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 45 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 British Columbia English Language Arts 2 curriculum
British Columbia 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 BC's official English language arts curriculumRead it on the government site — curriculum.gov.bc.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Content — Story and Text | 14 | Story and Text |
| Content — Strategies and Processes | 20 | Strategies and Processes |
| Content — Language Features, Structure, and Conventions | 11 | Language Features, Structure, and Conventions |
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 1Story and TextOfficial strand · Content — Story and Text
Big Idea: stories and other texts help us learn about ourselves, our families, and our communities. Finding the parts every story has, spotting a writer's special tricks, using clues on the page, and using the words readers use to talk about books.
The Parts of a Story
- Who the story is about2.ES.1 — Name the character — the who — a story is about, and tell one thing about them.
- What happens in the story2.ES.2 — Tell the plot — what happens first, next, and last — in a story, in your own words.
- Where and when the story happens2.ES.3 — Name the setting — where and when a story happens — using clues from the words or pictures.
- The shape of a story2.ES.4 — Notice that a story has a beginning, a middle, and an end, and tell what happens in each part.
- When characters talk2.ES.5 — Find the dialogue — the words a character actually says — in a story, and tell who is talking.
Writers' Special Tricks
- Noticing a writer's word choices2.LED.1 — Notice the language — the words a writer picks — and tell why those words fit the story.
- Words that sound like a poem2.LED.2 — Notice poetic language — words a writer arranges to sound special, like in a poem or song — when you hear or read it.
- Words that don't mean exactly what they say2.LED.3 — Notice figurative language, like "raining cats and dogs," where the words are not meant exactly the way they sound.
- Playing with how words sound2.LED.4 — Notice sound play, like rhyming words or repeating the same beginning sound, and enjoy how it sounds out loud.
- Pictures the words make in your mind2.LED.5 — Notice the images — the pictures words make in your mind — that a writer creates with describing words.
- What colour adds to a story2.LED.6 — Notice colour words in a story or picture and tell how a colour helps show a feeling or a mood.
- A picture that stands for something2.LED.7 — Notice a symbol — a picture or object that stands for something else, like a heart standing for love — in a story.
Clues on the Page
- Using clues on the page to find information2.TF.1 — Use text features — like a title, a heading, a picture, or a bold word — to find information and understand what a page is mostly about.
Words We Use to Talk About Books
- Talking about books like a reader2.VOC.1 — Use words like author, character, title, and setting to talk about a book with a classmate or the class.
The official wording — 14 outcomes in this unit
- 2.ES.1
character
- 2.ES.2
plot
- 2.ES.3
setting
- 2.ES.4
story structure
- 2.ES.5
dialogue
- 2.LED.1
language
- 2.LED.2
poetic language
- 2.LED.3
figurative language
- 2.LED.4
sound play
- 2.LED.5
images
- 2.LED.6
colour
- 2.LED.7
symbols
- 2.TF.1
text features
- 2.VOC.1
vocabulary associated with texts
Unit 2Strategies and ProcessesOfficial strand · Content — Strategies and Processes
Big Idea: using language in different ways helps us learn and share our understanding. Using tricks to read and understand a story, tricks to speak and listen well, tricks to notice our own thinking, and the steps for writing a piece.
Tricks for Tricky Words and Stories
- Using pictures and what I already know2.RS.1 — Use the illustrations and what you already know to make a good guess about what a story means.
- Reading it again2.RS.2 — Read a sentence or part again when it does not make sense the first time.
- Telling the story in my own words2.RS.3 — Retell a story in your own words, hitting the important parts, without reading it word for word.
- Finding the main idea and details2.RS.4 — Find the main idea of a text — what it is mostly about — and point to a detail that supports it.
- Sounding out words using patterns2.RS.5 — Use your knowledge of language patterns and phonics — sounds and letter patterns — to sound out a new word.
- Knowing words by sight2.RS.6 — Recognize familiar and "sight" words right away, without needing to sound them out each time.
- Checking that reading makes sense2.RS.7 — Keep checking while you read that the story is making sense, and notice right away if it stops making sense.
- Fixing my own reading mistakes2.RS.8 — Notice when you read a word wrong and fix it yourself, without needing someone else to point it out.
Sharing Ideas Out Loud
- Asking a question when I'm not sure2.OL.1 — Ask a question to clarify when something someone said is confusing, instead of just guessing.
- Sharing what I think2.OL.2 — Share your own opinion out loud, like which book you liked best and why.
