HOW CAN I BE KIND?
GRADE 2
Objective: Students will be able to identify ways to
act kindly to themselves and others and be grateful.
Kindness Definition: Kindness means being friendly,
generous or considerate to ourselves and others
through our words and actions.
Kindness Concepts: Compassion, Gratitude
LESSON ACTIVITIES
LESSON MATERIALS
Music Video Response, p. 3
•
Music video downloaded before class:
https://www.youtube.com/watch?v=SaHFj_68cKs
Kindness and Gratitude Game, p. 4
•
Balls, enough for each group of five students to
have a ball
Optional: Stop watches, one for each group (to
use during the game)
RAK journals
(10 to 12 minutes)
(20 minutes)
•
•
Kindness Book
Option 1: Alphabet Kindness Book,
pp. 5-6 (25 minutes, longer with writing prompt)
•
•
•
Kindness Book
Option 2: Famous Person in History,
p. 7 (multi-day activity)
•
•
•
Thankfulness Poem, p. 8
(30 minutes for group activity, as needed to write
poem)
•
•
•
Paper and pencils
RAK journals
Copies of Cinquain, Limerick, Haiku, Free Verse,
Diamonte poems for students. Good Source is the
Poetry Idea Engine: http://teacher.scholastic.
com/writewit/poetry/ poetry_engine.htm#
Home Extension Activity, p.p 9-10
•
Take home activity, one sheet for each student
•
•
•
•
RAK journals for writing activities
Heavy white paper, one for each student
Pencils, markers, pencil crayons, or crayons, photos,
magazine images
3 hole punch
Brads/rings to hold book together
RAK journals for writing activities
Heavy white paper, one for each student
Pencils, markers, pencil crayons, or crayons, photos,
magazine images
3 hole punch
Brads/rings to hold book together
QUESTIONS? CONTACT: [email protected]
© The Random Acts of Kindness Foundation, 2014 | RandomActsofKindness.org
Page 1 of 16
HOW CAN I BE KIND?
LESSON NOTES
• The activities in this lesson focus on a central theme and connect to different curriculum areas. Lesson activities use a variety of modalities to address different learning styles and build on each other.
• Each activity includes evaluation questions to help determine how well students have internalized
the lesson objective. You can discuss the questions as a class, have students work with a partner or
a small group, or have students write responses in their RAK journal.
• The activities also incorporate key Kindness Concepts, which can be introduced before teaching the
lesson or as the concepts are discussed in the lesson. Consider displaying the Kindness Concept
Posters during the unit. See the RAK Educator Guide for information about using Kindness Concepts
to create a healthy classroom environment and help students develop pro-social behaviours.
• Each activity includes tips for how to adapt the curriculum to meet the needs of diverse learners.
• The Kindness Tool Kit is another way to meet the needs of diverse learners. See the RAK Educator
Guide for how to create and use this tool kit.
• RAK also has developed Focusing Strategies and Problem-Solving Strategies to help students better
regulate their emotions, think through challenging situations, and build healthy relationships, friendships and community. See the RAK Educator Guide for more information about incorporating those
strategies into the lesson.
• Revisiting the topics or questions raised during discussions regularly will expand student understanding of the concepts. Scripted explanations are provided, but feel free to use language that
feels natural for you.
• This lesson includes a home extension activity, which could be sent home at any point during the
unit.
• The British Columbia Integrated Resource Package: Prescribed Learning Outcomes met are listed
after the activity title. Key is provided on pages 11-15. In addition, these lesson activities address the
Communication, Creative Thinking and Positive Personal and Cultural Identity Core Competencies
proposed for British Columbia.
SUGGESTED INTRODUCTION TO UNIT
Teacher says: “For the next few weeks, we are going to talk about what it means to show kindness to
others and be grateful. What does it mean to you to be caring or act kindly toward others? Can anyone
give me an example of something kind that you did for yourself or someone else recently? What does
it mean to be grateful? Can you describe something that made you feel grateful this week?” Allow time
for students to respond and discuss, either as a class or in small groups. You can also use this time to
introduce the key Kindness Concepts (compassion and gratitude) and create community definitions for
these concepts or share the definitions listed below. Consider using the Kindness Concept Posters for
compassion and gratitude as a way to reinforce learning.
