2. English Language Arts 2
ISBN 978-1-926841-07-6
1. Language arts (Elementary school) - Saskatchewan - Curricula. 2. Competency-
based education - Saskatchewan.
Saskatchewan. Ministry of Education. Curriculum and E-Learning. Humanities Unit.
All rights are reserved by the original copyright owners.
5. Acknowledgements
The Ministry of Education wishes to acknowledge the professional contributions and advice given by Elementary
Level teachers and consultants in the following First Nations tribal council and Saskatchewan school divisions:
• Holy Trinity Roman Catholic School Division
• Battleford Tribal Council
• Prairie South School Division
• Saskatchewan Rivers School Division
• South East Cornerstone School Division
• Sun West School Division.
The Ministry of Education also wishes to thank many others who contributed to the development of this
curriculum including:
• University faculties members
• Other educators and reviewers.
The curriculum is based on the Western and Northern Canadian Protocol (WNCP) The Common Curriculum
Framework for English Language Arts (Kindergarten to Grade 12) (1998).
English Language Arts 2 v
6.
7. Introduction
English language arts (ELA) is a Required Area of Study in
Saskatchewan’s Core Curriculum. The purpose of this curriculum is to
outline the provincial requirements for Grade 2 English Language Arts.
Time Allotment
The Saskatchewan Ministry of Education has established a provincial
policy for the amount of time that must be allocated to language
arts instruction at each grade level. The required minutes for English
language arts allotted to Grade 2 is 560 minutes per week.
Curriculum Content
This curriculum provides the intended learning outcomes that grade 2
students are expected to achieve in English language arts by the end
of the year. Indicators are included to provide the breadth and depth
of what students should know, understand, and be able to do in order
to achieve the outcomes.
The learning experiences planned for students will support student
achievement of the provincial Goals of Education through attending to
the Broad Areas of Learning for Saskatchewan and the Cross-curricular
Competencies described on the following pages.
The English language arts curriculum provides:
• direction for supporting student achievement of the Broad Areas
of Learning and the Cross-curricular Competencies
• the K-12 aim and goals for English language arts in Saskatchewan
• the characteristics of an effective English language arts program
• Grade 2 English Language Arts outcomes and indicators
• sample assessment and evaluation criteria for determining student
growth and achievement in relation to the outcomes in English
language arts
• connections with other areas of study.
Additional support resources will appear online.
English Language Arts 2 1
8. Core Curriculum
Core Curriculum is intended to provide all Saskatchewan students
with an education that will serve them well regardless of their choices
after leaving school. Through its components and initiatives, Core
Curriculum supports student achievement of the Goals of Education
for Saskatchewan. For current information regarding Core Curriculum,
please refer to Core Curriculum: Principles, Time Allocations, and
Credit Policy on the Saskatchewan Ministry of Education website.
For additional information related to the various components and
initiatives of Core Curriculum, please refer to the Ministry website at
www.education.gov.sk.ca/policy for policy and foundation documents
including the following:
• Understanding the Common Essential Learnings: A Handbook for
Teachers (1988)
• Objectives for the Common Essential Learnings (CELs) (1998)
• Renewed Objectives for the Common Essential Learnings of Critical
and Creative Thinking (CCT) and Personal and Social Development
(PSD) (2008)
• The Adaptive Dimension in Core Curriculum (1992)
• Policy and Procedures for Locally-developed Courses of Study (2004)
• Connections: Policy and Guidelines for School Libraries in
Saskatchewan (2008)
• Diverse Voices: Selecting Equitable Resources for Indian and Métis
Education (2005)
• Gender Equity: Policies and Guidelines for Implementation (1991)
• Instructional Approaches: A Framework for Professional Practice
(1991)
• Multicultural Education and Heritage Language Education Policies
(1994)
• Classroom Curriculum Connections: A Teacher’s Handbook for
Personal-Professional Growth (2001).
2 English Language Arts 2
9. Broad Areas of Learning
There are three Broad Areas of Learning that reflect Saskatchewan’s
Goals of Education. K-12 English language arts contributes to the Goals
of Education through helping students achieve knowledge, skills, and
attitudes related to the following:
Lifelong Learners Related to the following Goals of
Education:
Students who are engaged in constructing and applying English
• Basic Skills
language arts knowledge naturally build a positive disposition towards
• Lifelong Learning
learning. Throughout their study of English language arts, students
• Positive Lifestyle
gain understandings, skills, and strategies to become more competent
and confident language users.
Sense of Self, Community, and Place Related to the following Goals of
Education:
To learn English language arts, students need not only to use the
English language but also to interact with each other. Through the • Understanding and Relating to
English language arts, students learn about themselves, others, and Others
the world around them. They use language to define who they are and • Self-concept Development
• Spiritual Development
to explore who they might become. They use language to interact and
to respond effectively with others and to build community.
Engaged Citizens
Related to the following Goals of
In the English language arts, students learn how language can Education:
empower them to make a difference in their personal, peer, family,
• Career and Consumer Decisions
and community lives. Language gives them a sense of agency and an
• Membership in Society
ability to make a difference in their community and the world in which
• Growing with Change
they live.
Cross-curricular Competencies
The Cross-curricular Competencies are four interrelated areas
containing understandings, values, skills, and processes which
are considered important for learning in all areas of study. These
competencies reflect the Common Essential Learnings and are
intended to be addressed in each area of study at each grade level.
Developing Thinking
Learners construct knowledge to make sense of the world around K-12 Goals for Developing Thinking:
them. They develop understanding by building on what is already • thinking and learning
known. This key competency concerns the ability to make sense of contextually
information, experiences, and ideas through thinking contextually, • thinking and learning creatively
critically, and creatively. English language arts is inquiry-based, and • thinking and learning critically
students use their language and thinking skills to explore a range of
topics, issues, and themes.
English Language Arts 2 3
10. Developing Identity and Interdependence
K-12 Goals for Developing Identity The ability to act autonomously in an interdependent world requires
and Interdependence: an awareness of the natural environment, of social and cultural
• understanding, valuing, and
expectations, and of the possibilities for individual and group
caring for oneself accomplishments. It assumes the possession of a positive self-
• understanding, valuing, and concept and the ability to live in harmony with others and with the
caring for others natural and constructed worlds. Achieving this competency requires
• understanding and valuing understanding, valuing, and caring for oneself and for others, and
social, economic, and understanding and valuing social and environmental interdependence
environmental interdependence and sustainability. English language arts requires students to explore
and sustainability ideas and issues of identity, community, social responsibility, diversity,
and sustainability. Students study texts and ideas about personal and
philosophical; social, historical, and cultural; imaginative and literary;
communicative; and environmental and technological topics.
