English Language Arts 2

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Curriculum English Language Arts Grade 2 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Language and story
story
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
can be a source of creativity and joy.
Stories
Stories
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
and other texts
texts
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
connect us to ourselves, our families, and our communities.
Everyone has a unique story
story
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
to share.
Through listening and speaking, we connect with others and share our world.
Playing with language helps us discover how language works.
Curiosity and wonder lead us to new discoveries about ourselves and the world around us.

Learning Standards

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Curricular Competencies

Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:

Comprehend and connect (reading, listening, viewing)

Read fluently at grade level
Read fluently at grade level
reading with comprehension, phrasing, and attention to punctuation 
Use sources of information and prior knowledge
prior knowledge
personal stories and experiences 
to make meaning
Use developmentally appropriate reading, listening, and viewing strategies
reading, listening, and viewing strategies
examples include making predictions, making connections, making simple inferences, asking questions, engaging in conversation with peers and adults, showing respect for the contribution of others 
to make meaning
Recognize how different text structures
text structures
examples include letters, recipes, maps, lists, web pages 
reflect different purposes.
Engage actively as listeners, viewers, and readers
Engage actively as listeners, viewers, and readers
being open-minded to differences; connecting to personal knowledge, experiences, and traditions; participating in community and cultural traditions and practices; asking meaningful questions; using active listening; and asking and answering what if, how, and why questions in narrative and non-fiction text 
, as appropriate, to develop understanding of self, identity, and community
Demonstrate awareness of the role that story
story
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
plays in personal, family, and community identity
Use personal experience and knowledge to connect to stories
stories
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
and other texts
texts
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
to make meaning
Recognize the structure and elements of story
story
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
Show awareness of how story in First Peoples cultures
story in First Peoples cultures
Traditional and contemporary First Peoples stories take many forms (e.g., prose, song, dance, poetry, theatre, carvings, pictures) and are told for several purposes:
  • teaching (e.g., life lessons, community responsibilities, rites of passage)
  • sharing creation stories
  • recording personal, family, and community histories
  • “mapping” the geography and resources of an area
  • ensuring cultural continuity (e.g., knowledge of ancestors, language)
  • healing
  • entertainment
  • (from In Our Own Words: Bringing Authentic First Peoples Content to the K–3 Classroom, FNESC/FNSA, 2012)
 
connects people to family and community

Create and communicate (writing, speaking, representing)

Exchange ideas and perspectives
Exchange ideas and perspectives
taking turns in offering ideas related to the topic at hand, engaging in conversation with peers and adults, and showing respect for the contributions of others 
to build shared understanding
Create stories
stories
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
and other texts
texts
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
to deepen awareness of self, family, and community
Plan and create a variety of communication forms
communication forms
examples include personal writing, letters, poems, multiple-page stories, simple expository text that is non-fiction and interest-based, digital presentations, oral presentations, visuals, dramatic forms used to communicate ideas and information 
for different purposes and audiences
Communicate using sentences and most conventions of Canadian spelling, grammar, and punctuation
Explore oral storytelling processes
oral storytelling processes
creating an original story or finding an existing story (with permission), sharing the story from memory with others, using vocal expression to clarify the meaning of the text 

Content

Students are expected to know the following:
Story/text
  • elements of story
    elements of story
    character, plot, setting, structure (beginning, middle, end), and dialogue 
  • literary elements and devices
    literary elements and devices
    language, poetic language, figurative language, sound play, images, colour, symbols 
  • text features
    text features
    how text and visuals are displayed (e.g., colour, arrangement, and formatting features such as bold, underline) 
  • vocabulary associated with texts
    vocabulary associated with texts
    book, page, chapter, author, title, illustrator, web page, website, search box, headings, table of contents, pictures, and diagrams 
Strategies and processes
  • reading strategies
    reading strategies
    using illustrations and prior knowledge to predict meaning; rereading; retelling in own words; locating the main idea and details; using knowledge of language patterns and phonics to decode words; identifying familiar and “sight” words; monitoring (asking: Does it look right? Sound right? Make sense?); self-correcting errors consistently using three cueing systems: meaning, structure, and visual 
  • oral language strategies
    oral language strategies
    asking questions to clarify, expressing opinions, speaking with expression, taking turns, and connecting with audience 
  • metacognitive strategies
    metacognitive strategies
    talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop awareness of self as a reader and as a writer 
  • writing processes
    writing processes
    may include revising, editing, considering audience 
Language features, structures, and conventions
  • features of oral language
    features of oral language
    including tone, volume, inflection, pace, gestures 
  • word patterns, word families
  • letter formation
    letter formation
    legible printing with spacing between words 
  • sentence structure
    sentence structure
    the structure of compound sentences 
  • conventions
    conventions
    common practices in punctuation (e.g., the use of a period or question mark at end of sentence) and in capitalization (e.g., capitalizing the first letter of the first word at the start of a sentence, people’s names, and the pronoun I) 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.