Grade 2 ELA Ontario Curriculum Standards

Literacy Connections and Applications

Demonstrate an understanding of how the seven transferable skills (critical thinking and problem solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration; communication; global citizenship and sustainability; and digital literacy) are used in various language and literacy contexts.

Demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments, use digital and media tools to construct knowledge, and demonstrate learning as critical consumers and creators of media.

Apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and nations.

Foundations of Language

Apply listening, speaking, and non-verbal communication skills and strategies to understand and communicate meaning in formal and informal contexts and for various purposes and audiences.

Demonstrate an understanding of foundational language knowledge and skills, and apply this understanding when reading and writing.

Demonstrate an understanding of sentence structure, grammar, cohesive ties, and capitalization and punctuation, and apply this knowledge when reading and writing sentences, paragraphs, and a variety of texts.

Comprehension: Understanding and Responding to Texts

Apply foundational knowledge and skills to understand a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, and demonstrate an understanding of the patterns, features, and elements of style associated with various text forms and genres .

Apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, in order to understand and clarify the meaning of texts.

Apply critical thinking skills to deepen understanding of texts, and analyze how various perspectives and topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts.

Composition: Expressing Ideas and Creating Texts

Plan, develop ideas, gather information, and organize content for creating texts of various forms, including digital and media texts, on a variety of topics.

Apply knowledge and understanding of various text forms and genres to create, revise, edit, and proofread their own texts, using a variety of media, tools, and/or strategies, and reflect critically on created texts

Select suitable and effective media, techniques, and tools to publish and present final texts, and critically analyze how well the texts address various topics .

identify how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms

demonstrate an understanding of how transferable skills help them to express their voice and be engaged in their learning

demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities

demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission

gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning

demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts

demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator

use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems

communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community

apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life

demonstrate an understanding of the contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in culturally responsive and relevant texts

identify themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

use effective listening skills, including asking relevant questions, restating what they heard, and expressing interest, in formal and informal contexts and for various purposes, including in conversations and various classroom activities

identify and use a variety of listening strategies before, during, and after listening to comprehend information communicated orally and non-verbally, and to recognize when a message is difficult to understand

identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies, including taking turns and staying on topic, to communicate meaning clearly and coherently

identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and demonstrate an understanding of how these strategies can contribute to the meaning being conveyed

use appropriate word choice, including new vocabulary, grammar, and cohesive sentences when speaking and communicating ideas, to support audience comprehension

use phonics knowledge, including phonemic blending to read words and set for variability to correct approximations, and phonemic segmentation to spell phonetically regular monosyllabic and multisyllabic words, in isolation and various text contexts

use orthographic knowledge, including position-based tendencies, to make a spelling choice or accurately pronounce a word when reading

use developing knowledge of the meanings of words and common morphemes (i.e., bases, prefixes, and suffixes) to read and spell words

demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use their developing morphological knowledge to analyze and understand new words in context

read words, sentences, and paragraphs in a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and read aloud with expression and intonation

identify and construct declarative, imperative, interrogative, and exclamatory sentences, including compound sentences

demonstrate an understanding of the functions of parts of speech in sentences, including abstract and collective nouns, personal pronouns, forms of the verb "to be", comparative and superlative adjectives, conjunctions, and recognition of the words that adverbs modify, and use this knowledge to support comprehension and communicate meaning clearly

use their understanding of the meaning and function of capitalization and punctuation to communicate clearly, including capital letters for proper nouns, commas to separate items in lists, apostrophes for possessives, and quotation marks for direct speech

read and comprehend short texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

identify and describe some characteristics of literary and informational text forms and their associated genres

identify some text patterns, such as chronological order and journal entry, and text features, including table of contents, charts, and icons, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning

identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts

identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning

identify the narrator's point of view, including first person or third person, in simple texts, and suggest an alternative point of view to tell the story

read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences

activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form of new texts

identify various purposes for engaging with texts, including enjoyment or finding information

make predictions using background knowledge, text features, and evidence from the text

use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts

identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them

identify the main idea in a simple text, and relate important details in sequence

identify strategies, such as rereading, visualizing, and asking questions, that have helped them comprehend various texts

identify simple literary devices, including consonance and simile, and describe how they help communicate meaning

make simple inferences using stated and implied information and ideas to understand simple texts

analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements

identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning

identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience

express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility

identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences

identify thinking skills that have helped them analyze and better understand simple texts

identify the topic, purpose, and audience for various texts they plan to create

generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas

gather information and content relevant to a topic, using three or more sources

sort and sequence ideas and information, taking into account the text form and genre to be used

identify the strategies that helped them develop ideas for texts

draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies

print legibly and fluently, with appropriate formation patterns, size, placement, and spacing

demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic

identify the point of view, including first person, used in their texts

make revisions to texts using feedback from others, such as adding or deleting sentences

make simple edits to draft texts, such as checking for errors in capitalization, punctuation, and spelling

produce final texts using simple techniques, to achieve the intended effect

present the texts they have created using appropriate strategies, including by reading aloud with expression

identify a few strategies they found helpful when presenting texts

Language

Literacy Connections and Applications

Transferable Skills: demonstrate an understanding of how the seven transferable skills (critical thinking and problem solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration; communication; global citizenship and sustainability; and digital literacy) are used in various language and literacy contexts

identify how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms

demonstrate an understanding of how transferable skills help them to express their voice and be engaged in their learning

