Get help with Language, 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 64 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 Ontario Language, Grade 2 curriculum
Ontario defines Language, 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 Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 9 | Literacy Connections and Applications |
| Strand B | 13 | Foundations of Language |
| Strand C | 22 | Comprehension: Understanding and Responding to Texts |
| Strand D | 14 | Composition: Expressing Ideas and Creating Texts |
Every skill below, taught one on one.
Try the first session free
How MapleMind teaches Language, 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 1Literacy Connections and ApplicationsOfficial strand · Strand A
Using digital tools and online spaces safely and kindly, and exploring stories and voices from many communities, including First Nations, Métis, and Inuit cultures.
Being Safe and Kind Online
- My rights and choices onlineA2.1 — Understand that a child has rights and responsibilities when using online spaces with a grown-up's permission, and that their choices online help build who they are.
- Staying safe and private onlineA2.2 — Understand simple ways to stay safe online, keep private things private, and be kind to others, always with permission from a grown-up.
- Finding out and checking what we learnA2.3 — Look for information from more than one place, think about different points of view, and use it to learn something new.
- Noticing how videos and pictures are madeA2.4 — Notice simple features of digital and media things, like videos or picture books, and use that to think about what they show.
- Who made this and who is it for?A2.5 — Notice that a video or picture is made by someone, for someone, to share a message.
- Using digital tools to make something newA2.6 — Use a digital tool, like a drawing app, to help make or solve something, following simple steps.
- Working together kindly onlineA2.7 — Talk and work with others in a safe, kind, and respectful way when using online tools and platforms, and notice different cultures in the group.
Stories From Many Voices
- Seeing identity and belonging in storiesA3.2 — Explore ideas about who we are and where we belong through stories from many different people and communities, including in Canada.
- Learning from First Nations, Métis, and Inuit storiesA3.3 — Notice themes in First Nations, Métis, and Inuit stories that show different ways of knowing, being, and living.
The official wording — 9 outcomes in this unit
- A2.1
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
- A2.2
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
- A2.3
gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning
- A2.4
demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts
- A2.5
demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator
- A2.6
use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems
- A2.7
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
- A3.2
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
- A3.3
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
Unit 2Foundations of LanguageOfficial strand · Strand B
Listening and speaking well, sounding out and building words, and learning more sentence, grammar, and punctuation building blocks.
Listening and Speaking With Others
- Listening, asking questions, and restatingB1.1 — Listen effectively during conversations and classroom activities, asking questions, restating what was heard, and showing interest.
- Using tricks to understand and notice confusionB1.2 — Use a variety of listening strategies before, during, and after listening, and notice when a message is hard to understand.
- Taking turns and staying on topicB1.3 — Notice who is listening and why we're talking, and use speaking strategies like taking turns and staying on topic.
- Choosing good words and full sentencesB1.5 — Use good word choices, new vocabulary, grammar, and connected sentences when speaking, to help the audience understand.
Sounding Out Longer Words
- Reading and spelling longer wordsB2.1 — Use phonics knowledge, blending, and adjusting close guesses to read words, and use segmenting to spell regular words with one or more syllables.
- Choosing the right spelling using position cluesB2.2 — Use knowledge of spelling patterns, like where a sound sits in a word, to choose the right spelling or pronounce a word correctly.
- Word parts that change meaningB2.3 — Use growing knowledge of word parts, like bases, prefixes, and suffixes, to help read and spell words.
- Learning and using new wordsB2.4 — Understand a variety of words, learn and use new taught vocabulary in different subjects, and use word parts to figure out new words.
- Reading smoothly and with expressionB2.5 — Read words, sentences, and paragraphs accurately and at a good pace, and read aloud with expression and intonation.
Kinds of Sentences
- Building all four kinds of sentences, plus compound sentencesB3.1 — Identify and build declarative, imperative, interrogative, and exclamatory sentences, including compound sentences.
More Naming Words, Pronouns, and Describing Words
- Nouns for feelings and groupsB3.2 — Notice and use abstract nouns (naming feelings or ideas) and collective nouns (naming groups).
- Using pronouns like he, her, and mineB3.2 — Use personal pronouns, including subject pronouns (he, she), object pronouns (him, her), and possessive pronouns (mine, theirs).
- Using am, is, are, was, and wereB3.2 — Use forms of the verb "to be" (am, are, was, being) correctly in sentences.