VOCABULARY WORDS FOR UNIT
Compassion: Caring about someone else’s feelings and offering to help that person.
Gratitude: Being thankful.
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 2 of 16
ACTIVITY
MUSIC VIDEO RESPONSE (10 to 12 minutes)
LESSON MATERIALS
•
•
Music video downloaded before class:
https://www.youtube.com/watch?v=SaHFj_68cKs
Kindness Concept Poster for Compassion
LEARNING OUTCOMES MET
English Language Arts: A1, A2, A3, A4, A5, A6, A7,
A11, C7
DESCRIPTION
1. Show the music video about kindness.
2. After showing the music video, ask the following questions:
1) What are some random acts of kindness shown in the music video? (Possible answers:
Helping a friend; telling someone not to worry; writing a letter to a friend when they are feeling blue; telling someone they are your best friend)
2) How do you think the acts of kindness made the people in the video feel?
3) Have you ever done or said something that made a person feel better? Can you describe a
time when someone said something kind to you? How did that make you feel?
4) Do you think it makes a difference when you say something kind or caring to someone? Why
or why not?
EVALUATION
Teacher asks: “What are some ways that you can show kindness this week?”
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Drawing their response to the evaluation question.
2. Seeing a video recording that you make of the class being kind to each other in different ways.
Have the recording available at a kindness centre in the classroom for students to review.
3. Being acknowledged when they show kindness throughout the day.
4. Recognizing each other’s kind acts at a morning meeting or at the end of the day.
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 3 of 16
ACTIVITY
KINDNESS AND GRATITUDE GAME (20 minutes)
LESSON MATERIALS
•
•
•
•
Balls or bean bags, enough for each group of
five students to have one
Optional: Stop watches, one for each group (to
use during the game)
RAK journals
Kindness Concept Posters: Compassion, Gratitude
LEARNING OUTCOMES MET
English Language Arts: A1, A2, A3, A4, A6, A7, C7
Mathematics: C3, D1
DESCRIPTION
1. Divide students into groups of five. Hand each group a ball or bean bag.
2. Then say “We are going to play a game where we throw a ball around the circle. When you throw the
ball, say something kind about the person you are throwing the ball to. Make sure everyone gets a turn
and to use a complete sentence.”
3. Play as many rounds as you want, challenging the students to go faster each time.
4. Then say: “We are going to play the game another way. When you throw the ball to someone else, say
something kind about yourself. Make sure everyone gets a turn and to use a complete sentence.”
5. Again, play as many rounds as you would like, making sure that everyone gets a turn.
6. Then say: “For the last round, you are going to share someone or something you’re grateful or thankful
for. Make sure everyone gets a turn and to use a complete sentence.”
7. Again, play as many rounds as you would like, making sure that everyone gets a turn.
8. Then ask:
1) Was it easier to say something kind about yourself or about someone else?
2) What are some of the caring things you said to others or yourself?
3) How did you feel when someone said something kind about you?
4) How did you feel when you said something kind about someone else?
5) Do you think being grateful or thankful is important? Why or why not?
9. Optional Math Activity: Have one person from each group use a stopwatch to time how long it takes
their group to complete a round. Were people able to say kind things about themselves or other people
more quickly? After finishing the game, students could make a plot graph showing the time it took for
their group to answer during the first and second part of the game. Have students compare graphs.
EVALUATION
Teacher asks (or have students respond in their RAK journals): “What is one kind thing that you can say to someone? Can you describe a time when you used kind words in a way that helped someone?”
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Seeing images and sentences that show people being kind, either from the Kindness Tool Kit or from a sheet
you create. This might help them to participate in the game more effectively.
