This year plan is designed specifically for Grade 2 students with mostly low readers and diverse learning needs, integrating literacy supports with the Alberta Curriculum (2023), while respecting the teacher’s focus on the Daily Five and UFLY program. It covers Science, Social Studies, Math, Language Arts, and Health from September to June. Each term highlights key topics aligned to Alberta's curriculum outcomes with practical activities and assessments.

---

Term 1: Sept – Dec (Approx. 60 lessons per subject)

Science: Growth and Changes in Animals and Plants

Outcomes:

• Describe life cycles of familiar plants and animals (SCI 2-1)
• Identify basic needs of plants and animals (SCI 2-2)
• Investigate changes in plants and animals over time (SCI 2-3)

Key Topics:

• Life cycles of butterflies, frogs, and sunflowers
• Basic needs: air, water, food, and shelter
• Observing seasonal changes

Suggested Activities:

• Create a visual life cycle chart using pictures and labels (supports low literacy)
• Hands-on planting seeds and observing growth in class notebook (use UFLY vocabulary cards)
• Interactive storytelling with puppets about animal needs

Assessments:

• Project: Group life cycle mural (oral presentation for low readers)
• Observation checklist: plant growth journal entries with drawings
• One-on-one oral questioning to assess understanding

Differentiation:

• Use picture symbols and sentence starters
• Peer reading partners pairing stronger readers with weaker readers
• Use audio books and UFLY word cards to support vocabulary

---

Social Studies: Families and Communities

Outcomes:

• Identify roles and responsibilities at home, school, and community (SOC 2-1)
• Recognize cultural diversity within the class and community (SOC 2-2)
• Understand how people work together (SOC 2-3)

Key Topics:

• Family roles and routines
• Community helpers and their jobs
• Cultural celebrations and traditions in class

Suggested Activities:

• Family tree project using photos and simple captions
• Guest speaker (community helper) with picture question cards
• Class celebration of a community tradition (link to literacy through Daily Five writing tasks)

Assessments:

• Oral presentations about family or community roles
• Draw and label a community map
• Written/drawn response about a cultural event or tradition

Differentiation:

• Sentence strip templates for writing
• Use of images for sequencing family/community stories
• Partner share before writing to build confidence

---

Math: Number Sense and Patterns

Outcomes:

• Read, write, compose, and decompose numbers to 100 (MATH 2-1)
• Recognize and extend patterns (MATH 2-2)
• Use mental math and estimation strategies (MATH 2-3)

Key Topics:

• Counting forward/backward by 1s, 2s, 5s, 10s
• Creating and extending patterns (colour, shape, number)
• Simple addition and subtraction facts (within 20)

Suggested Activities:

• Number line hop games (physical and visual supports)
• Pattern block puzzles and pattern sorting
• UFLY sight word flashcards integrated into math word problems (e.g., “I have 7 apples…”)

Assessments:

• Oral math fact fluency checks
• Pattern creation project using physical manipulatives and photos
• Written/drawn math journal reflections

Differentiation:

• Use of counters and visual aids
• Multi-sensory number games
• Small group instruction and peer tutoring

---

Language Arts: Foundations of Reading and Writing

Outcomes:

• Develop phonological awareness and decoding skills (ELA 2.1)
• Use vocabulary and language to communicate ideas (ELA 2.2)
• Write simple sentences and stories with pictures (ELA 2.3)

Key Topics:

• Phonics and word patterns (CVC, blends)
• Sight word practice (via UFLY and Daily Five)
• Story sequencing and retelling

Suggested Activities:

• Daily Five Stations focusing on Read to Self, Work on Writing, and Word Work
• Listening to and acting out simple stories
• Drawing and writing mini-stories using sentence starters

Assessments:

• Acadience benchmark assessments
• Running records of oral reading fluency
• Portfolio of student writing samples with teacher notes

Differentiation:

• Audio books and recorded stories
• Picture books with repetitive text
• Graphic organizers for story planning

---

Health: Friendship and Self-Regulation

Outcomes:

• Identify feelings and strategies to manage them (HE 2.1)
• Practice sharing, cooperating, and resolving conflicts (HE 2.2)
• Understand personal safety rules (HE 2.3)

Key Topics:

• Recognizing emotions (happy, sad, angry, scared)
• Friendship-building skills
• Rules for staying safe (e.g., playground, road)

Suggested Activities:

• Emotion charades and feelings journal (draw or write)
• Role-playing conflict resolution scenarios
• Create a class safety poster with words and pictures

Assessments:

• Oral responses during discussions
• Group-created safety poster presentation
• Teacher observation of conflict resolution during play

Differentiation:

• Use feeling faces visuals and emotion word cards
• Provide sentence frames for reports
• Positive reinforcement cue cards

---

Term 2: Jan – Mar (Approx. 60 lessons per subject)

• Science: Weather patterns and changes; investigating daily and seasonal weather; using instruments (thermometer, wind vane).
• Social Studies: Local environments and natural resources; respecting nature and sustainability; mapping local landmarks.
• Math: Addition and subtraction within 50; introduction to measurement (length, height); graphing simple data.
• Language Arts: Expanding vocabulary through thematic units; composing simple informational texts; guided reading and shared writing using UFLY.
• Health: Nutrition and healthy habits; dental health; importance of physical activity.

Similar scaffolds and assessments as Term 1 with adaptations to new content and further literacy supports.

---

Term 3: Apr – June (Approx. 60 lessons per subject)

• Science: Senses and body systems; exploring how the body works with hands-on investigations.
• Social Studies: Celebrations and traditions around the world; understanding diversity and inclusion.
• Math: Patterns and symmetry; introduction to money and time; continuing number fluency to 100.
• Language Arts: Writing narrative stories; comprehension strategies (predicting, summarizing); oral storytelling presentations.
• Health: Personal safety; growth and changes; mindfulness and relaxation strategies.

Final assessments integrate cumulative learning with portfolio reviews, oral presentations, and project-based work to support diverse learners.

---

Overall Differentiation and Literacy Supports

• Use UFLY program vocabulary cards to support both literacy and vocabulary development across subjects.
• Daily Five approach embedded in language arts and integrated across disciplines for reading comprehension and writing fluency.
• Incorporate multi-modal teaching: visual, auditory, kinesthetic activities.
• Peer support and buddy reading to build confidence.
• Consistent use of graphic organizers, sentence frames, and word banks.
• Frequent formative assessments through oral questioning, observations, and collaborative work.

---

This year plan combines the Alberta curriculum expectations with practical strategies tailored for low readers and diverse learners, while facilitating meaningful engagement through hands-on projects and oral communication—all structured within manageable units per term.