Get help with English Language Arts 2
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 18 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official Alberta English Language Arts 2 curriculum
Alberta defines English Language Arts 2 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Alberta's official programs of studyRead it on the government site — alberta.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Phonological Awareness | 1 | Sounds in Words |
| Phonics | 1 | Letters and Sounds |
| Vocabulary | 1 | Building Word Meaning |
| Fluency | 1 | Reading Smoothly |
| Comprehension | 1 | Understanding What You Read |
| Oral Language | 1 | Speaking and Listening |
| Writing | 1 | Writing Your Ideas |
| Conventions | 1 | Spelling, Grammar, and Punctuation |
| Text Forms | 1 | How Texts Are Put Together |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts 2 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Sounds in WordsOfficial strand · Phonological Awareness
Organizing idea: sounds carry meaning in spoken language. Hearing and playing with the sounds inside words — breaking words into sounds, blending sounds back together, and changing one sound to make a new word.
Hearing and Blending Sounds
- Break apart and blend sounds2.PA.1 — Break a spoken word into its separate sounds and blend separate sounds back into a whole word (for example, /c/ /a/ /t/ makes "cat").
Change a Sound, Change the Word
- Swap sounds to make new words2.PA.1 — Change, add, or take away one sound in a spoken word to make a brand-new word, and notice that the new sound makes a new meaning (cat → hat → ham).
The official wording — 1 outcome in this unit
- 2.PA.1
Students apply understandings of how sounds create meaning in oral language.
Unit 2Letters and SoundsOfficial strand · Phonics
Organizing idea: letters and letter combinations stand for sounds. Sounding out words with letter teams (like sh, ch, ai) and using word families and patterns to read and spell.
Letter Teams
- Sound out letter teams2.PH.1 — Read words with common letter teams that make one sound — digraphs (sh, ch, th) and vowel teams (ai, ee, oa) — by sounding out left to right.
Word Families
- Read and spell word families2.PH.1 — Use a shared spelling pattern (a word family like -at, -ight, -ake) to read and spell many words that rhyme, swapping the first sound.
The official wording — 1 outcome in this unit
- 2.PH.1
Students apply understandings of letter combinations and sounds in words.
Unit 3Building Word MeaningOfficial strand · Vocabulary
Organizing idea: words connect to meanings, and word parts help unlock them. Learning new words, and using little word parts (-s, -ed, -ing, un-, re-) to figure out what a word means.
Word Parts That Change Meaning
- Use word parts to find meaning2.V.1 — Notice small meaningful word parts — endings like -s, -ed, -ing and beginnings like un- and re- — and use them to figure out what a longer word means (unhappy = not happy).
Growing Your Word Bank
- Connect new words to what they mean2.V.1 — Learn new words from reading, listening, and talking, and connect each new word to its meaning using picture clues, the words around it, and words that mean the same or the opposite.
The official wording — 1 outcome in this unit
- 2.V.1
Students expand vocabulary by connecting morphemes and words to their meanings.
Unit 4Reading SmoothlyOfficial strand · Fluency
Organizing idea: fluent reading sounds smooth and makes sense. Reading at a comfortable, just-right speed with expression, and going back to fix a word when something does not sound right.
Reading with Expression
- Read smoothly with expression2.F.1 — Read familiar text aloud smoothly at a just-right speed, pausing at periods and commas and using your voice to match the words (a question sounds like a question).
Fixing It Up as You Read
- Notice and fix reading mistakes2.F.1 — While reading, notice when a word does not sound right or does not make sense, then go back and re-read to fix it — because reading well means understanding, not just reading fast.
The official wording — 1 outcome in this unit
- 2.F.1
Students apply fluency strategies while reading.
Unit 5Understanding What You ReadOfficial strand · Comprehension
Organizing idea: readers use strategies to understand texts. Retelling what happened in order, and asking questions and making predictions before, during, and after reading.
Retelling a Story
- Retell what happened in order2.C.1 — Retell a story in the right order — beginning, middle, and end — naming who was in it, where it happened, and the main things that happened.
Asking Questions and Predicting
- Ask questions and make predictions2.C.1 — Use reading strategies to understand a text: ask questions about it, make a prediction about what might happen next, and use clues from the words and pictures to check.
The official wording — 1 outcome in this unit
- 2.C.1
Students examine and apply a variety of processes to comprehend texts.
Unit 6Speaking and ListeningOfficial strand · Oral Language
Organizing idea: good speakers and listeners adjust to communicate clearly. Being a careful listener who can respond, and speaking clearly in complete sentences so others understand.
Being a Careful Listener
- Listen carefully and respond2.OL.1 — Listen carefully to a speaker, wait for your turn, and respond in a way that fits — answering the question, adding an idea, or asking about what you did not understand.
Speaking So Others Understand
- Speak clearly in complete sentences2.OL.1 — Speak clearly in complete sentences and adjust your voice for the situation — louder for sharing with the class, quieter for a partner — so listeners understand you.
The official wording — 1 outcome in this unit
- 2.OL.1
Students examine and adjust listening and speaking to communicate effectively.
Unit 7Writing Your IdeasOfficial strand · Writing
Organizing idea: writers use a process to plan, draft, and improve their ideas. Planning before you write, drafting complete sentences, and putting sentences together into a beginning paragraph.
Planning and Drafting
- Plan an idea, then write sentences2.W.1 — Use a simple writing process: think of an idea and plan it (a quick web or list), then draft it as complete sentences with a capital at the start and an end mark.
Building a Paragraph
- Put sentences into a paragraph2.W.1 — Enhance a draft by putting several sentences about one topic together into a beginning paragraph, and add a detail or describing word to make an idea clearer.
The official wording — 1 outcome in this unit
- 2.W.1
Students create and enhance ideas and information by applying a variety of writing processes.
Unit 8Spelling, Grammar, and PunctuationOfficial strand · Conventions
Organizing idea: grammar, spelling, and punctuation make writing clear. Writing complete sentences with the right end marks, and spelling using patterns and word families — not just how a word sounds.
Complete Sentences and End Marks
- Write complete sentences with end marks2.CV.1 — Write complete sentences — a naming part and a telling part — that start with a capital letter and end with the right mark (period, question mark, or exclamation mark).
Spelling with Patterns
- Spell using patterns, not just sounds2.CV.1 — Spell words using known patterns and word families, and learn common tricky words by sight — because you do not always spell a word exactly the way it sounds (said, was, they).
The official wording — 1 outcome in this unit
- 2.CV.1
Students examine and use grammar, spelling, and punctuation in a variety of contexts to develop effective communication.
Unit 9How Texts Are Put TogetherOfficial strand · Text Forms
Organizing idea: the way a text is organized helps carry its message. Noticing that a story and a how-to are built differently, and using text features like titles, headings, and pictures to find information.
Stories and Information Texts
- Notice how a text is organized2.TF.1 — Notice that different texts are put together differently — a story goes in time order (beginning, middle, end), while a how-to goes in steps — and that the order helps tell the message.
Using Text Features
- Use titles, headings, and pictures2.TF.1 — Use text features — the title, headings, labels, and pictures — to find information quickly and to understand what a page is mostly about.
The official wording — 1 outcome in this unit
- 2.TF.1
Students explain how the organization of ideas and information within texts can support the purpose or meaning of messages.
Printable workbook · A keepsake of the year
A English Language Arts 2 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with English Language Arts 2?
Yes. MapleMind's AI tutor covers all 18 skills in Alberta's English Language Arts 2 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Alberta's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Alberta's Grade 2 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts 2 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official Alberta curriculum for English Language Arts 2?
The official source is linked on this page — Alberta's official programs of study. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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