Developing Literacies
K-12 Goals for Developing Literacies: Literacies provide many ways, including the use of various language
• constructing knowledge related systems and media, to interpret the world and express understanding
to various literacies of it. Literacies involve the evolution of interrelated skills, strategies,
• exploring and interpreting the and knowledge that facilitate an individual’s ability to participate fully
world through various literacies and equitably in a variety of roles and contexts – school, home, and
• expressing understanding and local and global communities. To achieve this competency requires
communicating meaning using developing skills, strategies, and knowledge related to various
various literacies literacies in order to explore and interpret the world and communicate
meaning. English language arts requires students to use different
literacies, including language literacy, effectively and contextually to
represent ideas and understanding in multiple, flexible ways.
Developing Social Responsibility
K-12 Goals for Developing Social Social responsibility is how people positively contribute to their
Responsibility: physical, social, and cultural environments. It requires the ability to
• using moral reasoning participate with others in accomplishing goals. This competency
• engaging in communitarian is achieved through using moral reasoning processes, engaging in
thinking and dialogue communitarian thinking and dialogue, and taking action. Socially
• taking action responsible learners contribute to their physical, social, and cultural
environments. In English language arts, students explore their social
responsibility and work toward common goals to improve the lives of
others and the natural and constructed worlds.
4 English Language Arts 2
11. K-12 Aim and Goals of English Language
Arts
The K-12 aim of the Saskatchewan English language arts curricula is
to help students understand and appreciate language, and to use it
confidently and competently in a variety of situations for learning,
communication, work, life, and personal satisfaction.
The K-12 goals are broad statements identifying what students are
expected to know and be able to do upon completion of study in a
particular subject (e.g., English language arts). The K-12 goals of the
Saskatchewan English language arts curricula are to:
Comprehend and Respond (CR) – Students will develop their abilities
to view, listen to, read, comprehend, and respond to a variety of
contemporary and traditional grade-level-appropriate texts in a variety
of forms (oral, print, and other media) from First Nations, Métis, and
other cultures for a variety of purposes including for learning, interest,
and enjoyment.
Compose and Create (CC) – Students will develop their abilities to
speak, write, and use other forms of representation to explore and
present thoughts, feelings, and experiences in a variety of forms for a
variety of purposes and audiences.
Assess and Reflect (AR) – Students will develop their abilities to assess
and reflect on their own language skills, discuss the skills of effective
viewers, listeners, readers, representers, speakers, and writers, and set
goals for future improvement.
Figure 1. K-12 Aim and Goals of English Language Arts
Social Studies
Physical Health
Education Identity and
Education
Thinking
Interdependence
Comprehend
and Respond Sense of Self,
Community, and Place
Compose Language Arts
Arts Lifelong Engaged
and Create
Learners Citizens Education
Assess and
Re ect
Social Literacies
Responsibility
Mathematics Science
English Language Arts 2 5
12. An Effective English Language Arts
Program
An English language arts program is effective when it is purposeful,
dynamic, fulfilling, and authentic. This curriculum invites and
challenges educators to think about education, schooling, and
English language arts as it might be rather than the way educators
might know it to be. How can schooling and English language arts be
more purposeful, dynamic, fulfilling, and authentic? How can it help
students become competent, confident users of the English language
and, at the same time, become knowledgeable about themselves, their
community, and the world as a whole in a deep and meaningful way?
How can it help them find fulfillment, be socially responsible, and act
in ways that will make their community and world better places? How
can it help students become effective self-directed, self-regulated,
strategic, and collaborative learners to meet the demands of personal,
social, work, and global life in the 21st century?
“When a learner makes connections and learning takes place, it is
because of focused teaching ....” (Fullan, Hill, & Crévola, 2006, p. 34).
Focused teaching requires:
• a detailed map of what is expected that students will know and be
able to do, clearly stated in outcomes and associated indicators
• a set of powerful and aligned assessment and evaluation tools tied
to the outcomes
• a detailed knowledge of how best to teach to these learning
outcomes in the classroom, including explicit teaching strategies
and methods and classroom routines.
(Fullan, Hill, & Crévola, 2006, pp. 36-37)
This curriculum is designed to be the starting point for instructional
planning. It includes the philosophical underpinnings of the area
of study and provides the knowledge (i.e., factual, conceptual,
procedural, metacognitive, or a combination of these) that students
are expected to know, understand, and be able to do at the end of
Grade 2. A careful analysis of the outcomes supports teachers in
determining the types of evidence that they might look for to assess
whether students have achieved these outcomes. This knowledge
supports teachers in designing and/or choosing assessment and
evaluation tools to monitor and report on student learning in English
language arts. It is the starting point that will allow English language
arts teachers “to develop and deepen students’ understanding of
important ideas and a process in the discipline[s] equipping them
to transfer their learning in meaningful and effective ways, and
cultivating lifelong habits of mind” (Wiggins & McTighe, 2007, p. 13).
An effective English language arts program is rooted in research-based
practice that specifies what is and is not effective in teaching English
language arts (see next page).
6 English Language Arts 2
13. Table 1. What ELA Is Versus What ELA Is Not
What ELA Is What ELA Is Not
Appreciating children as active learners and accepting Seeing children as passive vessels to be filled and
them as competent co-learners who can socially and believing that learning is received from outside
culturally construct knowledge with adults sources and is to be recapitulated
Helping children actively seek to understand the Telling children what knowledge they need to know
world around them and to learn about life and but not having them use it or apply it
language
Using visual, multimedia, oral, and written Using only print resources with a fictional emphasis
communication competently, appropriately, and for a limited range of purposes (usually isolated to a
effectively for a range of purposes school task)
Recognizing the central role of language in Letting printed books, isolated activities, and
communicating, thinking, and learning worksheets drive the program
Setting meaningful and relevant contexts for teaching Giving isolated language activities and using
and learning including connections to students’ unrelated texts
experiences, knowledge, and personal and cultural
identity
Helping students know what and why they are Having only teacher awareness of the outcomes and
learning and doing something (i.e., outcomes, not sharing them with students
indicators, and exemplars)
Teaching and learning for “deep understanding” Asking and answering solely teacher-directed
(including using questions for deeper understanding questions
as a focus)
Making meaning of ideas or information received Answering knowledge/comprehension questions,
(when viewing, listening, and reading) individually, after reading print texts
Creating meaning for themselves and others Using only limited forms of communicating, usually
(when speaking, writing, and using other forms of writing
representing)
Using a variety of strategies (e.g., Before, During, and Following only teacher-directed skills and strategies
After) depending upon the task and spending time on isolated skill and drill
Engaging in inquiry learning Doing a project or, if time permits, a series of activities
to bring closure
Reflecting on own learning and literacy Assuming that the responsibility for learning and
literacy lies with the teacher
Through a “deep” understanding of this curriculum (Fullan, Hill, & Crévola, 2006) and knowing when to use
effective instructional, assessment, and classroom-management strategies based on sound research (Marzano,
2007), English language arts teachers can help all students become competent and confident language users.
