Get help with English Language Arts, Grade 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 50 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 Manitoba English Language Arts, Grade 2 curriculum
Manitoba defines English Language Arts, Grade 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 Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 12 | Explore and Discover Language and Literacy |
| Strand B | 15 | Comprehend and Respond to Multimodal Texts |
| Strand C | 15 | Compose and Create Multimodal Texts |
| Strand D | 8 | Communicate Ideas and Build New Understandings |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts, Grade 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 1Explore and Discover Language and LiteracyOfficial strand · Strand A
Strand A: oral language communication, and language as the foundation for reading and writing - receiving, exchanging and developing ideas, plus the phonics, word study, vocabulary and fluency that underpin early literacy.
Listening (Receptive)
- Listen to and build on the ideasELA.2.A1.1 — Listen to and build on the ideas and opinions of others by expressing and expanding own ideas.
- Use non-verbal cues to demonstrate listeningELA.2.A1.2 — Use non-verbal cues (e.g., body position to the speaker, focus on speaker and appropriate facial expressions) to demonstrate listening to others during partner, small or large group activities.
Interacting
- Experiment with language to initiate and maintainELA.2.A1.3 — Experiment with language to initiate and maintain extended conversations/discussions with others and ask for clarification when unsure of what was heard.
- Ask specific questions to expand personal knowledgeELA.2.A1.4 — Ask specific questions to expand personal knowledge and respond to questions to clarify/extend understandings.
Speaking (Expressive)
- Use complex sentences with attention to newELA.2.A1.5 — Use complex sentences with attention to new vocabulary and grammar to expand and communicate thoughts and ideas.
- Contribute their voice in different contextsELA.2.A1.6 — Contribute their voice in different contexts (e.g., conveying a sense of, “I have something to say that matters to the topic, question or issue.”).
Phonological and Phonemic Awareness
- Consolidate knowledge of phonemes; identify and manipulateELA.2.A2.1 — Consolidate knowledge of phonemes; identify and manipulate medial vowel sounds; blend and segment sounds in more complex words (e.g., /s/t/r/o/ng/); add, delete or substitute sounds to create new words (e.g., change pin to chin); demonstrate knowledge of syllables in increasing complex words.
Alphabetic Knowledge
- Use upper and lowercase letters appropriately in writing words, using appropriate formation, sizeELA.2.A2.2 — Use upper and lowercase letters appropriately in writing words, using appropriate formation, size, orientation, placement and spacing.
Phonics, Decoding and Spelling
- Consolidate knowledge of letters and sounds to recognizeELA.2.A2.3 — Consolidate knowledge of letters and sounds to recognize, decode/encode (spell) mono- and multi-syllabic words in isolation and in various texts with increasing accuracy and automaticity (e.g., standing, pumpkin).
Word Study (Morphology)
- Understand and use small, meaningful parts of a word (morphemes) in reading and writingELA.2.A2.4 — Understand and use small, meaningful parts of a word (morphemes) in reading and writing to determine word meaning and spelling accuracy (e.g., prefix: pre-, dis-, suffix: -less, -est, -ful).
Vocabulary
- Understand and use a range of vocabularyELA.2.A2.5 — Understand and use a range of vocabulary, including some academic specific language in reading and writing across subject areas.
Reading Fluency
- Recognize high frequency words quickly and accuratelyELA.2.A2.6 — Recognize high frequency words quickly and accurately; notice and use punctuation to demonstrate appropriate phrasing, pausing, intonation, and rate to support comprehension.
The official wording — 12 outcomes in this unit
- ELA.2.A1.1
Listen to and build on the ideas and opinions of others by expressing and expanding own
- ELA.2.A1.2
Use non-verbal cues (e.g., body position to the speaker, focus on speaker and appropriate facial expressions)
- ELA.2.A1.3
Experiment with language to initiate and maintain extended conversations/discussions with others and ask for clarification when
- ELA.2.A1.4
Ask specific questions to expand personal knowledge and respond to questions to clarify/extend understandings.
