Previous Grade 2 Highlights

Ms. King's Grade 2 Class (Oct 2017)


Measure a Friend


In second grade, the students learn about the parts of the body and also measurement. This month, the class reviewed the English terms for the parts of the body.  The students touched each body part as they sang songs. Then, working in groups of two or three, they measured parts of the body and recorded the results. 


First, the students practiced the English math terms that they would use when speaking with their classmate during the activity. Then, they practiced using a ruler and measuring to the nearest tenth of a centimeter. They measured sixteen pictures at their tables and recorded the results. The students were ready to work with their friend. Working together, they measured their feet. They measured their legs. They measured the length between their shoulders. They measured their arms.


Finally, they put the measurements in order.  They used the terms shorter, shortest, longer, longest, and same.  After they finished their activity, they shared their pictures and results with the class. The students in our class really enjoyed measuring their friends while learning English!

Mr. Kevin's Grade 2 Class (Oct 2017)


Learning About Our Bodies


Over the past three weeks, students in second grade have been learning about the human body using a variety of games and activities. Here are a couple of examples:


I have…/Who has..?  

Students practice body vocabulary by reading through the cards as fast of they can as a team. Students need to focus on pronunciation, speaking in a loud and clear voice as well as listening or their teammates will not know when to read their card.


Card Flip Matching Game

Students come to the front of the class and flip a card. The cards contain the names of different body parts. If they can locate the body part and pronounce it correctly they can flip another card. If they can match the cards they are awarded table points and stamps.


“Simon Says”

Selected students come to the front of the class. The teacher will then say, “Simon says touch your head. Simon says touch your nose. Simon says touch your hips.” Students need to follow the instructions quickly or they are out and need to sit on the carpet. However, if the teacher does not start the statement with, “Simon says” the students much not follow the direction. If they do, they must sit back down on the carpet. Winners get table points and stamps.


Draw and Label

Students follow along with a video to draw a person. Next, students look on the screen to label the different parts of their drawing. We have all had a great time learning about different part of our bodies through lots of fun activities!

Ms. King’s Class: Grade 2 (May 2017)


Graphing with Candy


The students of have been learning how to represent and interpret data in Math. As part of our math time, the students have been reading and interpreting different types of graphs in English.  This month, we have been using the skills taught in their Chinese math class of estimation, calculation, mathematical symbols, and comparison in our English math lessons. As their culminating activity, the students had to draw a bar graph with at least four categories and solve problems in English using information presented in the bar graph.  We used Skittles fruit candy as data for the graph.


First, as a whole class, they practiced with a sample page. They discussed what information was needed to complete the bar graph and what the final product should look like when it is finished. Then, before they received their candy to work with, they had to use their estimation skills to answer five questions and then compared their predictions with the actual results.


Some of the questions were: “How many candies do you think are in each bag?”, “How many candies can fit on your finger?” and “How many candies long is your pencil?” They discussed their predictions and results with a classmate. Next, they sorted their candies by colors in English and created a tally chart. They then created their bar graph and colored the different categories. When the bar graph was finished, they answered ten questions in English using information from their graph.


They also reviewed and used the symbol notations of less than (<), greater than (>) and equal to (=) to compare in English the different quantities of colored candies.  The students finished the activity by writing and answering their own math question in English.  The students shared their graphs and answered questions from their classmates. Their graph and questions were checked by the teacher for accuracy and completeness. Once the work was complete, they could eat a few of their candies after lunch and most took their candies back to their homeroom.  It was a fun learning activity!

Mr. Kevin’s Class: Grade 2 (May 2017)


Daily Phonics Workout


The students in my class start everyday with phonics. The following are just a few of the activities students might be doing to learn these new words and sounds:



Students listen to a song or video for each phonics sound at the start of each day. At the end of the week students compete against other tables to see who can remember the most words from the song or video.


Phonics Books Challenge

After reading the phonics book students are encouraged to find all the phonics words in their copy of the book. Each table receives a sheet of how many phonics words are ‘supposed’ to be on each page and if they find any ‘mistakes’ they get points for their tables.


PowerPoint Game

To work on pronunciation, we sometimes play PowerPoint games. If the chosen student pronounces the word perfectly they get to flip a card to find a star or to match phonics words.


Flashcard Race

Each day we practice the phonics words using flashcards. After we get comfortable with the new words we try to read through all as them as fast as we can.


Scavenger Hunt

Students need to copy their phonics words into their notebooks each week in order to practice at home. Instead of copying these words off the board, students need to find the words hidden throughout the classroom.


I Have / Who Has

After the students become comfortable pronouncing the words they compete against other tables in a game of “I have/who has”. Table groups need to work together to read through the cards as fast as they can.