English Language Arts 2 7
14. An Effective English Language Arts Program:
• provides meaningful contexts that address “big ideas” and
questions for deeper understanding
• focuses on grade-specific outcomes to achieve the K-12
aim and goals of the program
• focuses on language and helps students understand how
it works
• teaches students through powerful cognitive and
communication strategies
• includes a range of texts (oral, print, and other media)
• encourages student inquiry, social responsibility, and self-
reflection
Provides Meaningful Contexts and Questions for
Deeper Understanding
An effective ELA program provides meaningful contexts for students
to learn about language. The English language arts program is
designed for students to develop their language skills and strategies
and become competent and confident users of all six language arts
strands through many opportunities to view, listen, read, represent,
speak, and write in meaningful contexts.
If students are to become lifelong learners, develop a sense of self and
connection to others, and become engaged citizens and achieve the
Cross-curricular Competencies and the outcomes for English language
arts, students require meaningful, authentic contexts for learning.
Students need many opportunities to explore questions and concerns
about themselves and the world.
The following contexts provide a focus for language learning and
give students an opportunity to explore “big ideas” (i.e., overarching
understandings) that have enduring values beyond the classroom:
• A personal and philosophical context gives students
opportunities to explore their identity and their self-concept.
Fostering the learning spirit inside each student comes from the
heart and mind connection that is revealed through each student’s
reflection on personal feelings, self-image, influential life forces,
ideas, belief systems, values, and ways of knowing. Who am I, what
is my place, and where am I going? What does the future hold for
me?
8 English Language Arts 2
15. • A social, cultural, and historical context gives students
opportunities to explore relationships with others, community,
culture, customs, multiple ways of knowing, national and
international events and issues, and the history of humanity.
What are my rights and responsibilities in communities, cultures,
and economies? How and who am I in relation to communities,
cultures, and economies? How am I defined by these relationships?
• An imaginative and literary context gives students opportunities
to use their intuition and imagination to explore alternative worlds
and possibilities; different types of classical and contemporary
genres including fantasy, science fiction, and humour; and
particular authors. How do I use my imagination and intuition
and that of others to understand and relate to people, the
community, the world, and society in a positive way? How do I
foster imaginative ideas of self and others? How do I use intuitive
hunches to support creative problem solving or inquiry?
• A communicative context gives students opportunities to
explore different methods, forms, and issues related to language,
communication, and the mass media. How do I make sense of and
communicate with the world? How do I support communication
with differing audiences? How do I know if communication is
effective?
• An environmental and technological context gives students
opportunities to explore the natural and constructed worlds
including the land, the sky, animals, the sea, space, technologies,
and environmental and technological issues. How do I describe,
analyze, and shape the world around me? How does that natural
and technological world affect and shape me?
Each English language arts unit of study can be related to and How we envision literacy makes a
developed under one or more of these broader contexts. Each context difference. If we see it as meaning
is to be explored at each grade. Each context provides opportunities making and not meaning making
for integration with topics of study in other subject areas. plus inquiry, we fail to envision
all that literacy might be. If we
Teachers in Grade 2 should plan a minimum of five units for the year, see literacy as language and not
basing at least one unit on each of the five contexts. Table 4 gives an language plus other sign systems, we
overview of possible unit themes and topics, and questions for deeper also fail to envision all that literacy
understanding for each context. might be.
In addition to considering the five contexts, Elementary Level English (Harste, 2000, p.1)
language arts teachers need to think about the types of units to plan.
Language arts units, designed around the themes and topics within
each context, can ensure that the outcomes for the language strands
are achieved in meaningful ways. Minimal guidelines are provided for
each type of unit.
English Language Arts 2 9
16. Table 2. Types of Units
Type of Unit Number of Units per Year
Multi-genre Thematic 3 (minimum)
Multi-genre Inquiry and/or Interdisciplinary 1 (minimum)
Author or Genre Study 1 (maximum)
A multi-genre thematic unit is built around a theme or topic from
one of the contexts and includes a range of prose fiction and non-
fiction, poetry, plays, and other texts. This is the most common type of
English language arts unit because it allows teachers to vary activities
within a broad theme or topic to suit the differing ability levels of
students while supporting their achievement of outcomes for their
respective grade. A minimum of three multi-genre thematic units is
recommended.
Through the inquiry or research A multi-genre inquiry and/or interdisciplinary unit is usually built
process, students satisfy their natural around a theme or topic that is related to an important question(s) for
curiosity and develop skills and inquiry and research. The emphasis in an inquiry unit is on “finding out”
strategies for lifelong learning. the answers to a question or questions that the students have about
the theme or topic and then using the inquiry process to guide their
(Western Canadian Protocol for activities in the unit. When the unit is interdisciplinary, it considers
Collaboration in Basic Education, and addresses outcomes from English language arts and other area(s)
1998, p. 33) of study. A minimum of one inquiry/interdisciplinary unit per year is
recommended. Any multi-genre thematic or author/genre study unit
can become an inquiry unit.
An author or genre study unit focuses on the works of a specific
author or illustrator or on a specific genre (e.g., poetry). Because of the
limited texts used in an author or genre study, a maximum of one per
year is recommended.
Planning Units of Study in an Effective English
Language Arts Program
Table 3. Essential Aspects of Units
Units of Study Essential Aspects
Units provide meaningful • Questions for deeper understanding that
contexts and foci for students address the ideas and issues students
to explore the topics and need to think about throughout the unit.
texts that are important to • Strategies to explore and express
young people everywhere. students’ thoughts, ideas, feelings, and
Units in English language arts experiences as well as to inquire and to
allow students not only to learn to use the English language and
learn how language works in its conventions. Oral, written, and other
meaningful situations but also texts explore the issues and provide
to develop the disposition opportunities to apply viewing, listening,
for learning for life, a sense of reading, representing, speaking, and
self and connection to others, writing knowledge and skills.
and, as engaged citizens, a • Individual as well as co-operative projects
capacity to make a difference invite inquiry and bring closure and
in the community. personal agency to student explorations.
10 English Language Arts 2
17. An effective English language arts program also provides
opportunities to explore “big ideas” (e.g., extinction versus the topic of
dinosaurs) and to consider questions for deeper understanding.
Questions for deeper understanding are used to initiate and guide a
unit and give students direction for developing deep understandings
about a topic or issue under study. It is essential to develop questions
that are evoked by student interests and have potential for rich
and deep learning. The process of constructing questions can help
students to grasp the important disciplinary or transdisciplinary ideas
that are situated at the core of a particular curricular focus or context.
These broad questions will lead to more specific questions that can
provide a framework, purpose, and direction for the learning activities
in a lesson, or series of lessons, and help students connect what they
are learning to their experiences and life beyond school.