- ELA.2.A1.5
Use complex sentences with attention to new vocabulary and grammar to expand and communicate thoughts and
- ELA.2.A1.6
Contribute their voice in different contexts
- ELA.2.A2.1
Consolidate knowledge of phonemes
- ELA.2.A2.2
Use upper and lowercase letters appropriately in writing words, using appropriate formation, size, orientation, placement and
- ELA.2.A2.3
Consolidate knowledge of letters and sounds to recognize, decode/encode
- ELA.2.A2.4
Understand and use small, meaningful parts of a word
- ELA.2.A2.5
Understand and use a range of vocabulary, including some academic specific language in reading and writing
- ELA.2.A2.6
Recognize high frequency words quickly and accurately
Unit 2Comprehend and Respond to Multimodal TextsOfficial strand · Strand B
Strand B: acquiring new information through inquiry, constructing meaning with comprehension strategies, and thinking critically about multimodal texts and responding to what is seen, heard and read.
Activate Prior Knowledge and Inquire
- Activate prior knowledge including knowledge gained fromELA.2.B1.1 — Activate prior knowledge including knowledge gained from field trips, experts, Elders, texts and diverse experiences to understand new topics.
- Formulate basic questions about personal interests to guide group investigationsELA.2.B1.2 — Formulate basic questions about personal interests to guide group investigations.
Engage with a Variety of Texts
- Select a variety of multimodal texts basedELA.2.B1.3 — Select a variety of multimodal texts based on interests, curiosities, and learning new information to build background knowledge.
Review Information
- Examine gathered information to decide what informationELA.2.B1.4 — Examine gathered information to decide what information to share or omit.
Identify Text Cues
- Recognize ideas or information can be representedELA.2.B2.1 — Recognize ideas or information can be represented using different forms/genres and structures of oral, literary and informational text (e.g., autobiography, “All about Me”- oral storytelling-linear from birth to present day).
- Use images, photographs, and other text featuresELA.2.B2.2 — Use images, photographs, and other text features (e.g., charts, diagrams, labels) from multimodal forms of fiction and nonfiction to construct meaning.
Make Predictions
- Use prior knowledge to make predictions aboutELA.2.B2.3 — Use prior knowledge to make predictions about a new text; continue to make predictions about what might happen next and confirm predictions while engaging in text.
Make Connections
- Make connections to texts by drawing onELA.2.B2.4 — Make connections to texts by drawing on personal experiences, knowledge of topics and the world to construct meaning.
Monitor Understanding
- Use strategies to confirm understandingELA.2.B2.5 — Use strategies (e.g., visualizing, rereading/relistening, reading on, and asking questions) to confirm understanding.
- Recall information from texts and select importantELA.2.B2.6 — Recall information from texts and select important information to demonstrate new understanding.
Consolidate New Knowledge
- Acquire, understand, and use topic and subjectELA.2.B2.7 — Acquire, understand, and use topic and subject specific vocabulary to communicate new understandings.
Analyze Text
- Recognize when they see themselves and othersELA.2.B3.1 — Recognize when they see themselves and others represented in texts and when they do not.
Recognize Facts, Bias and Viewpoints
- Recognize and decide whether ideas, sources, and/orELA.2.B3.2 — Recognize and decide whether ideas, sources, and/or characters should or should not be trusted, with guidance.
- Recognize others can have different viewpoints basedELA.2.B3.3 — Recognize others can have different viewpoints based on the same experience (e.g., roller coaster ride).
Respond to Text
- Express a personal response by sharing anELA.2.B3.4 — Express a personal response by sharing an opinion about text and give reasons; use text evidence with guidance.
The official wording — 15 outcomes in this unit
- ELA.2.B1.1
Activate prior knowledge including knowledge gained from field trips, experts, Elders, texts and diverse experiences to
- ELA.2.B1.2
Formulate basic questions about personal interests to guide group investigations.
- ELA.2.B1.3
Select a variety of multimodal texts based on interests, curiosities, and learning new information to build
- ELA.2.B1.4
Examine gathered information to decide what information to share or omit.