Ms. Lorey’s Class: Grade 2 (April 2017)


Playing with Prepositions of Placement


The students were introduced to prepositions of placement using various techniques, while students sat on the carpet and moved throughout the classroom.


First, the teacher used Total Physical Response (or hand play) to introduce the students to the prepositions of: on, in, under, over, in front of, in back of, and between. Using their hands the students simulated using one hand as a box and the other as a moving object to practice and demonstrate the above prepositions.


Next, a student was selected to help with the preposition of on and over. The student stood on the teacher’s lap and the students were asked the question “Where is the student?” the students answered, “She/he is on the teacher’s lap.” The teacher then asked the students “Where is the student?” The students responded “She/He is over the students.”


Students then reviewed prepositional words using flash cards. Once students were comfortable with the vocabulary, the teacher placed four students on a table. First asking the students “Where is student A?”  The students answered “Student A is on the table.” Questioning continued as followed with students answering: “Where is student B?” “Student B is under the table,”, “Where is student C?” “Student C is beside the table,”, “Where is student D?” “Student D is at the back of student C.”


Once the students became comfortable with answering the above questions, the teacher asked more difficult questions with students answering. Examples are “Who is over student B?” “Student A is over student B,”, “Who is between students A, B and D?” “Student C is between students A, B and D.” When almost all of the students had an opportunity to be the movable object, the activity was completed with reviewing of the flashcards.

Ms. B’s Class: Grade 2 (April 2017)


Learning About Mammals


This semester, we are learning about animal groups. These groups are: mammals, birds, fish, insects, reptiles, and amphibians. The first group we learn about is mammals. First, we looked at pictures of mammals, and the students made a list of the traits the animals have in common. Then, we sang an animal song, and the students tried to find every mammal listed in the song. We made a long list of mammals together. They were very excited to demonstrate how many mammals they could identify.


They loved volunteering to answer questions. After that, we watched a BrainPopJr video about mammals and the students made a list of all of the traits common to mammals. They were then given a small piece of paper and asked to write the list of traits and draw pictures of mammals. They used rulers to draw lines so they could write neatly.  They worked very diligently, and are proud of their finished work. All of the posters will be displayed in the classroom for every one to admire.

Mr. James’ Class: Grade 2 (April 2017)


Reading in the Classroom


Reading well is the most critical skill for success in school. Reading improves comprehension, builds vocabulary, increases fluency, develops knowledge and culture, allows children to relate to others, and allows students to apply prior knowledge and experience. The more children read, the better their language becomes.


Independent Reading - Children read because it is fun! They explore other worlds in their minds, go on great adventures, come face-to-face with animals and aliens, and recognise themselves in their favourite characters. We really encourage our students to read independently by building libraries in our classrooms, filled with both educational books and books purely for enjoyment. Children read whenever they can, and we include reading time in class to support learning.


Guided Reading - All students differ in personality, ability, style and learning styles. In Guided Reading classes, teachers work with small groups of students, in order to focus on their specific needs and accelerate their progress. The goal of Guided Reading is for students to develop skills to help them read independently, silently and fluently. They learn from the teacher and from listening to each other. They learn reading strategies, how to decode and correctly pronounce words, and how to use rhythm, pace, tone and intonation.


Story-Time - Teachers read each week to the students during Story-Time. It’s a wonderful experience for the children, so informative, so entertaining, and it’s a chance to bond with them as a group while doing something we all love. The teacher can model how to read effectively and how to use pictures as a tool for reading unfamiliar words and as clues to what is happening in the story.


Finally - Children’s attention is diverted by video games, phones, Youku, TV, sports and a million other activities that are potentially ‘cooler’ than reading. But if we work hard at encouraging our children to open books at every opportunity, we can develop a life-long love for reading and learning.


Ms. Jen’s Class: Grade 2


My Favourite Season is . . .


For the past few weeks we have been studying seasons. The students have learned to talk about the seasons and use sentences to describe each season. Two of the questions that the students can both ask and answer are: “What can you wear in winter?” and “What is the weather like in summer?” The students can sing the song “If You Know All the Seasons, Clap Your Hands.” The words of the song describe each season and the students have learned actions to go along with the song.


They can read new words and have learned the meanings. We are also learning how to identify and describe each season. The students can listen to a description and identify the season. They are able to use full sentences to describe the season. “In winter it is Christmas.” or “In autumn I can rake the leaves.”


The favourite question that the students like to answer is “What is your favourite season and why?” They have many different reasons for liking each season but it seems that the most popular answer is: “My favourite season is ______ because it is my birthday!” The children are enjoying their unit about the seasons and they have learned a lot about each season. They are confident to talk and write about the seasons – especially when it’s at the same time as their birthday!