- Comparing with -er and -estB3.2 — Use comparative adjectives (comparing two things) and superlative adjectives (comparing three or more things).
- Joining words and words that describe actionsB3.2 — Use conjunctions to join ideas, and notice which words an adverb describes in a sentence.
Apostrophes, Quotation Marks, and Lists
- Showing ownership with an apostropheB3.3 — Use an apostrophe plus 's' to show that something belongs to someone.
- Showing someone talking with quotation marksB3.3 — Use quotation marks to show the exact words someone said.
- Capital letters for names and commas in listsB3.3 — Use capital letters for proper nouns (specific names) and commas to separate items in a list.
The official wording — 13 outcomes in this unit
- B1.1
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
- B1.2
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
- B1.3
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
- B1.4
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
- B1.5
use appropriate word choice, including new vocabulary, grammar, and cohesive sentences when speaking and communicating ideas, to support audience comprehension
- B2.1
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
- B2.2
use orthographic knowledge, including position-based tendencies, to make a spelling choice or accurately pronounce a word when reading
- B2.3
use developing knowledge of the meanings of words and common morphemes (i.e., bases, prefixes, and suffixes) to read and spell words
- B2.4
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
- B2.5
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
- B3.1
identify and construct declarative, imperative, interrogative, and exclamatory sentences, including compound sentences
- B3.2
abstract and collective nouns
- B3.3
apostrophes for possessives
Unit 3Comprehension: Understanding and Responding to TextsOfficial strand · Strand C
Reading and understanding a range of texts, noticing how they're built, making predictions, and thinking more deeply about what they mean.
Reading and Understanding Texts
- Reading and understanding short textsC1.1 — Read and understand short texts using knowledge of words, grammar, sentence structure, and what they already know.
- Describing story books and information booksC1.2 — Identify and describe characteristics of story texts and information texts and their genres.
- Using tables of contents, charts, and iconsC1.3 — Notice text patterns, like chronological order and journal entries, and text features like a table of contents, charts, and icons.
- How pictures and design create meaningC1.4 — Notice ways images, graphics, and visual design create and add to meaning in different texts.
- Noticing how a story sounds and feelsC1.5 — Notice simple things about how a text is written, like its voice, word choice, and sentence patterns, and explain how they help share meaning.
- Whose voice is telling the story?C1.6 — Notice who is telling a story — first person or third person — and suggest a different point of view.
- Reading and viewing First Nations, Métis, and Inuit storiesC1.7 — Read, listen to, and view texts by First Nations, Métis, and Inuit creators to understand their histories, cultures, and lived experiences.
Tricks for Understanding What We Read
- Using what I already know to make connectionsC2.1 — Use what is already known from personal experiences and other texts to make connections and understand a new text's topic and form.
- Why are we reading this?C2.2 — Identify various purposes for reading or viewing a text, such as for enjoyment or finding information.
- Guessing what happens nextC2.3 — Make predictions about a text using background knowledge, text features, and clues from the text itself.
- Fixing up a confusing partC2.4 — Use strategies like rereading, picturing the story, and asking questions to check understanding of a simple text.
- Connecting a story to my life and other storiesC2.5 — Notice connections between ideas in a simple text and one's own life, other familiar texts, and the world.
- Finding the main idea and important detailsC2.6 — Notice the main idea in a simple text, and relate important details in the order they happen.
- Naming which trick helped me understandC2.7 — Name which comprehension strategy, like rereading, visualizing, and asking questions, helped understand various texts.
Thinking Deeply About Stories
- Consonance and simile in storiesC3.1 — Notice simple literary devices, like consonance and simile, and explain how they help share meaning.
- Figuring out clues the story doesn't sayC3.2 — Make simple inferences by combining what the text says with what is already known.
- Comparing and sequencing story partsC3.3 — Look closely at texts by finding and sequencing information and comparing and contrasting simple elements.
- Noticing symbols, language, and values in storiesC3.4 — Notice cultural elements, like symbols, language, and values, in texts and pose questions about how they add to the meaning.
- Whose perspective is being shown?C3.5 — Notice clear and hidden perspectives shown in a text, giving evidence, and describe how they could affect the audience.
- Sharing my own thoughts and feelings about a storyC3.6 — Share personal thoughts and feelings about ideas in texts, including ideas about diversity, inclusion, and accessibility.
- Connecting First Nations, Métis, and Inuit stories to todayC3.7 — Notice ways First Nations, Métis, and Inuit texts share about history and culture, and connect them to life today.