- ELA.2.B2.1
Recognize ideas or information can be represented using different forms/genres and structures of oral, literary and
- ELA.2.B2.2
Use images, photographs, and other text features
- ELA.2.B2.3
Use prior knowledge to make predictions about a new text
- ELA.2.B2.4
Make connections to texts by drawing on personal experiences, knowledge of topics and the world to
- ELA.2.B2.5
Use strategies (e.g., visualizing, rereading/relistening, reading on, and asking questions) to confirm understanding.
- ELA.2.B2.6
Recall information from texts and select important information to demonstrate new understanding.
- ELA.2.B2.7
Acquire, understand, and use topic and subject specific vocabulary to communicate new understandings.
- ELA.2.B3.1
Recognize when they see themselves and others represented in texts and when they do not.
- ELA.2.B3.2
Recognize and decide whether ideas, sources, and/or characters should or should not be trusted, with guidance.
- ELA.2.B3.3
Recognize others can have different viewpoints based on the same experience
- ELA.2.B3.4
Express a personal response by sharing an opinion about text and give reasons
Unit 3Compose and Create Multimodal TextsOfficial strand · Strand C
Strand C: generating ideas and planning, enhancing the clarity and artistry of writing, and editing and publishing multimodal texts for a range of purposes and audiences.
Generate Ideas
- Generate and contribute ideas to a topicELA.2.C1.1 — Generate and contribute ideas to a topic based on personal experience, background knowledge and prior learning.
Research Sources
- Discuss new information gathered from more thanELA.2.C1.2 — Discuss new information gathered from more than one relevant source, including modelled and mentor text (e.g. ,texts, experts, audio, online sources) and personal experiences.
Plan for Text Creation
- Use strategies to plan for text creationELA.2.C1.3 — Use strategies (e.g., brainstorming, listing, asking questions, word webbing, story boards, drawings) to plan for text creation.
Choose Form
- Experiment with different types of writing (includingELA.2.C1.4 — Experiment with different types of writing (including narrative, informational, descriptive and persuasive) and genres to inform text creation for different purposes and audiences.
Create Draft/Prototype
- Create short multimodal texts; use digital toolsELA.2.C1.5 — Create short multimodal texts (e.g., oral storytelling, posters and charts, written stories or an informational report, videos); use digital tools to draft ideas effectively and creatively with support.
Organize Ideas
- Recognize and experiment with organizational patterns; groupELA.2.C2.1 — Recognize and experiment with organizational patterns (e.g., lists, beginning, middle, end); group related ideas and details together (pictures/images/ words) in a logical sequence to match the text form chosen.
Sentence Structure
- Produce simple and compound sentences; use connectingELA.2.C2.2 — Produce simple and compound sentences; use connecting words (e.g., and, so, because); experiment with sentences that start in different ways.
Word Choice
- Use specific word choice in text creationELA.2.C2.3 — Use specific word choice (e.g., precise nouns, adjectives, and verbs) in text creation to enhance meaning for the audience.
Voice and Style
- Demonstrate personal voice in texts, using descriptiveELA.2.C2.4 — Demonstrate personal voice in texts, using descriptive words, print elements (e.g., bold words, repetition, punctuation) and expressive drawings to communicate thoughts, feelings and opinions about a topic with others.
Revision
- Notice when writing does not make senseELA.2.C2.5 — Notice when writing does not make sense and understand that writers can reorganize their ideas by adding or removing text in response to feedback to improve clarity.
Legibility and Word Processing
- Form letters/words with accurate formation, size, placementELA.2.C3.1 — Form letters/words with accurate formation, size, placement and spacing to ensure legibility; use word processing to create text and images.
Spelling
- Use knowledge of letter sounds, word partsELA.2.C3.2 — Use knowledge of letter sounds, word parts (morphemes), and sound/word wall to spell familiar and unfamiliar words; use digital spell check.
Capitalization
- Use a capital letter when writing namesELA.2.C3.3 — Use a capital letter when writing names, the pronoun “I”, familiar proper nouns and at the beginning of sentences.
Punctuation
- Know and use some punctuation conventions toELA.2.C3.4 — Know and use some punctuation conventions (e.g., periods, exclamation marks, question marks, apostrophes) to communicate meaning clearly for others.
