English Language Arts, Grade 2

Listen to and build on the ideas

I can listen to others and share my own ideas back.

Use non-verbal cues to demonstrate listening

I can show I am listening with my body, face and eyes.

Experiment with language to initiate and maintain

I can start a conversation, keep it going and ask when I'm unsure.

Ask specific questions to expand personal knowledge

I can ask questions to learn more and answer questions clearly.

Use complex sentences with attention to new

I can speak in longer sentences using new words and correct grammar.

Contribute their voice in different contexts

I can share my voice, knowing what I say matters to the group.

Consolidate knowledge of phonemes; identify and manipulate

I can change middle sounds and break longer words into their sounds.

Use upper and lowercase letters appropriately in writing words, using appropriate formation, size

I can use capital and lowercase letters correctly when I write words.

Consolidate knowledge of letters and sounds to recognize

I can decode and spell longer words more quickly and accurately.

Understand and use small, meaningful parts of a word (morphemes) in reading and writing

I can use prefixes and suffixes to work out meaning and spelling.

Understand and use a range of vocabulary

I can understand and use a range of words when I read and write.

Recognize high frequency words quickly and accurately

I can read high-frequency words fast and let punctuation shape how I read.

Activate prior knowledge including knowledge gained from field trips, experts, Elders, texts and diverse experiences to

I can use what I already know to understand a new topic or text.

Formulate basic questions about personal interests to guide group investigations

I can ask questions about what interests me to guide our inquiry.

Select a variety of multimodal texts based

I can choose different kinds of texts to learn and build background knowledge.

Examine gathered information to decide what information

I can look at what I gathered and decide what to share or leave out.

Recognize ideas or information can be represented

I can notice that ideas can be shown in different text forms and genres.

Use images, photographs, and other text features

I can use images and text features like headings and charts to build meaning.

Use prior knowledge to make predictions about a new text

I can use what I know to predict and check my predictions as I read.

Make connections to texts by drawing on personal experiences, knowledge of topics and the world to

I can connect texts to my experiences, other texts and the world to make meaning.

Use strategies to confirm understanding

I can use strategies like rereading and visualizing to confirm I understand.

Recall information from texts and select important

I can recall the important information from a text to show I understood.

Acquire, understand, and use topic and subject

I can use new topic words to share what I've learned.

Recognize when they see themselves and others

I can notice when I see myself and others in texts, and when I don't.

Recognize and decide whether ideas, sources, and/or characters should or should not be trusted, with guidance.

I can decide, with help, whether ideas or characters can be trusted.

Recognize others can have different viewpoints based

I can see that people can have different viewpoints about the same thing.

Express a personal response by sharing an opinion about text and give reasons

I can share my opinion with text evidence and respond to bias with guidance.

Generate and contribute ideas to a topic

I can generate ideas for a topic from my experience and what I know.

Discuss new information gathered from more than one relevant source, including modelled and mentor text

I can gather new information from more than one source.

Use strategies to plan for text creation

I can use strategies like brainstorming and webbing to plan my writing.

Experiment with different types of writing

I can experiment with narrative, informational, descriptive and persuasive writing.

Create short multimodal texts; use digital tools

I can make a short multimodal text using digital tools.

Recognize and experiment with organizational patterns; group

I can group related ideas in order to match the text I'm making.

Produce simple and compound sentences; use connecting

I can write simple and compound sentences and start them different ways.

Use specific word choice in text creation

I can pick specific words to make my meaning clearer for a reader.

Demonstrate personal voice in texts, using descriptive

I can show my personal voice using descriptive words and print elements.

Notice when writing does not make sense

I can notice when my writing doesn't make sense and reorganize it from feedback.

Form letters/words with accurate formation, size, placement

I can form letters neatly and use word processing to make text.

Use knowledge of letter sounds, word parts

I can use letter sounds, word parts and a word wall to spell words.

Use a capital letter when writing names

I can use capital letters for names, 'I', proper nouns and sentence starts.

Know and use some punctuation conventions to

I can use periods, question marks, exclamation marks and apostrophes.

Develop final text and understand the purpose

I can make a final text that combines modes for a purpose and audience.

Adjust communication style (formal or informal) to share ideas for different audiences

I can adjust formal or informal style for different audiences.

Choose artifacts to enhance message; use visual

I can choose artifacts and visual aids to help share my ideas.

Present ideas and information in an organized

I can present my ideas in an organized, logical order.

Develop self-monitoring skills and adjust their approach

I can think about how I learn and adjust what I do.

Use tools such as a simple rubric

I can use tools like checklists or a traffic-light to check my own learning.

Listen to timely and specific feedback on how to improve a skill or task

I can listen to feedback and think about my next steps with guidance.

Set specific learning goals related to listening

I can set a specific learning goal for my literacy skills, with guidance.

Monitor and track progress, with guidance and reflect on accomplishments of new learning

I can track my progress toward a goal and reflect on what I learned.