Global Planning for Primary - Grade 2 & 3

YEAR B 20_________
Month Theme Activities or Essential Knowledge Strategies Evaluation Check off
if done,
and or LES (useful expressions, vocabulary, grammar, &
or write
length Topic phonology, punctuation, spelling) Competency what you
Development did
instead

September Dinosaurs What the Dinosaurs did at Cycle 1 - Attention C1-C2

3-4 x 60 min School -Describes dinosaurs - Cooperation (grade 2)
-Uses expressions during pair work - Risk-Taking
-LES from Lysiane Dallaire
-Uses vocabulary related to classroom objects, places, and - Inferencing
action words C1-C2-C3
Book: -Builds personal repertoire by joining in recurrent passages of (grade 3)
What the Dinosaurs Did at stories
School -Language related to stories
(by Refe and Susan Tuma) -Orally identifies characters, actions, objects and places
-Discovers cultural elements through stories
Cycle 2
-Identifies animals, objects, places
-Asks for identification
-Describes basic characteristics of animals, objects, places
-Inquires about basic characteristics of people, animals,
objects, places
-Asks yes/no questions
-Expresses agreement/disagreement
-Inquires about agreement/disagreement
-Maintains exchanges
-Uses action words
-Uses vocabulary related to school
-Uses targeted vocabulary to carry out tasks: dinosaurs,
school places and staff, classroom objects, adjectives
-Uses the names of colours and shapes frequently
encountered in class
-Uses prepositions and location words required for tasks
-Responds to question words used in context
-Forms simple sentences
-Places adjectives before nouns
-Places articles before nouns
-Uses verb tenses targeted for tasks: simple presentUses
intonation and pronunciation that can be understood by an
English speaker
-Writes a sentence with a capital letter at the beginning and a
 Global Planning for Primary - Grade 2 & 3
YEAR B 20_________
period or question mark at the endSpells words as found in
explicit models and resources targeted for carrying out tasks
-Uses contextual cues to construct meaning

September Fall Celebrating the Fall Season Cycle 1 -Delay speaking C1-C2
/October -LES on Teacher Induction -Joins in during playful choral responses -Asking for help (grade 2)
-Describes objects -Asking for
3 x 60 min
-Uses expressions during pair work clarification
(for grade 3, but can be -Uses expressions containing action words C1-C2
adapted for grade 2) -Self-monitoring
-Uses vocabulary related to: colors, numbers, geometric
-Self-evaluation
(grade 3)
shapes, and autumn
-Builds personal repertoire of words and short expressions -Attention
Rhymes:
when joining in to perform songs and say rhymes -Use of prior
Green Leaves
-Songs and rhymes knowledge
Five Little Monkeys
Cycle 2 -Practice
-Describes basic characteristics objects (fall season) -Resourcing
-Inquires about basic objects -Note-taking
-Asks W-questions -Cooperation
-Makes suggestions
-Risk-taking
-Maintains exchanges
-Uses action words
-Uses vocabulary related to: colors, numbers, geometric
shapes, and autumn
-Responds to question words used in context
-Places adjectives before nouns
-Uses intonation and pronunciation that can be understood by
an English speaker

October Halloween Happy Birthday Winnie -Identification -Predicting C1

4 x 60 min -Agreement/disagreement -Use of prior
-LES from ESL Playground (grade 2)
-Opinions knowledge
Book: -Question words: Who? What? Where? When?
Happy -Scanning C1-C2
-Theme-related vocabulary
Birthday -Events/Key elements (sequencing) -Resourcing
-Risk taking
(grade 3)
Winnie -Spelling
(by Valerie -Cultural elements/products: stories and traditions related to
Thomas) celebrations or special events: birthdays

October/ Idea Jar Cycle 1 -Asking for help C1

November -activities from ESL Hive -Responds to instructions -Planning (grade 2)
-Describes people/characters, objects -Attention
3 x 60 min
 Global Planning for Primary - Grade 2 & 3
YEAR B 20_________
Book: -Uses vocabulary related to objects -Use of prior C3
Idea Jar -Uses vocabulary related to people knowledge (grade 3)
(by Adam Lehrhaupt) -Builds personal repertoire by joining in recurrent passages of -Resourcing
stories
-Cooperation
-Orally identifies characters, actions, objects and places
-Cultural elements: story -Risk-taking
Cycle 2 -Accepting not
-Gives instructions being able to
-Expresses agreement/disagreement understand
-Maintains exchanges everything
-Contributes in creating harmonious exchanges listened to or read
-Contributes to teamwork
-Uses action words
-Uses targeted vocabulary to carry out tasks: characters,
adjectives, actions, place
-Uses prepositions and location words required for tasks
-Forms simple sentences
-Places adjectives before nouns
-Places articles before nouns
-Uses verb tenses targeted for tasks: present continuous
-Writes a sentence with a capital letter at the beginning and a
period or question mark at the end
-Spells words as found in explicit models and resources
targeted for carrying out tasks