Effective questions for deeper understanding in English language
arts are the key to initiating and guiding students’ investigations and Effective Questions for Deeper
Understanding:
critical thinking, problem solving, and reflection on students’ own
learning. Questions such as the following are examples of questions • Cause genuine and relevant
that will move grade 2 students toward deeper understanding: inquiry into the key ideas and
core content
• What makes a community? • Provide for thoughtful, lively
• How are other communities the same/different from your discussion, sustained inquiry, and
community? How were communities the same/different in the new understanding as well as
past? more questions
• Require students to consider
• Why do all the different kinds of people make a community alternatives, weigh evidence,
interesting? support their ideas, and justify
• How can we contribute to our community in a positive way? What their answers
special community events are celebrated in communities in our • Stimulate vital, ongoing
rethinking of ideas, assumptions,
province and country?
or prior lessons
• How can we build a strong community that includes everyone? • Spark meaningful connections
Effective questioning is essential for teaching and student learning with prior learning, personal
experiences, and ways of knowing
and should be an integral part of planning in English language arts.
• Naturally recur, creating
Questioning should also be used to encourage students to reflect on
opportunities for transfer to other
their own learning. The following chart identifies the five contexts situations and subjects.
for English language arts and suggests some possible questions for
deeper understanding and some possible unit topics or themes for (Adapted from Wiggins & McTighe,
2005, p. 110)
each context.
English Language Arts 2 11
18. Table 4. Questions for Deeper Understanding and Some Supporting Resources: Grade Two
English Language Arts Contexts Sample Questions for Deeper Possible Unit Topics and Themes
Understanding
Personal and Philosophical What type of friend shall we be? How Getting to Know You (Personal Focus)
shall we treat our friends? How can we be (Cornerstones 2, a-i)
Children need to believe in their
better friends? My Family and Friends (Personal Focus)
own self-worth and to feel that they
(Cornerstones 2, b-i)
have control over the things that How do we feel when we do something
Just Watch Me! (Collections 2, Fluent
happen to them. Children need to for the first time? How are others’ feelings
Purple, 2)
look inward and focus on self-image the same or different from mine?
and self-esteem. They need to How do I know if an experience or Other:
reflect on self and life, and on their situation is right for me? Is safe? Is Getting to Know You
beliefs and values and those of their healthy? My Family and Friends
society.
Social, Cultural, and Historical What makes a community? Getting There (Social Studies Focus)
(Cornerstones 2, a-ii)
Children need to look outward What places, building/homes, people/
My Country, My World (Social Studies
and examine their relationships workers, neighbours, events, and
Focus) (Cornerstones 2, a-iii)
with others, their community, and languages do we find in our community?
People! Places! (Collections 2, Fluent
the world. Children also need to How are other communities the same/ Blue, 1)
consider the social and historical different from our community? How were All Join In (Collections 2, Fluent Blue, 4)
context. They need to explore their communities the same/different in the Let the Feast Begin (Collections 2, Fluent
connections in families, schools, past? Purple, 1)
groups, and communities and to
understand the diverse needs and Why do all the different types of people
make a community interesting? Other:
wants of others. Children need to
The Spirit of Helping and Giving
show concern for other people in How can we contribute to our community
My Community/My Neighbourhood
their relationships, groups, and in a positive way? What special
Traditions and Celebrations
communities. community events are celebrated in
communities in our province and country?
How can we build a strong community
that includes everyone?
Imaginative and Literary What tales have repeated patterns Animal Tales (Genre Study)
Children need to consider imaginary (e.g., three), and why do they use these (Cornerstones 2, a-iv)
worlds and possibilities as well as a patterns? Celebrating Reading (Genre Study)
(Cornerstones 2, b-iv)
range of literary genres and authors. What can we learn from traditional tales?
Tales Near and Far (Collections 2, Fluent
How is a “true” tale different from a folk Blue, 5)
tale? If the tale continues, what do you Round and Round (Collections 2, Early
think would happen next? How could we Green, 5)
tell a tale to teach someone something Just Watch Me! (Collections 2, Fluent
we have learned? Purple, 5)
What is your idea of a good story? If you
were to write the author or illustrator, Other:
what would you tell him or her about the If I Were …
tale? Why would this be important? Fables
12 English Language Arts 2
19. English Language Arts Contexts Sample Questions for Deeper Possible Unit Topics and Themes
Understanding
Communicative In what ways and why do people keep in Keep in Touch (Collections 2, Fluent Blue, 2)
touch with one another? How can people
Children need to consider the role
listen to and show empathy with others? Other:
of communication in their lives and
Playing with Words
the technologies and strategies What do we see and hear in the mass
Advertisements for Children
that help people become effective media? How do they affect us? Others?
TV Ads for Children
communicators. Children need the What commercials do you like/dislike on
skills to interact effectively with television? Why?
others.
How do common features such as
price, places to buy, reasons to buy, and
exaggeration work in commercials? Are
commercials effective? How do they affect
you? Others?
What is your technological footprint?
What is your online presence? What sites
do you go to and why?
Environmental and Technological From where does the wind come? How Wind and Water (Science Focus)
can we explain the wind? In what ways (Cornerstones 2, b-ii)
Children need to explore the
does the wind help people? Frighten Feel the Power (Collections 2, Fluent
elements of the natural and
people? Destroy things? Purple, 3)
constructed worlds and the
Amazing Animals (Collections 2, Fluent
role of technology and related Why is water important to people,
Blue, 3)
developments in their society. animals, plants? What is the role of
Children need to explore the needs technology in water conservation?
Other:
and characteristics of living things; What do we know/want/need to Animal Growth and Changes
properties of objects and materials; know about animals? Why are some Air and Water
the five senses; and daily seasonal animals pets and others wild? How do Liquids and Solids
changes. humans and animals coexist? How have Position and Motion
technological advances had an impact on
animals’ habitats?
What impact do we have on animals’
habitat?
How can we describe and represent
where things are?
English Language Arts 2 13
20. Focuses on Grade-specific Outcomes
An effective English language arts program focuses on grade-specific
curriculum outcomes. Student learning outcomes describe what
students will learn in a particular discipline over a specific time frame
(e.g., Grade 2). Outcomes specify the skills, knowledge, and attitudes
that students are expected to know, understand, and be able to
demonstrate.
Critical Characteristics of Outcomes and Indicators
Outcomes:
• focus on what students will learn rather than what teachers will
teach
• specify the skills, strategies, abilities, understandings, and
knowledge students are expected to be able to demonstrate
• are observable, assessable, and attainable
• are grade and subject specific
• are supported by indicators which provide the breadth and depth
of expectations
• are written using action-based verbs
• identify the most important understandings and abilities to be
developed in the specific grade level
• guide course, unit, and lesson planning.
Indicators:
• are a representative list of what students need to know and/or be
able to do in order to achieve an outcome
• represent the breadth and depth of the outcomes.