Publish Final Text
- Develop final text and understand the purposeELA.2.C3.5 — Develop final text and understand the purpose and effect of different modes of communication with guidance; integrate more than one mode: text, images, sound or video to communicate message for a specific purpose and audience.
The official wording — 15 outcomes in this unit
- ELA.2.C1.1
Generate and contribute ideas to a topic based on personal experience, background knowledge and prior learning.
- ELA.2.C1.2
Discuss new information gathered from more than one relevant source, including modelled and mentor text
- ELA.2.C1.3
Use strategies (e.g., brainstorming, listing, asking questions, word webbing, story boards, drawings) to plan for text
- ELA.2.C1.4
Experiment with different types of writing
- ELA.2.C1.5
Create short multimodal texts
- ELA.2.C2.1
Recognize and experiment with organizational patterns
- ELA.2.C2.2
Produce simple and compound sentences
- ELA.2.C2.3
Use specific word choice
- ELA.2.C2.4
Demonstrate personal voice in texts, using descriptive words, print elements
- ELA.2.C2.5
Notice when writing does not make sense and understand that writers can reorganize their ideas by
- ELA.2.C3.1
Form letters/words with accurate formation, size, placement and spacing to ensure legibility
- ELA.2.C3.2
Use knowledge of letter sounds, word parts
- ELA.2.C3.3
Use a capital letter when writing names, the pronoun “I”, familiar proper nouns and at the
- ELA.2.C3.4
Know and use some punctuation conventions
- ELA.2.C3.5
Develop final text and understand the purpose and effect of different modes of communication with guidance
Unit 4Communicate Ideas and Build New UnderstandingsOfficial strand · Strand D
Strand D: sharing ideas and information for different audiences, and using metacognition to self-assess, set goals and monitor progress as an independent learner.
Express Ideas and Engage Audience
- Choose artifacts to enhance message; use visualELA.2.D1.2 — Choose artifacts to enhance message; use visual aids/digital tools to share ideas.
- Present ideas and information in an organizedELA.2.D1.3 — Present ideas and information in an organized, logical sequence to an audience.
Self-Assess
- Develop self-monitoring skills and adjust their approachELA.2.D2.1 — Develop self-monitoring skills and adjust their approach; begin to think aloud wondering, “How can I figure this out? What do I already know?”
- Use tools such as a simple rubricELA.2.D2.2 — Use tools such as a simple rubric or checklist, journal, or traffic light system (e.g., green -“I understand”, yellow - “I’m getting there”, red - “I need help”) to self- assess own understanding/ learning.
- Listen to timely and specific feedback onELA.2.D2.3 — Listen to timely and specific feedback on how to improve a skill or task; reflect on learning and think about next steps, with guidance.
Set Goals and Monitor Progress
- Monitor and track progress, with guidance and reflect on accomplishments of new learningELA.2.D2.5 — Monitor and track progress, with guidance and reflect on accomplishments of new learning.
The official wording — 8 outcomes in this unit
- ELA.2.D1.1
Adjust communication style
- ELA.2.D1.2
Choose artifacts to enhance message
- ELA.2.D1.3
Present ideas and information in an organized, logical sequence to an audience.
- ELA.2.D2.1
Develop self-monitoring skills and adjust their approach
- ELA.2.D2.2
Use tools such as a simple rubric or checklist, journal, or traffic light system
- ELA.2.D2.3
Listen to timely and specific feedback on how to improve a skill or task
- ELA.2.D2.4
Set specific learning goals related to listening, speaking, reading, writing, viewing or representing with guidance.
- ELA.2.D2.5
Monitor and track progress, with guidance and reflect on accomplishments of new learning.
Printable workbook · A keepsake of the year
A English Language Arts, Grade 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.
$4.99 CAD
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, Grade 2?
Yes. MapleMind's AI tutor covers all 50 skills in Manitoba's English Language Arts, Grade 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 Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba'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, Grade 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 Manitoba curriculum for English Language Arts, Grade 2?
The official source is linked on this page — Manitoba's official 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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