2. Discussing kind ways to describe people before starting the game and writing down the ways as reference.
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 4 of 16
ACTIVITY
KINDNESS BOOK (OPTION 1: ALPHABET KINDNESS BOOK)
(45 minutes to brainstorm and choose activity; multi-day activity to create page)
LESSON MATERIALS
•
•
•
•
•
•
RAK journals for writing activities
Heavy white paper, one for each student
Pencils, markers, pencil crayons, or crayons, photos,
magazine images
3 hole punch
Brads/rings to hold book together
Kindness Concept Poster for Compassion
LEARNING OUTCOMES MET
English Language Arts: A1, A2, A3, A4, A5, A6, A7, A11, B1,
B2, B8, C2, C4, C6, C7, C10
Social Studies: B2
DESCRIPTION
1. As a class, have the students create an alphabetical list of ways they can be kind to themselves or
someone else, or ways they can show they are grateful to someone. If they get stuck, have them think
about some of the answers they gave during the game or saw in the music video.
2. Encourage the class to think of at least one activity for each letter. Write the list on the board. For example: I acted kind to someone on the playground. I brought my dirty clothes to the laundry room. (Use
whatever letters the student may pick as the key word in their kindness idea sentence.)
3. Have each student choose a different kindness activity from the board (or assign if necessary).
4. Then, have students take out their RAK journal and do a pre-writing exercise answering the following
questions:
1) How did that act of kindness make me or someone else feel?
2) How can this act of kindness make a difference?
3) How could I draw this act of kindness?
4) What materials could I use? (markers, photos, ripped up magazines, etc.)
5. Give each student a piece of heavy white sheet of paper, and tell them to take out markers, crayons, or
pencil crayons. Explain that they should write the letter on the top of the page, and write two or three
sentences about that activity, using the responses from their pre-writing activity. Encourage them to
think carefully about how they want to illustrate the picture. They may want to write the letter on the top
of the page. Encourage them to write in pencil and then colour with markers, pencil crayons or crayons.
6. When the students are finished, invite them to read their page to the class.
7. Gather the pages together, punch holes on the side, and secure together using brads or rings.
EVALUATION
Teacher asks: “Was there anything new or surprising that you learned about being kind or caring from creating this book? Do you think looking for ways to be kind can help others? In what way?”
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Dictating their sentences to another student.
2. Writing at their developmental level; offer blank pages, pages with lines (master provided on p. 6 but
feel free to create your own), or pages with traceable sentence frames, such as “I acted kind when....”
3. Working in small groups to come up with ideas for the alphabet book.
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 5 of 16
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 6 of 16
ACTIVITY
KINDNESS BOOK (OPTION 2: FAMOUS PERSON IN HISTORY)
(multi-day activity)
LESSON MATERIALS
•
•
•
•
•
•
RAK journals for writing activities
Books about famous people
Heavy white paper, one for each student
Pencils, Markers, pencil crayons or crayons, photos,
magazine images, three-hole punch
Brads/rings to hold book together
Kindness Concept Poster for Compassion
LEARNING OUTCOMES MET
English Language Arts: A1, A2, A3, A4, A5, A6, A7,
A11, B1, B2, B8, C2, C4, C6, C7, C10
Social Studies: A3, A4, B1
DESCRIPTION
1. Note: This activity and the history activity from the How Can We Be Kind? Grade 2 lesson are similar, so
you will want to choose which one best fits the needs of your classroom.
2. Have students choose a different famous person from history who did kind things for other people, such
as David Suzuki, Pierre Trudeau, Terry Fox, Martin Luther King, Harriet Tubman, Rosa Parks, Nelson
Mandela, Cesar Chavez, Mother Teresa, etc. You may want to create the list before class or allow students time to find a famous person on their own.
3. Have the student take out their RAK journal and take notes about their famous person’s kind actions
from books that you provide. Have the students pre-write three or four sentences about that person, and
then self edit, checking for spelling and grammar errors.
4. Give each student a piece of heavy white paper, and tell them to take out markers, crayons or pencil
crayons. Explain that they should write three or four sentences about the famous person, encouraging
them to think carefully about how they want to illustrate their picture; they can draw a picture or print an
image they find online. Perhaps they want to write the letter on the top of the page. Encourage them to
write in pencil first and then colour with markers, pencil crayons or crayons.