Note: Additional and/or alternative indicators may be developed, but
they must be reflective of and consistent with the breadth and depth
that is defined by the given indicators.
14 English Language Arts 2
21. English Language Arts Goals and Outcomes Overview
Each of the three goals for English language arts has a set of outcomes for the specific grade level. The following
are the outcomes for Grade 2 ELA.
Comprehend and Respond (CR). Students will develop their abilities to view, listen to, read, comprehend,
and respond to a variety of contemporary and traditional grade-level-appropriate texts in a variety of
forms (oral, print, and other media) from First Nations, Métis, and other cultures for a variety of purposes
including for learning, interest, and enjoyment.
CR2.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual,
oral, written, and multimedia) that address:
• identity (e.g., Just Watch Me)
• community (e.g., People and Places)
• social responsibility (e.g., Friendship) and make connections to prior learning and experiences.
CR2.2 View and explain (with support from the text) the key literal and inferential ideas (messages), important
details, and how elements (such as colour, layout, medium, and special fonts) enhance meaning in grade-
appropriate visual and multimedia texts.
CR2.3 Listen and retell (with support from the text) the key literal and inferential ideas (messages) and important
details heard in small- and large-group activities, and follow oral directions and demonstrations.
CR2.4 Read and demonstrate comprehension of grade-appropriate literary and informational texts read silently
and orally by relating and retelling key events and ideas in sequence with specific details and discussing how,
why, and what if questions.
Compose and Create (CC). Students will develop their abilities to speak, write, and use other forms of
representation to explore and present thoughts, feelings, and experiences in a variety of forms for a
variety of purposes and audiences.
CC2.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., My Family and Friends)
• community (e.g., Our Community)
• social responsibility (e.g., TV Ads for Children) and make connections to own life.
CC2.2 Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and
feelings in a clear manner with essential details.
CC2.3 Speak clearly and audibly in an appropriate sequence for a familiar audience and a specific purpose when
recounting stories and experiences, giving directions, offering an opinion and providing reasons, and explaining
information and directions.
CC2.4 Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in
clear and complete sentences and paragraphs of at least six sentences.
English Language Arts 2 15
22. Assess and Reflect (AR). Students will develop their abilities to assess and reflect on their own language
skills, discuss the skills of effective viewers, listeners, readers, representers, speakers, and writers, and set
goals for future improvement.
AR2.1 Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing
experiences and strategies by participating in discussions and relating work to a set of criteria (e.g., “What did I
learn?”).
AR2.2 Set personal goals as a result of group discussions (e.g., “What did I do well?”, “How could I be a better
viewer, listener, reader, representer, speaker, and writer?”).
16 English Language Arts 2
23. Focuses on Language
Language and language study are at the centre of the Elementary Good language and literacy skills lay
Level English language arts program. The study of the English the foundation for social, academic,
language arts (viewing, listening, reading, representing, speaking, economic, personal, and national
and writing) and of the elements and conventions associated with success.
each language cueing system (i.e., pragmatic, textual, syntactic, (Jamieson & Tremblay, 2005, p. 1)
semantic/lexical/morphological, graphophonic, and other) enables
students to understand and appreciate language and to use it in a
variety of situations for communication, for learning, and for personal
satisfaction.
An effective English language arts program that develops students’
facility with language provides students with opportunities to:
• learn to use language in a variety of meaningful ways, considering
and determining their audience, purpose, and situation
• learn about language as a necessary tool for thinking and
communicating effectively, considering the cues and conventions
of language
• learn through language by applying their knowledge of language
in their viewing, listening, reading, representing, speaking, and
writing experiences.
Language study is an integral part of an English language arts
program. Students in each grade are expected to understand the
concepts related to the language cues and conventions. As students
view, listen, read, represent, speak, and write, they are expected
to apply the concepts as students construct and communicate
meaning in their English language arts program and in their daily
communication.
English Language Arts 2 17
24. Table 5. Key Language Cues and Conventions for Grade 2
Language Cue or Convention Comprehend and Respond Compose and Create
When viewing, listening, or reading, When speaking, writing, or using
grade 2 students: other forms of representing, grade 2
students:
Pragmatic Identify and state reasons for viewing, Consider what and why something
listening, and reading. needs to be communicated.
Pragmatics is the study of how people
choose what and how to communicate
from a range of possibilities available in
the language and how the receiver will
be affected by these choices.
Textual Recognize and use different text forms Consider, with guidance, what
Ideas and information are organized in (e.g., story, poem, recipe, explanation, would be the best form (e.g., story,
oral, written, and other formats. Textual play), features (e.g., paragraphs, verses, dramatization, letter) to use; present
cues and conventions include the form dialogue), and elements (e.g., title, ideas in a logical sequence; develop
author, character, problem). ideas by adding details.
or structure and elements of a text.
Syntactic Recognize and comprehend simple, Use and write complete sentences (in
compound, and complex sentences speech, 7.3; in writing, 7 words) with
Syntax is the predictable structure of
and their related punctuation adequate detail; recognize the verb
a sentence and the ways words are
combined to form phrases, clauses, and including quotation marks; use and the subject; use simple connecting
knowledge of sentence structure to words (e.g., and, so, but, then); use
sentences. Syntax includes classes of
determine meaning of a sentence a variety of sentence types (e.g.,
words (e.g., verbs) and their functions
(e.g., the subject and verb are inverted statements, questions, exclamations);
(e.g., subjects).
in a question); use punctuation to use adjectives and adverbs for
help understand what they read description; use negative correctly; use
(e.g., question mark, exclamation, capitals at the start of sentences and
apostrophe). with names, months, and places; use
question mark and comma correctly.
Semantic/Lexical/Morphological Recognize basic sight vocabulary (e.g., Use words explored in class; choose
250 basic words); use context clues; and use descriptive words to enhance
The lexicon of a language includes
use knowledge of simple prefixes (e.g., communication (including verbs,
all the words or vocabulary of that
un-) and suffixes (e.g., -ed, -ing, -es, -s, nouns, and adjectives with prompting);
language that are used or understood
-er, -est) and recognize the same words notice unusual or special use of words
by a particular person or groups.
in different forms (e.g., plays, played, (e.g., alliteration, onomatopoeia);
Words can also be studied for their
playing); use individual words to substitute one word for another in
meaningful parts or morphemes.
predict meaning of compound words; a meaningful way (e.g., building
recognize word play. for house); use predominately
conventional spelling; spell common
high-frequency words in daily writing;
begin to use resources (e.g., personal
dictionary, word wall) to confirm
spelling; spell correctly their village,
town, or city name, days of the week,
and words such as stop, shop, drop,
saw, see, ….