November/ Can’t Fall Asleep? Cycle 1 -Asking for help or C1-C2

December -LES on the Récit des -Joins in during playful choral responses clarification (grade 2)
Langues - Describes people/characters, objects - Checks and
8 x 60 min
- Uses common inquiries and statements adjusts ongoing
- Responds to instructions C1-C2-C3
Book: performance
- Uses expressions during pair work
-Self-evaluation
(grade 3)
Mortimer (by Robert Munsch) - Uses vocabulary related to objects: house
- Uses vocabulary related to people: family -Attention
- Builds personal repertoire by joining in recurrent passages -Predicting
of stories: Mortimer, be quiet. Up the stairs…down the -Practice
stairs… -Resourcing
Cycle 2
- Participates in classroom routines
- Identifies people, animals, objects, places
- Gives instructions
- Expresses agreement/disagreement
- Inquires about agreement/disagreement
 Global Planning for Primary - Grade 2 & 3
YEAR B 20_________
- Maintains exchanges (My turn; your turn)
- Uses targeted vocabulary to carry out tasks: family
members, names, rooms in a house, falling asleep (noise,
quiet)
- Numbers from 1 to 10 or as needed for the task
-Uses knowledge of verb tenses to construct meaning: the
imperative
-Uses verb tenses targeted for tasks: the imperative
-Uses intonation and pronunciation that can be understood by
an English speaker for the frequently used expressions and
targeted vocabulary
-Pronounces the “s” at the end of words
-Writes a sentence with a capital letter at the beginning and a
period at the end
-Spells words as found in explicit models and resources
targeted for carrying out tasks

December Christmas Finding Christmas Cycle 1 -Delay speaking C1-C2

3 x 60min -LES from ESL Hive -Joins in during playful choral responses -Asking for help (grade 2)
-Describes people/characters, objects -Asking for
-Uses expressions during pair work clarification
-Uses vocabulary related to the book C1-C2-C3
Book: -Circumlocution
-Builds personal repertoire by joining in recurrent passages of
-Attention
(grade 3)
Finding Christmas stories
(by Robert Munsch) -Orally identifies characters, actions, objects and places -Use of prior
-Orally identifies main events knowledge
-cultural elements: story -Predicting
Cycle 2 -Inferencing
-Identifies objects, places -Practice
-Asks for identification -Resourcing
-Describes basic characteristics of objects -Risk-taking
-Inquires about basic characteristics of objects
-Accepting not
-Asks yes/no questions
-Maintains exchanges being able to
-Uses vocabulary related to house and presents understand
-Uses targeted vocabulary to carry out tasks (colours, house) everything
-Uses the names of colours listened to or read
-Uses prepositions and location words required for tasks (in)
-Forms simple sentences
-Places adjectives before nouns
-Uses intonation and pronunciation that can be understood by
an English speaker
 Global Planning for Primary - Grade 2 & 3
YEAR B 20_________
-Writes a sentence with a capital letter at the beginning and a
period or question mark at the end
-Spells words as found in explicit models and resources
targeted for carrying out tasks
-Uses contextual cues to recognize a variety of text formats
(e.g. newspaper article, graphic novel, advertisement) and to
predict content
-Uses contextual cues to construct meaning
-Identifies general ideas stated explicitly
-Finds implied ideas
-Identifies and briefly describes characters, people, animals,
objects, place and setting
-Identifies facts
-Briefly describes storyline, plot
-Traditions related to celebrations and special events:
Christmas

January/ Winter What Season Is It? Cycle 1 -Asking for help or C1-C2
February -LES on the Récit des -Joins in during playful choral responses clarification (grade 2)
Langues - Describes people/characters, objects -Self-monitoring
7-8 x 60 min
-Responds to instructions
-Self-evaluation C1-C2-C3
-Uses common inquiries and statements
-Uses expressions during pair work (e.g. My turn./Your turn.) -Attention (grade 3)
Book: -Uses vocabulary related to objects -Predicting
There Was a Cold Lady Who -Uses vocabulary related to people -Resourcing
Swallowed Some Snow -Builds personal repertoire by joining in recurrent passages of -Risk-taking
(by Lucille Colandro) stories: I don’t know why she swallowed. . . Perhaps you
know.
-Orally identifies characters, actions, objects and places
-Orally identifies main events
-Orally sequences events
Cycle 2
-Participates in classroom routines
Identification
-Identifies people, animals, objects, places
-Gives instructions
-Agreement, disagreement
-Expresses agreement/disagreement (e.g. I agree./I
disagree.)
-Inquires about agreement/disagreement
-Maintains exchanges (e.g. It’s my turn./It’s your turn.)
-Uses targeted vocabulary to carry out tasks: clothing and
 Global Planning for Primary - Grade 2 & 3
YEAR B 20_________
seasons
-Uses the names of colours and shapes frequently
encountered in
class: black, long, brown, etc.
-Uses contextual cues to construct meaning: There Was a
Cold Lady Who Swallowed Some Snow
- Illustrations on the cover page and in the book: snow,
scarf...
- key sentences: I don’t know why...Perhaps you know...
-Identifies general ideas stated explicitly: The old lady
swallowed...
- Identifies and briefly describes characters, people, animals,
objects, place and setting
- Briefly describes storyline, plot
-Sequences events