5. When the students are finished, invite them to read their page to the class.
6. Gather the pages together, punch holes on the side, and secure together using brads or rings.
7. To extend the activity, have students create an art project based on their alphabet page.
EVALUATION
Teacher asks: “Was there anything new or surprising that you learned about the person you researched or
about a person who was presented? Do you think their caring and kindness for others was an important
way to act?”
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Dictating their sentences to another student.
2. Writing at their developmental level; offer blank pages, pages with lines (master provided on p. 6 or feel
free to create your own), or pages with traceable sentence frames, such as: “____ acted kindly when...”
3. Working in small groups to come up with ideas for the famous person in history book.
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 7 of 16
ACTIVITY
THANKFULNESS POEM (30 minutes for group activity, as needed to write poem)
LESSON MATERIALS
•
•
•
•
Paper and pencils
RAK journals
Copies of Cinquain, Limerick, Haiku, Free Verse,
Diamonte poems for students. Good Source is the
Poetry Idea Engine: http://teacher.scholastic.
com/writewit/poetry/ poetry_engine.htm#
Kindness Concept Posters for Compassion and
Gratitude
LEARNING OUTCOMES MET
English Language Arts: A1, A2, A3, A4, A5, A6, A7,
A11, B1, B8, C3, C4, C6, C10
DESCRIPTION
1. Note: This activity could be taught near Thanksgiving, but could also be taught at any time of the year
as part of a poetry unit.
2. Begin by asking: “What does it mean to be grateful? Do you think it is important to be grateful? Why or
why not?”
3. As a pre-writing exercise, create a Thankfulness List on the board with columns and headings for People, Experiences, Things, Feelings and ask students to share. Students could also discuss with a partner first and then share with class.
3. Have students discuss either as a class, in small groups or with a partner ways they can be thankful or
grateful to others. They can write their ideas in their RAK journals. If brainstorming exercise is done in
small groups, have students answer the question as a whole group and write responses on the board.
4. Then, have students use the classroom writing strategies to create a thankfulness poem. They could
write a limerick, haiku, free verse, diamonte, or cinquain poem. Consider showing students how to create a poem like this by projecting the Poetry Idea Engine (http://teacher.scholastic.com/writewit/poetry/
poetry_engine.htm#) using a document camera and walking through writing a poem so they understand
the different styles. You could also distribute copies of these poems to share.
5. After they are finished, have students read their poem to the class and record it so they can hear themselves read.
EVALUATION
Teacher asks: “Did something from one of the poems stand out to you? Did learn something new about
gratitude from listening to these poems?”
TIPS FOR DIVERSE LEARNERS
Students might benefit from:
1. Having a list of feeling words or adjectives/adverbs as a reference as they create their poem.
2. Referencing the classroom kindness book they created as part of this unit for ideas as they write their
poem.
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 8 of 16
ACTIVITY
HOME EXTENSION ACTIVITY
MATERIALS
Home Extension Activity (p. 11), one sheet for each student
DESCRIPTION
1. This activity could be done at any point during the unit. Write the return date on the sheet before you distribute it. You may want to distribute the sheet in Friday folders and have it returned
on Monday.
2. Hand out the Home Extension Activity and say: “We have been talking about what it means to
be kind and grateful and I want you to talk about these ideas with your parent, guardian or another adult who cares for you. Please put this in your folder and return by _____________.”
3. The day the students bring back their sheet, ask the following questions:
1) What does it mean to the people you live with to be kind?
2) How do you show kindness and gratitude to each other?
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 9 of 16
HOW CAN I BE KIND?:
HOME EXTENSION ACTIVITY
Name: ____________________________________ Please return by: ________________
BACKGROUND
As part of the Random Acts of Kindness program, we have been talking in class about how to be kind
to ourselves and others and be grateful.
VOCABULARY WORDS
Compassion: Caring about someone else’s feelings and
offering to help that person.
Gratitude: Being thankful.