- Naming the thinking skill that helped meC3.8 — Name a thinking skill, like comparing or predicting, that helped analyze and better understand simple texts.
The official wording — 22 outcomes in this unit
- C1.1
read and comprehend short texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
- C1.2
identify and describe some characteristics of literary and informational text forms and their associated genres
- C1.3
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
- C1.4
identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts
- C1.5
identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning
- C1.6
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
- C1.7
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
- C2.1
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
- C2.2
identify various purposes for engaging with texts, including enjoyment or finding information
- C2.3
make predictions using background knowledge, text features, and evidence from the text
- C2.4
use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts
- C2.5
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
- C2.6
identify the main idea in a simple text, and relate important details in sequence
- C2.7
identify strategies, such as rereading, visualizing, and asking questions, that have helped them comprehend various texts
- C3.1
identify simple literary devices, including consonance and simile, and describe how they help communicate meaning
- C3.2
make simple inferences using stated and implied information and ideas to understand simple texts
- C3.3
analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements
- C3.4
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
- C3.5
identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience
- C3.6
express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility
- C3.7
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
- C3.8
identify thinking skills that have helped them analyze and better understand simple texts
Unit 4Composition: Expressing Ideas and Creating TextsOfficial strand · Strand D
Planning, drafting, printing, revising, editing, and sharing our own texts.
Planning What to Write
- Choosing a topic, purpose, and audienceD1.1 — Identify the topic, purpose, and audience for a text being planned.
- Coming up with and building on ideasD1.2 — Generate and develop ideas about topics using simple strategies and drawing on personal experiences and other subjects.
- Finding facts from more than one sourceD1.3 — Gather information relevant to a topic using three or more sources.
- Putting my ideas in orderD1.4 — Sort and put ideas and information in order, thinking about the kind of text being written.
- Naming the trick that helped me planD1.5 — Name a strategy that helped develop ideas for a text.
Writing and Printing My Text
- Writing a first try of my textD2.1 — Draft short texts of different kinds, like personal stories, persuasive texts, and how-to texts, using various tools and strategies.
- Printing letters neatly and smoothlyD2.2 — Print legibly and fluently, with correct shape, size, placement, and spacing.
- Showing my own feelings with descriptive wordsD2.3 — Show a personal voice in writing using descriptive words to express thoughts, feelings, and opinions about the topic.
- Writing as "I"D2.4 — Notice when a text is written from the first-person point of view, using "I."
- Improving my writing with feedbackD2.5 — Make revisions to texts using feedback from others, such as adding or deleting sentences.
- Fixing up my writingD2.6 — Make simple edits to draft texts, like checking for errors in capitalization, punctuation, and spelling.
Sharing My Finished Text
- Making a final copy of my textD3.1 — Produce a final version of a text using simple techniques to achieve the intended effect.
- Reading my text aloud with expressionD3.2 — Present a finished text using strategies like reading aloud with expression.
- Naming what helped me present wellD3.3 — Name a few strategies that were helpful when presenting a text.
The official wording — 14 outcomes in this unit
- D1.1
identify the topic, purpose, and audience for various texts they plan to create
- D1.2
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
- D1.3
gather information and content relevant to a topic, using three or more sources
- D1.4
sort and sequence ideas and information, taking into account the text form and genre to be used
- D1.5
identify the strategies that helped them develop ideas for texts
- D2.1
draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies
- D2.2
print legibly and fluently, with appropriate formation patterns, size, placement, and spacing
- D2.3
demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic
- D2.4
identify the point of view, including first person, used in their texts
- D2.5
make revisions to texts using feedback from others, such as adding or deleting sentences
- D2.6
make simple edits to draft texts, such as checking for errors in capitalization, punctuation, and spelling
- D3.1
produce final texts using simple techniques, to achieve the intended effect
- D3.2
present the texts they have created using appropriate strategies, including by reading aloud with expression
- D3.3
identify a few strategies they found helpful when presenting texts
Printable workbook · A keepsake of the year
A Language, 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
What it looks like in the app
Common questions
Can MapleMind help my child with Language, Grade 2?
Yes. MapleMind's AI tutor covers all 64 skills in Ontario's Language, 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 Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario'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 Language, 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 Ontario curriculum for Language, Grade 2?
The official source is linked on this page — Ontario'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.
Keep exploring
Ready when you are
Pick a skill from this page and see it taught properly — free, in the browser, in under a minute.