Digital Media Literacy: demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments, use digital and media tools to construct knowledge, and demonstrate learning as critical consumers and creators of media

demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities

demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission

gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning

demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts

demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator

use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems

communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community

Applications, Connections, and Contributions: apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and nations

apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life

demonstrate an understanding of the contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in culturally responsive and relevant texts

identify themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

Foundations of Language

Oral and Non-Verbal Communication: apply listening, speaking, and non-verbal communication skills and strategies to understand and communicate meaning in formal and informal contexts and for various purposes and audiences

use effective listening skills, including asking relevant questions, restating what they heard, and expressing interest, in formal and informal contexts and for various purposes, including in conversations and various classroom activities

identify and use a variety of listening strategies before, during, and after listening to comprehend information communicated orally and non-verbally, and to recognize when a message is difficult to understand

identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies, including taking turns and staying on topic, to communicate meaning clearly and coherently

identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and demonstrate an understanding of how these strategies can contribute to the meaning being conveyed

use appropriate word choice, including new vocabulary, grammar, and cohesive sentences when speaking and communicating ideas, to support audience comprehension

Language Foundations for Reading and Writing: demonstrate an understanding of foundational language knowledge and skills, and apply this understanding when reading and writing

use phonics knowledge, including phonemic blending to read words and set for variability to correct approximations, and phonemic segmentation to spell phonetically regular monosyllabic and multisyllabic words, in isolation and various text contexts

use orthographic knowledge, including position-based tendencies, to make a spelling choice or accurately pronounce a word when reading

use developing knowledge of the meanings of words and common morphemes (i.e., bases, prefixes, and suffixes) to read and spell words

demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use their developing morphological knowledge to analyze and understand new words in context

read words, sentences, and paragraphs in a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and read aloud with expression and intonation

Language Conventions for Reading and Writing: demonstrate an understanding of sentence structure, grammar, cohesive ties, and capitalization and punctuation, and apply this knowledge when reading and writing sentences, paragraphs, and a variety of texts

identify and construct declarative, imperative, interrogative, and exclamatory sentences, including compound sentences

demonstrate an understanding of the functions of parts of speech in sentences, including abstract and collective nouns, personal pronouns, forms of the verb “to be”, comparative and superlative adjectives, conjunctions, and recognition of the words that adverbs modify, and use this knowledge to support comprehension and communicate meaning clearly

use their understanding of the meaning and function of capitalization and punctuation to communicate clearly, including capital letters for proper nouns, commas to separate items in lists, apostrophes for possessives, and quotation marks for direct speech

Comprehension: Understanding and Responding to Texts

Knowledge about Texts: apply foundational knowledge and skills to understand a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, and demonstrate an understanding of the patterns, features, and elements of style associated with various text forms and genres

read and comprehend short texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

identify and describe some characteristics of literary and informational text forms and their associated genres

identify some text patterns, such as chronological order and journal entry, and text features, including table of contents, charts, and icons, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning

identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts

identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning

identify the narrator’s point of view, including first person or third person, in simple texts, and suggest an alternative point of view to tell the story

read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences

Comprehension Strategies: apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, in order to understand and clarify the meaning of texts

activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form of new texts

identify various purposes for engaging with texts, including enjoyment or finding information

make predictions using background knowledge, text features, and evidence from the text

use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts

identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them

identify the main idea in a simple text, and relate important details in sequence

identify strategies, such as rereading, visualizing, and asking questions, that have helped them comprehend various texts

Critical Thinking in Literacy: apply critical thinking skills to deepen understanding of texts, and analyze how various perspectives and topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts

dentify simple literary devices, including consonance and simile, and describe how they help communicate meaning

make simple inferences using stated and implied information and ideas to understand simple texts

analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements

identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning

identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience

express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility

identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences

identify thinking skills that have helped them analyze and better understand simple texts

Composition: Expressing Ideas and Creating Texts

Developing Ideas and Organizing Content: plan, develop ideas, gather information, and organize content for creating texts of various forms, including digital and media texts, on a variety of topics

identify the topic, purpose, and audience for various texts they plan to create

generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas

gather information and content relevant to a topic, using three or more sources

sort and sequence ideas and information, taking into account the text form and genre to be used

identify the strategies that helped them develop ideas for texts

Creating Texts: apply knowledge and understanding of various text forms and genres to create, revise, edit, and proofread their own texts, using a variety of media, tools, and strategies, and reflect critically on created texts

draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies

print legibly and fluently, with appropriate formation patterns, size, placement, and spacing

demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic

identify the point of view, including first person, used in their texts

make revisions to texts using feedback from others, such as adding or deleting sentences

make simple edits to draft texts, such as checking for errors in capitalization, punctuation, and spelling

Publishing, Presenting, and Reflecting: select suitable and effective media, techniques, and tools to publish and present final texts, and critically analyze how well the texts address various topics

produce final texts using simple techniques, to achieve the intended effect

present the texts they have created using appropriate strategies, including by reading aloud with expression

identify a few strategies they found helpful when presenting texts