AT HOME ACTIVITY
Discuss the vocabulary words above. Then ask your student
what he or she has learned about kindness. Then discuss the
following questions and write (or have your student write) responses below or on the back and return to
school by the date above:
•What does it mean to us to be kind?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
•How can we show kindness and gratitude to each other at home?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 10 of 16
STANDARDS KEY
ACADEMIC SUBJECT KEY
Mathematics
Health
Social Studies
Language Arts
Visual Arts
Science
Drama and Theatre Arts
BRITISH COLUMBIA PRESCRIBED LEARNING OUTCOMES
https://www.bced.gov.bc.ca/irp/gc.php?lang=en
1. Language Arts
• A1: Use speaking and listening to interact with others for the purposes of contributing to a class
goal, exchanging ideas on a topic, making connections, completing tasks, engaging in play
Achievement Indicators:
oo share ideas relevant to class activities and discussions (e.g., structured A/B partners, informal
partner-talk, brainstorming)
oo use conversational language, including increasingly specific vocabulary, to describe objects,
events, and feelings
oo share connections between their own and others’ ideas and experiences
oo ask pertinent questions to clarify or extend understanding, or to ask for assistance
oo use language to discuss steps needed to negotiate and complete tasks in partner and group
activities
oo listen respectfully and respond appropriately to others’ contributions (e.g., take conversational
turns as speaker and listener)
• A2: Use speaking to explore, express, and present ideas, information, and feelings, by staying
on topic in a focussed discussion, recounting experiences in a logical sequence, retelling stories,
including characters, setting, and plot, reporting on a topic with a few supporting facts and
details, sharing connections made
Achievement Indicators:
oo share and explain information about topics of interest, objects, events, and feelings with some
detail
oo generally stay on topic when discussing presented information
• A3: Listen attentively for a variety of purposes and demonstrate comprehension, by retelling or
paraphrasing information shared orally, following three- and four-step instructions, asking for
clarification and explanation, sharing connections made
Achievement Indicators:
oo repeat and discuss information from listening, ask questions, and represent ideas expressed
oo following oral instructions and demonstrations to complete a multi-step task (e.g., following
three-step directions, retell main points)
oo demonstrate attentive listening in nonverbal ways (e.g., nod to show agreement, show
responsive facial expressions)
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
Page 11 of 16
STANDARDS KEY
•
•
•
•
•
•
oo listen without distracting or interrupting in most situations (e.g., put up hand to ask questions
or make comments, wait turn to speak)
oo ask speaker for clarification when needed
A4: Use strategies when interacting with others, including accessing prior knowledge, making
and sharing connections, asking questions for clarification and understanding, taking turns as
speaker and listener
Achievement Indicators:
oo make connections to personal and shared ideas and experiences by talking in pairs (e.g.,
listen and add to partner’s ideas)
oo follow classroom guidelines for interacting (e.g., respectful listening, accepting differing
opinions)
oo balance role of self as speaker and listener and follow the rules of conversation
A5: Use strategies when expressing and presenting ideas, information, and feelings, including
accessing prior knowledge, organizing thinking by following a framework or rehearsing, clarifying
and confirming meaning, predicting what the audience needs to know for understanding,
adjusting volume and tone to the needs of the audience
Achievement Indicators:
oo ask and answer questions to focus topics, clarify understanding, or identify information needs
A6: Use strategies when listening to make and clarify meaning, including making a prediction,
focussing on the speaker, asking questions, recalling main ideas
Achievement Indicators:
oo ask a question related to the topic
oo ask speaker for clarification
oo recall information or ideas in a variety of ways (e.g., retell one or two main points, repeat a
familiar message using clear and precise language, draw a picture, act out a sequence of
events)
oo summarize what a speaker has said to confirm or clarify meaning
A7: Demonstrate enhanced vocabulary knowledge and usage
Achievement Indicators:
oo show expanding use of vocabulary related to specific subject areas
oo show expanding use of descriptive vocabulary
A11: Use the features of oral language to convey and derive meaning, including text structure,
grammar and usage, enunciation, receptive listening posture
Achievement Indicators:
oo sequence ideas logically when speaking
oo stay focussed on the topic
oo use statements, commands, and questions; may occasionally make some errors in syntax or
word choice