18 English Language Arts 2
25. Language Cue or Convention Comprehend and Respond Compose and Create
When viewing, listening, or reading, When speaking, writing, or using
grade 2 students: other forms of representing, grade 2
students:
Phonological/Graphophonic Use phonics to decode individual Use phonics to spell more difficult
words; segment all sounds of a word words (e.g., words ending in “ing”;
Graphophonics is the study of the
(including sound clusters such as “sk,” words with more than one syllable);
relationship between the symbols and
“ch,” “sh”) into individual sounds; delete use long and short vowel patterns; use
sounds of a language and includes
beginning or ending sounds and tell “es” to form plural of certain words;
letter or sound relationships and
the remaining word; decode individual understand that the same sound may
patterns.
words and sounds heard in multi- be represented by different spellings
syllabic words; recognize features of (e.g., find, phone).
words including possessives, double
vowels, multi-syllabic words; recognize
long vowel sounds, contractions, “y”
as a vowel sound, consonant clusters,
consonant digraphs, double vowels.
Other Cues and Conventions Interpret and respond appropriately Use gestures, volume, and tone of
to non-verbal cues including facial voice to communicate ideas and
Other cues and conventions are also
expression and gestures; use and needs; speak and read aloud in clear
found in communication acts and
interpret conventions of texts (e.g., voice with appropriate volume, pace,
include such elements as graphics,
pictures, graphics, diagrams, bold and expression; print legibly and space
layout, colour, sound, movement, font
type); recognize and use discernable letters, numbers, words, and sentences
choices, and handwriting.
features such as labels, headings, appropriately using an efficient pencil
sounds, colours. grip.
English Language Arts 2 19
26. Uses Critical and Powerful Learning Strategies
An effective ELA program teaches students how to use critical and powerful learning strategies. In order to
achieve the English language arts outcomes, students need to learn and use a range of language skills and
strategies. Effective language arts teachers employ a range of instructional approaches to help students move
from teacher-supported and guided lessons to independent learning that requires varied instructional methods
and strategies to help students learn these language skills and strategies. Teachers model and discuss key
procedural and metacognitive strategies for language learning and thinking. Students need to learn how to
select and to use strategies before, during, and after viewing, listening, reading, representing, speaking, and
writing.
If students are to be successful in English language arts, they need to learn and use thinking and learning skills
and strategies on their own. In order to help students gain control over a repertoire of key skills and strategies,
the skills and strategies need to be explicitly taught and practised using a model such as the following:
• Introduce and explain the purpose of the skill or strategy.
• Demonstrate and model its use.
• Provide guided practice for students to apply the skill or strategy with feedback.
• Allow students to apply the skill or strategy independently and in teams.
• Reflect regularly on the appropriate uses of the skills or strategies and their effectiveness.
• Assess the students’ ability to transfer the repertoire of skills or strategies with less and less teacher
prompting over time.
(Wiggins & McTighe, 2007, pp. 97-98)
Table 6. Important Cognitive Strategies for Comprehending and Responding (CR) Goal
Phase Strategy
Before Activating and building upon prior knowledge and experience
Previewing text
Setting a purpose
Anticipating the author’s or creator’s intention
During Making connections to personal knowledge and experience
Using the cueing systems to construct meaning from the text
Making, confirming, and adjusting predictions and inferences
Constructing mental images
Interpreting visuals (e.g., illustrations, graphics, tables)
Identifying key ideas and supporting ideas
Self-questioning, self-monitoring, and self-correcting
Drawing conclusions
Adjusting rate or strategy to purpose or difficulty of text
After Recalling, paraphrasing, summarizing, and synthesizing
Interpreting (identifying new knowledge and insights)
Evaluating author’s/creator’s message(s)
Evaluating author’s/creator’s craft and technique
Responding personally, giving support from text
View, listen, read again, speak, write, and use other forms of representing to deepen understanding
and pleasure
20 English Language Arts 2
27. Table 6. (Continued) Important Cognitive Strategies for Comprehending and Responding (CR) Goal
Additional Viewing:
Strategies for • Think Aloud (Davey, 1983)
Comprehending • View, Pause, Predict, and Think Aloud
and Responding
• Collaborative Viewing Guide (Wood, 1994)
• Directed Viewing-Thinking Activity (DVTA)
• Picture Walk (Richards & Anderson, 2003)
• Viewing Guides
Listening:
• TQLR (Tune In, Questions, Listen, and Review) (SRA, 2000)
• ACTION (Attention, Concentrate, Think, Interpret, Organize, and Note) (Sebranek & Kemper, 1995)
• Listen-Think-Pair-Share (McTighe & Lyman, 1992)
• Listen-Draw-Pair-Share (McConnell, 1992)
• DLTA (Directed Listening-Thinking Activity) (Stauffer, 1975)
• LAPS (Listen, Ask, Picture, and Summarize) Strategy (Matchullis & Mueller, 1996)
• Listening Guides
Reading:
• Modelled Reading
• Shared Reading
• Guided Reading
• Paired Reading
• KWL, K-W-L Plus (Carr & Ogle, 1987)
• Preview/Connect/Predict (Robb, 2006)
• List/Group/Categorize (Robb, 2006)
• B-D-A (Before, During, and After) Strategy (Laverick, 2002)
• Directed Reading-Thinking Activity (DRTA) (Stauffer, 1975)
• Reciprocal Reading (Palincsar & Brown, 1986)
• ReQuest (Manzo, 1969; Vacca & Vacca, 1999)
• QtA (Question the Author) (Beck, McKeown, Hamilton, & Kucan, 1997)
• QARs (Question Answer Relationships) (Raphael, 1986)
• Mapping It Out (Hoyt, 2000)
• Justifying My Opinions (Hoyt, 2000)
• Open-mind Portraits (Tompkins, 2004)
• Coding the Text (Harvey & Goudvis, 2000)
• Think Alouds (Davey, 1983)
• Reading Guides
• Discussion Circles
• Grand Conversations (Eeds & Wells, 1989)
• Literature Circles (Daniels, 1994)
• Reader’s Workshop
English Language Arts 2 21
28. Table 7. Important Cognitive Strategies for Composing and Creating (CC) Goal
Phase Strategy
Before Considering the task or prompt or finding a topic
Activating prior knowledge and considering experiences
Considering purpose and audience
Considering and generating specific ideas and information that might be included
Collecting and focusing ideas and information
Planning and organizing ideas for drafting
During Creating draft(s) and experimenting with possible product(s)
Using language and its conventions to construct message
Experimenting with communication features and techniques
Conferring with others
Reflecting, clarifying, self-monitoring, self-correcting, and using “fix-up” strategies
After Revising for content and meaning (adding, deleting, substituting, and rethinking)
Revising for organization (reordering)
Revising for sentence structure and flow
Revising for word choice, spelling, and usage
Proofreading for mechanics and appearance (including punctuation and capitalization)
Conferring with peers, teacher, and others
Polishing, practising, and deciding how work will be shared
Sharing, reflecting, and considering feedback
Additional Strategies for Speaking:
Composing and Creating • Talking Circles
• Think, Pair, Share/Square (McTighe & Lyman, 1992)
• Instructional Conversations (Goldenberg, 1993)
• TAPS (Total Group, Alone, Partner, and Small Group) (Gregory & Chapman, 2002)
• Grouptalk (Whipple, 1975; Moffett & Wagner, 1992)
Writing:
• Modelled Writing
• Shared Writing/Language Experience (Van Allen, 1976)
• Interactive Writing
• Guided Writing
• Pattern Writing
• Discuss/Brainstorm/Web
• KWL
• Think-Pair-Share-Write (Robb, 2006)
• Asking the 5Ws and H (who, what, where, when, why, and how)
• Writing Frames
Other Forms of Representing:
• Discuss/Brainstorm/Web
• Asking the 5Ws + H
• Representing Task Sheet
• Talking Drawings (Wood, 1994)
• Sketch to Stretch (Harste, Short, & Burke, 1988)
• Read/View/Listen, Talk, Act, Draw, Write (Cox, 1999)
22 English Language Arts 2
29. Includes a Range of Texts
In order for students to achieve the outcomes stated in this curriculum,
students need to have access to a wide range of high-quality learning
resources in visual, oral, print, multimedia, and electronic formats. The
lists of learning resources that support this curriculum identify core
and additional learning resources to support the English language
arts program and student achievement of the learning outcomes
designated for this grade level. Resources that have been evaluated
for curriculum fit are listed on the Ministry of Education website. An
effective English language arts program:
• provides learning resources that help students achieve the
curriculum outcomes
• balances a variety of texts including print, non-print, human,
electronic, and virtual resources
• offers resources that are current, relevant, credible, and
representative of many viewpoints that reflect the perspectives,
cultures, and ways of knowing of First Nations, Métis, and other
cultures
• presents the cultural, literary, and artistic heritages of societies,
past and present
• responds to students’ interests and supports independent reading
and inquiry
• fosters opportunities for inquiry learning.
