explain, through investigation, multiplication and division
 Solve problems involving 2-digit numbers, with and without regrouping
 Tell and write time to the quarter-hour using analog and digital clocks
 Construct tools for measuring time intervals
 Describe how changes in temperature affect everyday experiences
 Use a standard thermometer to determine whether temperature is rising or
falling
 Compare and order a collection of objects by mass and/or capacity
 Describe the relationship between the size of a unit of area and the number of
units needed to cover a surface
 Estimate, measure, and record area
 Estimate, measure, and record capacity and/or mass of an object

 Demonstrate an understanding of the concept of equality by partitioning whole
numbers to 18
 Represent 2 number expressions that are equal, using the equal sign
 Determine the missing number in equations involving addition and subtraction
to 18
 Identify and use the commutative property of addition
 Describe probability as a measure of the likelihood that an event will occur,
using mathematical language
 Describe the probability that an event will occur through investigation with
simple games and experiments
June will be left as review and/or time to complete expectations that were not addressed in previous months.
Grade 2 DONCSES
Science Long Range Plans
Term 1/2
Strand
Growth and
Changes in
Animals
Term 1
Grade 2 Expectations
•demonstrate an understanding that animals grow and change and have distinct
characteristics;
•investigate similarities and differences in the characteristics of various animals;
• assess ways in which animals have an impact on society and the environment, and
ways in which humans have an impact upon animals and the places where they
live;
Liquids and Solids •demonstrate an understanding of the properties of liquids and solids.
• investigate the properties of and interactions among liquids and solids;
• assess ways in which the uses of liquids and solids can have an impact on society
and the environment;
Term 1
Movement –
Simple Machines
Term 2
Air and Water in
the Environment
Term 2
•demonstrate an understanding of movement and ways in which simple machines
help to move objects;
• investigate mechanisms that include simple machines and enable movement;
• assess the impact on society and the environment of simple machines and
mechanisms;
• demonstrate an understanding of the ways in which air and water are used by
living things to help them meet their basic needs;
• investigate the characteristics of air and water and the visible/invisible effects of
and changes to air and/or water in the environment;
• assess ways in which the actions of humans have an impact on the quality of air
and water, and ways in which the quality of air and water has an impact on living
things;
Grade 2 DONCSES
Language Long Range Plans
Term 1
Reading Focus – making connections, making predictions, elements of story, retelling stories,
developing and applying reading strategies to read a variety of texts, read high frequency
words with fluency, comprehension, expressing personal thoughts and feelings about texts,
applying reading strategies to unfamiliar words, reading fluently.
Grade 2 Expectations
Reading
- Read some different literary texts
- Identify several reading comprehension strategies and use them before, during,
and after reading to understand texts (predicting, connecting, visualizing)
- Demonstrate understanding of a text by retelling the story or restating information
from the text, with the inclusion of a few interesting details
- Extend understanding of texts by connecting the ideas in them to their own
knowledge and experience, to other familiar texts, and to the world around them
(making connections)
- Identify the main idea and some additional elements of texts
- Express personal thoughts and feelings about what has been read
- Identify and describe the characteristics of a few simple text forms, with a focus on
literary texts such as a fairy tale, graphic texts, and informational texts
- Recognize simple organizational patterns in texts of different types, and explain,
initially with support and direction, how the patterns help readers understand the
texts
- Automatically read and understand many high-frequency words, some words with
common spelling patterns, and words of personal interest or significance in a
variety of reading contexts
- Predict the meaning of and quickly solve unfamiliar words using different types of
cues
- Read appropriate texts at a sufficient rate and with sufficient expression to convey
the sense of the text to the reader and to an audience
- Identify, initially with support and direction, a few strategies that they found
helpful before, during, and after reading
Term 2
Reading Focus – developing more complex reading strategies and building on prior
knowledge of reading from Term 1, determining important ideas, main ideas, fiction vs. nonfiction, making inferences and interpreting texts, identify speaker and point of view,
visualization, word choice (linked to descriptive writing) and voice, reading fluently using
reading strategies, comprehension
Reading
Grade 2 Expectations
- Read some different literary texts
- Identify several purposes for reading and choose reading materials appropriate for
-
those purposes
Identify several reading comprehension strategies and use them before, during,
and after reading to understand texts
Use stated and implied information and ideas in texts to make simple inferences
and reasonable predictions about them (making inferences)
Identify the main idea and some additional elements of texts
Identify, initially with support and direction, the speaker and the point of view
presented in a text and suggest one or two possible alternatives
Identify some texts features and explain how they help readers understand texts
Identify some simple elements of style, including voice, word choice, and different
types of sentences, and explain how they help readers understand texts
Predict the meaning of and quickly solve unfamiliar words using different types of
cues
Read appropriate texts at a sufficient rate and with sufficient expression
Explain, initially with support and direction, how their skills in listening, speaking,
writing, viewing, and representing help them make sense of what they read
Term 1
Writing Focus – recount writing, letter writing, narrative writing, developing ideas,
punctuation, sentence fluency, spelling and word work
Grade 2 Expectations
Writing
- Identify the topic, purpose, audience, and form for writing