oo express ideas in sentences that make sense, and use simple connecting words to link ideas in
speech (e.g., and, then, so)
oo use pronouns appropriately (errors do not interfere with meaning)
oo present ideas clearly (e.g., speak loudly enough, face audience)
B1: Read fluently and demonstrate comprehension of grade-appropriate literary texts (e.g.,
stories, legends, poems)
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
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STANDARDS KEY
•
•
•
•
Achievement Indicators:
oo engage in shared reading activities (e.g., buddy, readers’ theatre, varied forms of choral
reading)
oo make inferences about characters (e.g., feelings, motivation) and events, and draw
conclusions
oo change voice inflection in response to written cues, punctuation marks, or words that evoke
emotion
B2: Read fluently and demonstrate comprehension of grade-appropriate information text
Achievement Indicators:
oo read grade-appropriate information texts independently and collectively, with accuracy,
comprehension, and fluency, including expression and a sense of phrasing
oo use basic ‘text features’ (e.g., titles, captions, illustrations, contents page) to help locate
information
oo record some accurate information under categories or headings provided by teacher (e.g.,
food, habitat)
oo demonstrate understanding of various information texts by retelling key points; may rely on
words from the text
oo reread to locate specific information (prompted and unprompted)
oo share information learned
B8: Respond to selections they read or view, by expressing an opinion supported with reasons,
making text-to-self, text-to-text, and text-to-world connections
Achievement Indicators:
oo create a representation including detail (e.g., draw a picture, dramatize a section, create a
new page for a story)
oo identify connections between illustrations (e.g., diagrams, charts, graphs) and text
oo create a written response to text, making personal connections (text-to-self), connections to
other texts (text-to-text) and related events (text-to-world)
C2: Create informational writing and representations about non-complex topics and procedures,
featuring ideas beginning to be developed through the use of relevant details, sentence fluency
using some variety of sentence length and an emerging variety in pattern, developing word
choice by using some content-specific vocabulary and details, developing voice by showing how
they think and feel about a topic, an organization that includes a beginning that signals a topic
and ideas that are generally logically sequenced
Achievement Indicators:
oo create informational writing and representations (e.g., expository writing such as lists, graphs,
charts, reports, instructions, and may include impromptu writing)
*Note: Performance Standards for Informational Writing are available for viewing under Suggested
Achievement Indicators for this Prescribed Learning Outcome
C3: Create imaginative writing and representations, sometimes based on models they have read,
heard, or viewed, featuring ideas developed through the use of details that enhance the topic
or mood, sentence fluency using sentence variety, dialogue, phrases, and poetic language,
developing word choice by using some varied descriptive and sensory language, developing
voice by showing some evidence of individuality, an organization that includes a well-developed
beginning and logically ordered, imaginative ideas or details
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
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STANDARDS KEY
•
•
•
•
Achievement Indicators:
oo create some types of imaginative writing and representations (e.g., expressive writing such as
stories, plays, and poems, and may include impromptu writing)
*Note: Performance Standards for Imaginative Writing are available for viewing under Suggested
Achievement Indicators for this Prescribed Learning Outcome
C4: Use strategies before writing and representing, including setting a purpose, identifying an
audience, participating in developing class-generated criteria, generating, selecting, developing,
and organizing ideas from personal interest, prompts, models of good literature, and/or graphics
Achievement Indicators:
oo set a purpose for writing and representing, and identify an audience (e.g., thank-you note to a
guest speaker, poem for a retiring teacher)
oo generate ideas for writing and select a topic of personal interest (e.g., engage in brainstorming
sessions and partner- talk)
oo make visual and written plans (e.g., graphic organizer, storyboard)
oo gather information in preparation for writing and representing by drawing on personal interest
or prompts (e.g., talk with others; interview informed people; use books, labels, charts and
diagrams; watch videos; sketch ideas; or make lists to sequence events)
C6: Use strategies after writing and representing to improve their work, including checking their
work against established criteria, revising to enhance a writing trait (e.g., ideas, sentence fluency,