Grade 2 students should have access to picture books, pattern books,
chapter books, non-fiction, children’s classics, poetry, folk tales, and
traditional narratives. Refer to the ministry website for a listing of
various grade-appropriate texts that grade 2 students might explore.
Encourages Inquiry, Social Responsibility, and
Self-reflection
An effective English language arts program provides opportunities
for student inquiry, encourages social responsibility, and invites self-
reflection.
Inquiry learning provides students with opportunities to build Inquiry is a philosophical stance
knowledge, abilities, and inquiring habits of mind that lead to deeper rather than a set of strategies,
activities, or a particular teaching
understanding of their world and human experience. The inquiry
method. As such, inquiry promotes
process focuses on the development of compelling questions,
intentional and thoughtful learning
formulated by teachers and students, to motivate and guide inquiries for teachers and children.
into topics, problems, and issues related to curriculum content and
outcomes. (Mills & Donnelly, 2001, p. xviii)
Inquiry is more than a simple instructional strategy. It is a philosophical
approach to teaching and learning, grounded in constructivist
English Language Arts 2 23
30. research and methods, which engages students in investigations
that lead to disciplinary and transdisciplinary understanding. Inquiry
builds on students’ inherent sense of curiosity and wonder, drawing
on their diverse backgrounds, interests, and experiences. The process
provides opportunities for students to become active participants in
a collaborative search for meaning and understanding. Students who
are engaged in inquiry:
• construct deep knowledge and deep understanding rather than
passively receiving information
• are directly involved and engaged in the discovery of new
knowledge
• encounter alternative perspectives and differing ideas
that transform prior knowledge and experience into deep
understandings
• transfer new knowledge and skills to new circumstances
• take ownership and responsibility for their ongoing learning and
mastery of curriculum content and skills.
(Adapted from Kuhlthau, Maniotes, & Caspari, 2007)
Inquiry learning is not a step-by-step process but rather a cyclical
process, with parts of the process being revisited and rethought as a
result of students’ discoveries, insights, and co-construction of new
knowledge. Figure 2 represents this cyclical inquiry process.
Figure 2. Constructing Understanding Through Inquiry
Curriculum Outcomes What are the things we wonder
about and want to know more about?
What questions do we have about
the deeper mysteries or aspects of life?
Interpret
Collaborate Conclude
Analyze
Plan Investigate
Re ect and Re ect and
Revise How are we going to proceed? Revise
Explore Create
Observe Synthesize
Acknowledge Sources Document Processes Resources
What have we discovered and how
will we show our deeper understanding?
How are we going to use what we have
discovered (e.g., apply, act,
implement)?
24 English Language Arts 2
31. Inquiry prompts and motivates students to investigate topics within
meaningful contexts. The inquiry process is not linear or lock-step
but is flexible and recursive. As they become more comfortable with
the process, experienced inquirers will move back and forth among
various phases as new questions arise.
Well-formulated inquiry questions are broad in scope and rich in
possibilities. Such questions encourage students to explore, observe,
gather information, plan, analyze, interpret, synthesize, problem solve,
take risks, create, conclude, document, reflect on learning, and develop
new questions for further inquiry.
Teachers and students can begin their inquiry at one or more
curriculum entry points; however, the process may evolve into
transdisciplinary integrated learning opportunities, as reflective of the
holistic nature of our lives and interdependent global environment.
An important part of any inquiry process is students’ reflection on
their learning and the documentation needed to assess the learning
and make it visible to students. Student documentation of the inquiry
process in English language arts may take the form of reflective
journals, notes, drafts, three-dimensional models, works of art,
photographs, and video footage.
Social responsibility encourages students to extend their learning
beyond the classroom into the local, national, and international
community. It invites students to consider how individuals or groups
can shape the future in a positive way or address an issue, question,
challenge, or problem that is important. Each unit at each grade level
in English language arts offers opportunities to challenge students
to consider what particular local, national, or global issues, questions,
challenges, or problems are important and to consider what students
might do to make their community or the world a better place.
Social responsibility challenges students to address the important or
compelling questions for deeper understanding posed in a unit. In any
English language arts unit, teachers and students can plan and create a
project to support efficacy.
Social responsibility can help students:
• Become complex thinkers by encouraging them to synthesize
their learning and apply it to their community, country, and/or
international world.
• Become more aware of the interconnectedness of all things and
the reciprocal relationships between themselves and their local
and international community.
• Become more independent by using the language skills and
strategies that students are learning in ELA beyond the classroom.
English Language Arts 2 25
32. • Become more motivated by choosing individual or group projects
related to each unit.
• Become contributors to their community and the world beyond
that community.
• Become more collaborative and respectful as they work with
others to address the questions, issues, and problems considered
in the unit.
• Become agents of change.
• Become socially responsible.