- Using my voice to sound interesting2.OL.3 — Speak with expression — using your voice to sound excited, curious, or serious — instead of talking in a flat voice.
- Waiting for my turn to talk2.OL.4 — Take turns talking in a conversation, waiting until someone else is finished before you speak.
- Talking so my listeners understand2.OL.5 — Connect with your audience — the people listening — by looking at them and speaking so they can follow along.
Checking In With My Own Thinking
- Thinking back on my work2.MC.1 — Think back on something you read or wrote and tell one thing you noticed about how you did it.
- Asking myself if I understand2.MC.2 — Ask yourself questions like "do I get this?" while you read or work, to check your own understanding.
- Picking something to get better at2.MC.3 — Pick one small goal for your own reading or writing, like "read one more book this week."
- Checking my own work2.MC.4 — Look at your own work and tell one thing you did well and one thing you could still work on.
Planning, Writing, and Fixing Up
- Making my writing better2.WP.1 — Revise a piece of writing by adding a missing idea or changing a word to make it clearer.
- Fixing up my writing2.WP.2 — Edit a piece of writing by fixing a missing capital letter, period, or spelling mistake.
- Thinking about who will read it2.WP.3 — Think about who will read your writing, like a friend or your teacher, and write so they will understand it.
The official wording — 20 outcomes in this unit
- 2.RS.1
using illustrations and prior knowledge to predict meaning
- 2.RS.2
rereading
- 2.RS.3
retelling in own words
- 2.RS.4
locating the main idea and details
- 2.RS.5
using knowledge of language patterns and phonics to decode words
- 2.RS.6
identifying familiar and "sight" words
- 2.RS.7
monitoring
- 2.RS.8
self-correcting errors
- 2.OL.1
asking questions to clarify
- 2.OL.2
expressing opinions
- 2.OL.3
speaking with expression
- 2.OL.4
taking turns
- 2.OL.5
connecting with audience
- 2.MC.1
reflecting
- 2.MC.2
questioning
- 2.MC.3
goal setting
- 2.MC.4
self-evaluating
- 2.WP.1
revising
- 2.WP.2
editing
- 2.WP.3
considering audience
Unit 3Language Features, Structure, and ConventionsOfficial strand · Content — Language Features, Structure, and Conventions
Big Idea: language and text can be a source of creativity and joy. Noticing how our voice changes talking, spotting word families, forming letters neatly, building a sentence that makes sense, and using the everyday writing rules that help others read our work.
How My Voice Changes What I Say
- The feeling in my voice2.FOL.1 — Notice the tone of a voice — happy, grumpy, excited — and how it changes what the words mean.
- How loud or soft I talk2.FOL.2 — Notice the volume of a voice — loud or soft — and pick the right volume for where you are.
- My voice going up and down2.FOL.3 — Notice inflection — how a voice goes up at the end of a question — and try it yourself.
- How fast or slow I talk2.FOL.4 — Notice the pace of talking — fast or slow — and how it can show excitement or calm.
- Using my hands and face when I talk2.FOL.5 — Use gestures — like your hands or your face — to help show what you mean when you talk.
Word Families
- Spotting a pattern in words2.WPF.1 — Notice a word pattern, like words that end the same way, and use it to help read a new word.
- Words that belong to the same family2.WPF.2 — Sort words into a word family, like the -at family (cat, hat, sat), to help read and spell new words.
Writing Neat Letters
- Forming letters correctly2.LF.1 — Form each upper- and lower-case letter with the correct starting point, shape, and direction so your handwriting is clear.
Building a Longer Sentence
- Joining two short sentences into one2.SS.1 — Join two short sentences into one compound sentence using a joining word like "and" or "but."
The Rules That Help Others Read My Writing
- Using periods and question marks2.CV.1 — Use punctuation, like a period or a question mark, at the end of a sentence so it is easy for others to read.
- Using capital letters2.CV.2 — Use a capital letter to start a sentence and for names of people and places.
The official wording — 11 outcomes in this unit
- 2.FOL.1
tone
- 2.FOL.2
volume
- 2.FOL.3
inflection
- 2.FOL.4
pace
- 2.FOL.5
gestures
- 2.WPF.1
word patterns
- 2.WPF.2
word families
- 2.LF.1
letter formation
- 2.SS.1
structure of compound sentences
- 2.CV.1
punctuation
- 2.CV.2
capitalization
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 45 skills in British Columbia'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 British Columbia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from British Columbia'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 British Columbia curriculum for English Language Arts 2?
The official source is linked on this page — BC's official English language arts curriculum. 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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