word choice, voice, organization), editing for conventions (e.g., capitals, punctuation, spelling)
Achievement Indicators:
oo check work against class criteria for writing (e.g., good word choice, descriptive ideas,
powerful images, sentence variety, legibility)
oo after checking work against criteria, select one area to revise
oo engage in editing a piece of writing (e.g., using a proofreading guide with a buddy or
independently; by reading work aloud; checking spelling by referring to word walls, personal
dictionaries, and primary dictionaries)
C7: Use writing and representing to express personal responses and opinions about experiences
or texts
Achievement Indicators:
oo write or represent to express a response to a poem
oo write a response in their journals to express an opinion
C10: Use some features and conventions of language to express meaning in their writing and
representing , including complete simple sentences, and begin to use compound sentences,
some paragraph divisions, generally correct noun-pronoun and subject-verb agreement, past and
present tenses, capital letters at the beginning of proper nouns and sentences, periods, question
marks, or exclamation marks at the end of sentences, commas to separate items in a series,
words from their oral vocabulary, personal word list, and class lists, spelling words of more than
one syllable, high-frequency irregular words, and regular plurals by applying phonic knowledge
and skills and visual memory, attempting to spell unfamiliar words by applying phonic knowledge
and skills and visual memory, conventional Canadian spelling of common words, letters printed
legibly, consistent in shape and size, with appropriate spacing between letters and word
*Note: Performance Standards Writing Features and Conventions are available for viewing under
Suggested Achievement Indicators for this Prescribed Learning Outcome
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
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STANDARDS KEY
2. Mathematics
• C3: Compare and order objects by length, height, distance around, and mass (weight) using nonstandard units, and make statements of comparison
Achievement Indicators:
oo estimate, measure, and record the length, height, distance around, or mass (weight) of a given
object using non-standard units
oo compare and order the measure of two or more objects in ascending or descending order
and explain the method of ordering
• D1: Gather and record data about self and others to answer questions
Achievement Indicators:
oo formulate a question that can be answered by gathering information about self and others
oo organize data as it is collected using concrete objects, tallies, checkmarks, charts, or lists
oo answer questions using collected data
3. Social Studies
• A3: Gather information from a variety of sources for presentation
Achievement Indicators:
oo list a variety of information sources (e.g., library, classroom books, magazines, family
members, computer resources, video, personal experiences)
oo use simple graphic organizers (e.g., charts, webs, W5) to record relevant information from
selected sources
oo draw simple interpretations from personal experiences, oral sources, and visual and written
representations
• A4: Present information using oral, written, or visual representations
Achievement Indicators:
oo use selected communication forms (e.g., presentation software, models, maps, oral, written) to
accomplish given presentation tasks
• B1: Identify changes that occur in the school and community throughout the year
Achievement Indicators:
oo identify events or characteristics that reflect changes in the community (e.g.,
construction, real estate signs, traffic patterns)
• B2: Describe ways individuals contribute to a community
Achievement Indicators:
oo list ways of participating in their school and community (e.g., attending school
assemblies, helping a neighbour, being a reading buddy, recycling, donating to charity,
looking after the class pet over the holiday, litter pickup, planting a tree or community garden,
visiting a seniors’ home)
OTHER STANDARDS MET
1. 21st Century Skills (www.p21.org)
• Learning and Innovation Skills
a. Critical Thinking: Reason effectively, make judgments and decisions, solve problems
b. Communicate clearly and collaborate with others
c. Creativity and Innovation: Think creatively and work creatively with others
© The Random Acts of Kindness Foundation, 2014 | How Can I Be Kind? Grade 2
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STANDARDS KEY
• Life and Career Skills
a. Initiative and Self Direction: Manage goals and time, work independently, be self-directed
learners
b. Social and Cross-Cultural Skills: Interact effectively with others
c. Productivity and Accountability: Manage projects and produce results
d. Responsibility: Be responsible to others
2. Social and Emotional Standards (www.casel.org)
• Self-Awareness
• Social Awareness
• Relationship Skills
QUESTIONS? CONTACT: [email protected]
© The Random Acts of Kindness Foundation, 2014 | RandomActsofKindness.org
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