Student self-reflection helps students take ownership of their own
learning and become more self-directed and self-confident. The
Assess and Reflect K-12 goal in English language arts expects students
to consider what they know and have learned, the progress and
achievements made, and the goals they need to set to improve. Using
tools such as learning logs and diaries, discussion, questionnaires,
reflective writing, and portfolios, students can reflect on their learning
both as a team and as individuals. Through self-reflection, students
can determine their current and future learning needs and set goals
for growth. Using Bloom’s taxonomy of questioning, teachers can help
students become self-reflective and self-directed:
• What did I do? (Remember/Knowledge)
• What knowledge, skills, and strategies did I use to complete the
task? (Understand/Comprehension)
• What steps did I take to achieve this? (Application)
• What challenges or problems did I encounter, and how did I
address these? (Analysis)
• What are my strengths, and what would I like to learn more about,
or what skills and strategies do I want to develop? (Evaluation)
• How can I use this new knowledge and these new skills and
strategies? (Create)
26 English Language Arts 2
33. Outcomes and Indicators
Focus: Exploring the Connections among Oral Discourse, Written Communication, and
Other Forms of Representing
Comprehend and Respond (CR). Students will develop their abilities to view, listen to, read, comprehend,
and respond to a variety of contemporary and traditional grade-level-appropriate texts in a variety of
forms (oral, print, and other media) from First Nations, Métis, and other cultures for a variety of purposes
including for learning, interest, and enjoyment.
Outcomes Indicators
CR2.1 Comprehend and a. View, listen to, read, and respond to a variety of texts including
respond to a variety of First Nations and Métis resources that present different
grade-level texts (including viewpoints and perspectives on issues and topics related to
contemporary and traditional identity, community, and social responsibility and relate to own
visual, oral, written, and experiences.
multimedia) that address: b. Discuss the experiences and traditions of various communities
• identity (e.g., Just Watch and cultures portrayed in texts including First Nations and Métis
Me) resources.
• community (e.g., People and c. Connect situations portrayed in texts (including First Nations and
Places) Métis texts) to personal experiences and prior learning.
• social responsibility (e.g.,
d. Identify similarities and differences between what is known and
Friendship) and make
what is presented in texts.
connections to prior
learning and experiences.
CR2.2 View and explain (with a. View and demonstrate comprehension of grade-appropriate
support from the text) the key visual and multimedia texts including multimedia clips, signs,
literal and inferential ideas illustrations, diagrams, photographs, graphs, simple charts, and
(messages), important details, posters.
and how elements (such as b. Select and use task-relevant before, during, and after strategies to
colour, layout, medium, and construct meaning when viewing.
special fonts) enhance meaning
c. Understand and apply the appropriate cues and conventions
in grade-appropriate visual and
(pragmatic, textual, syntactical, semantic/lexical/morphological,
multimedia texts.
graphophonic, and other) to construct and confirm meaning when
viewing.
d. Obtain information from different media (e.g., multimedia clips,
websites, video clips, magazine photographs).
e. Show courtesy and respect while viewing (e.g., presentations by
individuals from various cultures including First Nations and Métis).
f. View and interpret, with teacher support, the purpose of a
message (e.g., to sell a product, to express feelings, to inform).
g. Distinguish between fact (observable) and fantasy (imagined).
English Language Arts 2 27
34. Outcomes Indicators
CR2.2 continued h. Identify the intent and appeal of particular television
advertisements aimed at children.
i. Distinguish between a commercial and a program on television.
j. Explain how elements such as colour, sound, music, physical
movement, and arrangement enhance visual and multimedia texts
and products including First Nations and Métis texts, visual art
works, and performances such as music, dance, and drama.
CR2.3 Listen and retell (with a. Listen and demonstrate comprehension by retelling key points
support from the text) the key (who, what, where, when, and why) in grade-appropriate
literal and inferential ideas literary and informational texts including First Nations and Métis
(messages) and important resources.
details heard in small- and b. Select and use task-relevant before, during, and after strategies to
large-group activities, and construct meaning when listening.
follow oral directions and
c. Understand and apply the appropriate cues and conventions
demonstrations.
(pragmatic, textual, syntactical, semantic/lexical/morphological,
graphophonic, and other) to construct and confirm meaning when
listening.
d. Listen to and follow independently a series of related directions or
instructions related to class activities.
e. Paraphrase information that has been shared by others (e.g., a
visitor such as a grandparent, an Elder, or a Knowledge Keeper).
f. Ask for clarification and explanation of oral stories and information
(including stories and information from contemporary and
traditional First Nations and Métis resources).
g. Follow and retell the important steps in demonstrations.
h. Listen courteously during discussions and while working in
pairs and small groups to share ideas, obtain information, solve
problems, and ask and respond to relevant questions.
i. Recall several ideas about a topic presented or discussed in class.
28 English Language Arts 2
35. Outcomes Indicators
CR2.4 Read and demonstrate a. Read and understand a variety of grade-level-appropriate narrative
comprehension of grade- and informational texts including legends, traditional stories and
appropriate literary and folktales, poetry, environmental print, and predictable books
informational texts read including First Nations and Métis resources.
silently and orally by relating
b. Select and use task-relevant before, during, and after strategies to
and retelling key events and
construct meaning when reading.
ideas in sequence with specific
details and discussing how, c. Understand and apply the appropriate cues and conventions
why, and what if questions. (pragmatic, textual, syntactical, semantic/lexical/morphological,
graphophonic, and other) to construct and confirm meaning when
reading.
d. Read and retell (with support from the text) the key events and
elements of a story (including setting, characters, character traits,
problem and solution, and sequence of events).
e. Read and retell the key ideas and elements (including main idea,
supporting details, diagrams, headings, table of contents, glossary)
of informational texts including First Nations and Métis resources.
f. Read aloud with fluency, expression, and comprehension any
familiar text that is appropriate for grade 2.
g. Follow written instructions.
h. Read appropriate fiction and non-fiction texts at a reasonable
rate (70-100 wcpm orally; 95-145 silently) with fluent pacing on
practiced texts.
i. Read familiar poem aloud with expression and attention to flow.
j. Read most texts silently.
Compose and Create (CC). Students will develop their abilities to speak, write, and use other forms of
representation to explore and present thoughts, feelings, and experiences in a variety of forms for a
variety of purposes and audiences.
Outcomes Indicators
CC2.1 Compose and create a a. Use words, symbols, and other forms, including appropriate
range of visual, multimedia, technology, to express understanding of topics, themes, and issues
oral, and written texts that and make connections to own life.
explore:
b. Create spoken, written, and other representations that include:
• identity (e.g., My Family and
• a specific message
Friends)
• community (e.g., Our • several related ideas which are logically organized and
Community) developed
• social responsibility (e.g., TV • ideas and information which are clear and complete
Ads for Children) and make
• appropriate use of language and conventions including
connections to own life.
conventional print.
English Language Arts 2 29