- Generate ideas about a potential topic, using a variety of strategies and resources
- Write short texts using several simple forms (a friendly letter, journal writing
recount, classroom books, their own variation on a patterned story or poem)
- Establish a personal voice in their writing, with a focus on using familiar words that
convey their attitude or feeling towards the subject or audience
- Use familiar words and phrases to communicate relevant details
- Use a variety of sentence types
- Make simple revisions to improve the content, clarity, and interest of their written
work, using several types of strategies
- Produce revised, draft pieces of writing to meet criteria identified by the teacher,
based on the expectations
- Spell many high-frequency words correctly
- Spell unfamiliar words using a variety of strategies that involve understanding of
sound-symbol relationships, word structures, word meanings, and generalizations
about spelling
- Confirm spellings and word meanings or word choice using a few different types of
resources (word wall and word book, anchor charts, introduction to picture
dictionary)
- Use punctuation to help communicate their intended meaning, with a focus on the
use of punctuation, commas to mark pauses, and some uses of quotation marks
- Proofread and correct their writing using a simple checklist or a few guiding
questions developed with the teacher and posted for reference
- Use some appropriate elements of effective presentation in the finished product,
including print, different fonts, graphics, and layout
- Produce pieces of published work to meet criteria identified by the teacher, based
on expectations
- Select pieces of writing that they think show their best work and explain the
reasons for their selection
Term 2
Writing focus – Recount writing, letter writing, descriptive writing, narrative writing,
persuasive writing, report writing, revising and editing (using checklists and teacher/peer
feedback), spelling and word work, using graphic organizers
Grade 2 Expectations
Writing
- Identify the topic, purpose, audience, and form for writing
- Gather information to support ideas for writing in a variety of ways
- Sort ideas and information for their writing in a variety of ways, with support and
direction
- Identify and order main ideas and supporting details, using graphic organizers
- Determine whether the ideas and information they have gathered are suitable for
the purpose, and gather new material if necessary (linked to revising and editing)
- Write short texts using several simple forms
- Establish a personal voice in their writing, with a focus on using familiar words that
convey their attitude or feeling towards the subject or audience
- Use a variety of sentence types
- Identify, initially with support and direction, their point of view and one or more
possible different points of view about the topic
- Identify elements of their writing that need improvement, using feedback from the
teacher and peers, with a focus on word choice and content
- Make simple revisions to improve the content, clarity, and interest of their written
work, using several types of strategies
- Use parts of speech appropriately to communicate their meaning clearly (proper
nouns, personal object pronouns)
- Identify some strategies they found helpful before, during, and after writing
- Describe, with prompting by the teacher, how some of their skills in listening,
speaking, reading, viewing, and representing help in their development as writers
Term 1
Oral Communication focus – listening in order to understand, and responding appropriately
to situations and purpose, simple speaking skills within a small group or a large group
Grade 2 Expectations
Oral
Communication
- Identify purposes for listening in a variety of situations, formal and informal,
and set personal goals for listening
- Demonstrate an understanding of appropriate listening behaviour by using
active listening strategies in a variety of situations
- Demonstrate an understanding of the information and ideas in oral texts by
retelling the story or restating the information, including the main idea and
several interesting details
- Extend understanding of oral texts by connecting the ideas in them to their
own knowledge and experience; to other familiar texts; and to the world
around them
- Identify, initially with support and direction, who is speaking in an oral text,
and demonstrate an understanding that the speaker has his or her own point
of view
- Identify a variety of purposes for speaking
- Demonstrate an understanding of appropriate speaking behaviour in a variety
of situations
- Communicate ideas, opinions, and information orally in a clear, coherent
manner using simple but appropriate organizational patterns
- Choose a variety of appropriate words and phrases to communicate their
meaning accurately and engage the interest of the audience
- Identify some non-verbal cues, including facial expression, gestures, eye
contact, and use them in oral communications appropriately
Term 2
Oral Communication focus – the use of speaking skills to communicate in small/large groups,
oral presentations, reflections on skills as speakers and listeners
Grade 2 Expectations
Oral
Communication
- Identify several listening comprehension strategies
- Use stated and implied information and ideas in oral texts to make simple
inferences and reasonable predictions, and support the inferences with
evidence from the text
- Identify words or phrases that indicate whether an oral text is fact or opinion,
initially with support and direction
- Identify some of the presentation strategies used in oral texts and explain how
they influence the audience
- Demonstrate an understanding of appropriate speaking behaviour in a variety
of situations
- Communicate ideas, opinions, and information orally in a clear, coherent
manner using simple but appropriate organizational patterns
- Choose a variety of appropriate words and phrases to communicate their
meaning accurately and engage the interest of the reader
- Identify some vocal effects, including tone, pace, pitch, and volume, and use
them appropriately and with sensitivity
- Use a few different visual aids to support or enhance oral presentations
- Identify, initially with support and direction, a few strategies they found
helpful before, during, and after listening and speaking
- Identify, initially with support and direction, how their skills viewers,
representers, readers, and writers help them improve their oral
communication skills