March Body My Body Cycle 1 -Attention C1-C2

3 x 60 min -LES from ESL Hive -Joins in during playful choral responses -Use of prior (grade 2)
-Responds to instructions knowledge
-Describes body (how many body parts…) -Predicting
Book: C1-C2
-Uses cheers
From Head To Toe -Inferencing
-Uses expressions during pair work
-Practice
(grade 3)
(by Eric Carle) -Uses expressions containing action words (touch your…)
-Uses vocabulary related to body -Resourcing
Songs: -Builds personal repertoire of words and short expressions -Cooperation
Body Parts when joining in to perform songs and say rhymes -Risk-taking
Head, Shoulders, Knees and -Builds personal repertoire by joining in recurrent passages of -Accepting not
Toes stories being able to
-Orally identifies characters, actions, objects and places understand
-Cultural elements: songs, and story
everything
Cycle 2
listened to or read
-Gives instructions
-Identifies body parts
-Inquires about number of body parts
-States own capabilities
-Asks W-questions
-Maintains exchanges
-Uses action words
-Uses vocabulary related to body parts and actions
-Uses targeted vocabulary to carry out tasks
-Uses personal pronouns and possessive forms in context to
talk about self (I have…)
 Global Planning for Primary - Grade 2 & 3
YEAR B 20_________
-Responds to question words used in context
-Uses intonation and pronunciation that can be understood by
an English speaker

April A Good Morning Cycle 1 -Physical C1-C2

5-6 x 60 min -LES from CSS de -Repertoire of words and short expressions (body parts, response (grade 2)
everyday routines, cheers and pair work.) -Planning
Kamouraska- Rivière-du-Loup
-Routines (responds to instructions) -Predicting
-Language related to the song C1-C2-C3
-Cooperation
-Key elements (orally identifies characters, actions, objects
-Self-monitoring
(grade 3)
and places)
-Events (orally identifies main events) -Using resources
Cycle 2
-Expressions promoting harmonious exchanges and
teamwork
-Theme-related vocabulary (body parts, routines)
-Instructions
-Vocabulary related to immediate environment, personal
pronouns and possessive forms (I – my)
-Word order
-Punctuation
-Spelling
-Contextual cues to construct meaning
-Overall meaning (identifies general ideas stated explicitly)
-Key elements (identifies and briefly describes characters,
people, animals, objects, place and setting)

May Spring Let’s Go for a Picnic Cycle 1 -Attention C1-C2

3 x 60 min Food -LES from ESL Hive -Joins in during playful choral responses -Use of prior (grade 2)
-Uses expressions during pair work knowledge
-Uses vocabulary related to lunch food, beverages, deserts -Predicting
Book: C1-C2-C3
-Builds personal repertoire by joining in recurrent passages of
The Perfect Picnic -Inferencing
stories
-Practice
(grade 3)
(by Ciara Flood) -Language related to stories
-Cultural Elements: Authentic texts – story -Resourcing
Cycle 2 -Cooperation
-Expresses agreement/disagreement -Risk-taking
-Inquires about agreement/disagreement -Accepting not
-Maintains exchanges being able to
-Contributes in creating harmonious exchanges understand
-Contributes to teamwork everything
-Uses targeted vocabulary to carry out tasks:lunch food,
 Global Planning for Primary - Grade 2 & 3
YEAR B 20_________
beverages, deserts listened to or read
-Uses personal pronouns and possessive forms in context to
talk about self
-Forms simple sentences
-Places adjectives before nouns
-Writes an “s” at the end of nouns for regular plurals
-Places articles before nouns
-Uses verb tenses targeted for tasks: future
-Uses intonation and pronunciation that can be understood by
an English speaker
-Writes a sentence with a capital letter at the beginning and a
period or question mark at the end
-Spells words as found in explicit models and resources
targeted for carrying out tasks

June Summer The Sandcastle Contest Cycle 1 -Directed attention C1-C2

4-5 x 60 min -LES from CSS de Laval -Language related to stories -Use resources (grade 2)
-Key elements: characters, actions, objects, places, events, -Physical
recurrent passages response
Book: C1-C2-C3
-Repertoire of words and short expressions: action words,
The Sandcastle Contest -Predicting
objects, people, needs, ideas, pair work, description
-Activating prior
(grade 3)
(by Robert Munsch) (Students build their personal repertoire of words and short
expressions themselves through natural exposure to knowledge
classroom life: they pick up what they need and use it to -Attention
communicate) -Taking risks
-Cultural Elements: Authentic texts – story -Resourcing
Cycle 2: -Practice
-Useful expressions: Functional language related to the -Self-evaluation
theme, requests for information. -Inferring
-Vocabulary: Theme related vocabulary (vacations, the
beach, colours, shapes, sizes, the house, descriptions).
-Language conventions: Capitalization, spelling and
punctuation as used in model, simple sentence, prepositions.
-Text components: Drawing, written descriptions.
-Cultural products: Story, vacations, camping.