G2 – 2021-2022

Pacing Calendar
Theme:
How the world works

Subject Area Common Core Standards IB – PYP Outcomes

Language SL.2.2   - Talk about their own feelings in response to

Recount or describe key ideas or details from visual messages; show empathy for the way
a text read aloud or information presented others might feel
orally or through other media.

RL.2.9

view different versions of the same story

and discuss the effectiveness of the
different ways of telling the same story,
for example, the
picture book version and the film/movie
version of a story

RL.2.1 - Participate in shared reading, posing

Ask and answer such questions as who, and responding to questions and joining
what, where, when, why, and how to in the
demonstrate understanding of key details
in a text.
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refrains

Make connections between personal

experience and storybook characters

RL.2.2
Recount stories, including fables and
folktales from diverse cultures, and
determine their central message, lesson, - Discuss personality and behaviour of
or moral. storybook characters, commenting on
reasons why they might react in
particular ways

participate in learning engagements

involving
reading aloud—taking roles and reading
dialogue, repeating refrains from
Familiar stories, reciting poems.

RL.2.3
Describe how characters in a story
respond to major events and challenges.
Discuss personality and behaviour of
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storybook characters, commenting on
reasons why they might react in
particular ways

make connections between personal

experience and storybook characters

RL.2.5
Describe the overall structure of a story,
including describing how the beginning
identify and explain the basic structure of
introduces the story and the ending
a story— beginning, middle and end;
concludes the action.
may use storyboards or comic strips to
communicate elements

RI.2.6
- Recognize a range of different text
- Identify the main purpose of a text,
types, for example, letters, poetry, plays,
including what the author wants to answer,
stories, novels, reports, articles.
explain, or describe.
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Wonder about texts and ask questions to

try to understand what the author is
saying to the reader.

- Instantly recognize an increasing bank of

high-frequency and high-interest words,
characters or symbols
L.2.6
Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using
adjectives and adverbs to describe (e.g.,
When other kids are happy that makes me
happy).

- Write about a range of topics for a

variety of purposes, using literary forms
and structures modelled by the teacher
W.2.3 and/or encountered in reading
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Write narratives in which they recount a
well elaborated event or short sequence
of events, include details to describe
actions, thoughts, and feelings, use - Demonstrate an awareness of the
temporal words to signal event order, conventions of written text, for example,
and provide a sense of closure. sequence, spacing, directionality

L.2.3
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.

Math
- The base 10 place value system is used to
represent numbers and number
relationships. The operations of addition,
subtraction and multiplication are related to
each other and are used to process
information to solve problems. Number
operations can be modeled in a variety of
ways.

Science
2-ESS1-1. Use information from several
sources to provide evidence that Earth events
can occur quickly or slowly. [Clarification
Statement: Examples of events and
timescales could include volcanic explosions
and earthquakes, which happen quickly and
erosion of rocks, which occurs slowly.]
2-ESS2-1. Compare multiple solutions
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- Whole numbers exhibit patterns and
relationships that can be observed and
described. Patterns can be represented using
numbers and other symbols.
- Understand the inverse relationship
between addition and subtraction.
- Identify a sequence of operations relating
one set of numbers to another set
2-ESS2-1: Compare multiple solutions
designed to slow or prevent wind or water
from changing the shape of the land
-Provide evidence that fast changes happen
in Earth
STEM: Design a solution to show how
ranchers can use plants to protect their soil
from wind.
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designed to slow or prevent wind or water
from changing the shape of the land.*
-Investigate slow changes that happen on
[Clarification Statement: Examples of
Earth and explain how wind and water can
solutions could include different designs of
change the shape of land.
dikes and windbreaks to hold back wind and
water, and different designs for using shrubs, -Describe how people change the surface of
grass, and trees to hold back the land.] Earth.

2-ESS2-1. Compare multiple solutions

designed to slow or prevent wind or water
from changing the shape of the land.*
[Clarification Statement: Examples of
solutions could include different designs of
dikes and windbreaks to hold back wind and
water, and different designs for using shrubs,
grass, and trees to hold back the land.]
2-ESS2-2. Develop a model to represent the
shapes and kinds of land and bodies of water
in an area. [Assessment Boundary:
Assessment does not include quantitative
scaling in models.]
2-ESS2-2: Develop a model to represent the
shapes and kinds of land and bodies of
water in an area.
-Identify different landforms
-Identify different bodies of water and tell
whether they are solid or liquid
STEM: Use the map and materials to find
information and see if there is more water or
land on Earth.

2-ESS2-3. Obtain information to identify

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where water is found on Earth and that it can
be solid or liquid.
2-ESS2-3: Obtain information to identify
where water is found on Earth and that it
can be solid or liquid.

-Identify different landforms

2-PS1-1. Plan and conduct an investigation to
describe and classify different kinds of -Identify different bodies of water and tell
materials by their observable properties. whether they are solid or liquid
[Clarification Statement: Observations could
-Use maps to show where land and water on
include color, texture, hardness, and
Earth are
flexibility. Patterns could include the similar
properties that different materials share.]

-PS1-2. Analyze data obtained from testing

different materials to determine which
materials have the properties that are best
suited for an intended purpose.*
[Clarification Statement: Examples of
properties could include, strength, flexibility,
hardness, texture, and absorbency.]
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[Assessment Boundary: Assessment of
quantitative measurements is limited to
length.]
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PSPE Strands:

Human and the environments

Same as Science outcomes

Theme:

Subject Area Common Core Standards IB – PYP Outcomes

Language
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Math

Science

PSPE

Theme:

Subject Area Common Core Standards IB – PYP Outcomes

Language

Math

Science

PSPE
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