Mr. Roel’s Class: Grade 2


Communicating with Prepositions

In grade two we try to get the students to communicate in many different ways. Communication is the most important thing when learning a language, so we do it in many of the activities we do and as often as we can. Grammar topics are a great way to structure the language used by the students in the class. By giving them a particular structure to focus on and use, we can help them to use new language effectively.


For this particular lesson we learned about the prepositions “in, on, under, between, next to, below, above, over, in front of and behind”. To start, I gave instructions that students had to follow up on. Then, students gave instructions to each other in pair dialogues and asked questions to each other.


Here is a sample of the language used for each of the activities


Teacher and student instructions:

“Put the pencil under your nose.”

“Put the pencil above your chair.”


Pair dialogues:

“Where is the pencil?”

“The pencil is between my eyes.”

“Where is the ruler?”

“The ruler is next to the basket.”


This activity helps the students to actively use learned vocabulary in class. By working in pairs, all students get to speak at the same time. I always feel this gives a positive atmosphere in class and gives all students a chance to engage and be active. This is an easy activity that can be done at home. The more practice they get speaking English, the better.  

Ms. Vanessa’s Class: Grade 2


Season’s Clothing

We want to make sure our students understand new English vocabulary.  To this end, it’s very important for students to visually see the words first as they learn about them. This helps their understanding and increases their interest in English learning so that they can make a connection to the language.  One of our themes in Grade Two is Seasons. We learn all about the 4 seasons, for instance weather, seasonal food, activities we enjoy, what happens to animals and plants during the year and the special holidays we celebrate in each of the seasons.


For this particular lesson, we learn about the different clothing we can wear. It includes a very interactive song, a power point presentation with the new vocabulary and a worksheet that we complete after interacting with the vocabulary. First, we start with singing a song about the season and then, as a group, we take turns learning the vocabulary together using pictures and then matching those pictures with the new words we are learning. For example, “We can wear a scarf in the winter.” or “We can wear a swim suit in the summer.” etc.


After working together in a large group, we go back to our tables to work in our smaller ‘seasons groups’. There, we complete a ‘Seasons and Clothes’ worksheet that students fill in with the newly learned vocabulary. Students need to fill in the right word for the sentences, such as, “In the summer, I can wear a swim suit.” or “In the autumn, I can wear pants.” etc. The students really enjoy learning about the seasons, as well as creating their own dialogues from the new vocabulary they are learning.


Ms. B’s Class: Grade 2


Enjoying the Different Seasons

In grade two, we study the seasons. Each week, we practice a dialogue related to the seasonal vocabulary and learn about the activities we can take part in during each season.


For this lesson, students first come up with actions to match each activity. Then, we practiced the actions as a class. We discussed which activities can be performed in each season. The students are excited to point out that many activities can be performed in more than one season. For example, there are many ways to play outside. We spent some time discussing the different weather in different parts of the world and why we could ride bikes in winter in Guangzhou, but not in Canada. Lastly, students have the opportunity to act out an activity in front of the class.


The other students watch the performance, and answer the question: “What can you do in (season)?”. They used the sentence structure “In (season), I can (activity).” They really enjoyed watching their classmates act out the activities and guessing the correct answer. Some of their answers include: “In summer, I can smell some flowers.”, “In winter, I can go skiing.”, “In spring, I can ride my bike.”, “In autumn, I can pick some fruit.". The students really enjoy acting out their seasonal activities and practicing their seasonal vocabulary!


Ms. Lorey’s Class: Grade 2


Math Fun: Finding Order with Ordinal Numbers

Students have had fun learning ordinal numbers in our classroom. First, the students learned the ordinal numbers from first - tenth (1st – 10th). Next, the students continued their studies of ordinal numbers expanding it up to thirtieth (30th).


So to practice ordinal numbers, students are asked to stand on the outside of the classroom carpet in no given order. Then, the students are called upon to pick up one card without looking at the numbers on the front. Students are then asked to speak only English, hold their cards up and place themselves in order, using ordinal numbers 1st - 30th. Students had fun discovering who had which numbers and they even help each other to find their correct place.


After students have arranged themselves in order, they were prompted to answer questions in English using the following format: T: Which student is first? S: Sophie is first. Students were then asked by the teacher: T: Students, what number is Brian? S: Brian is twentieth. This activity format continues until all students and numbers are accounted for.


During the closing task, specific ordinal numbers are called out of order and the students return their number cards to the front of the class. The students enjoy learning ordinal numbers in this format and the teacher is also delighted that they are using at least three areas of language acquisition: speaking, listening and reading.