Prince Edward Island · Grade 2
English Language Arts, Grade 2
Prince Edward Island’s Grade 2 English course, from Speaking and Listening to Writing and Representing.
- Units
- 3
- Lessons
- 8
- Skills
- 17
- Provincial exam
- None
- Official curriculum
- Prince Edward Island Department of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 3 skills
Speaking and Listening
Sharing reasons and joining discussions
Describing experiences and explaining opinions
I can describe an experience, ask to clarify, and give a reason for my opinion.
Skill 1.1
Keeping a conversation going and giving instructions
I can keep a conversation going and give a two- or three-step instruction.
Skill 1.2
Turn-taking, kind words, and the right voice
I can take turns, choose kind words, and use the right voice for the place.
Skill 1.3
The official wording · 3 outcomes
- 1.1
- express thoughts and feelings and describe experiences ask and respond to questions to clarify information or gather further information express opinions and give simple explanations for some of their opinions (I like … because) listen to others’ ideas and opin- ions
- 1.2
- sustain one-to-one conversations and contribute to small- and large-groupinteractions use intonation, facial expressions, and gestures to communicate ideas and feelings respond to and give instructions or directions that include two or three components engage in informal oral presenta- tions and respond to a variety of oral presentations and other texts
- 1.3
- demonstrate a growing awareness of social conventions such as turn-taking and politeness in conversation and co-operative play recognize some examples of unfair and hurtful vocabulary, and begin to make vocabulary choices that affirm rather than hurt people recognize that volume of voice needs to be adjusted according to the situation, (e.g., playground, classroom)
Key ideas
Describing means giving details so others can picture it.
You ask questions to clarify — to make something clearer or learn more.
'I like ___ because ___' gives a reason for your opinion.
Sustaining a conversation means adding on, not just one turn.
Intonation and gestures add feeling to your message.
Watch out for
- Giving an opinion with no reason at all.
- Asking a question that does not help clarify or gather information.
- Ending a conversation after one short turn.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 7 skills
Reading and Viewing
Reading with print features and clues
Using print features and choosing texts
I can notice punctuation and letter case and use text features to find information.
Skill 2.1
Combining clues to predict and self-monitor
I can use several clues together to predict a word and check myself.
Skill 2.2
Understanding and thinking about texts
Self-correcting and cross-checking your reading
I can catch when a word is wrong and fix it by checking the letters.
Skill 2.3
Strategies to understand a story
I can find the main idea, make inferences, and connect stories.
Skill 2.4
Doing simple research
I can ask a question and find information to answer it.
Skill 2.5
Responding personally and critically
Making connections and supporting opinions
I can connect a text to my life and give a supported opinion about it.
Skill 2.6
Text types and thinking critically
I can tell text types apart and ask thoughtful questions about them.
Skill 2.7
The official wording · 7 outcomes
- 2.1
- regard reading/viewing as sources ofinterest,enjoyment,and information expand their understanding of concepts of print - punctuation in text serves a purpose - upper- and lower-case letters have specific forms and func- tions (first word in sentences and proper names) select independently, and with teacher assistance, texts appropri- ate to their interests and learning needs use some features of written text to determine content, locate topics, and obtain information
- 2.2
- use a combination of cues (semantic, syntactic, graphophonic, and pragmatic) to sample, predict, and monitor/ self-correct - predict on the basis of what makes sense, what sounds right, and what the print suggests
- 2.3
- - make meaningful substitutions - attempt to self-correct predic- tions that interfere with mean- ing - begin to monitor their own reading by cross-checking meaning cues with cues from beginning and last letters of the word (Did it make sense? Did it sound right? If it’s tiger, would it start with “p”?)
- 2.4
- use a variety of strategies to create meaning - identify main idea - predict content using text information along with per- sonal knowledge and experi- ences - make inferences by drawing on their own experiences and clues in the text - identify character traits from contextual clues - make connections between texts, noticing similarities in characters, events, illustrations, and language
- 2.5
- engage in the research process with assistance - generate questions to guide research - locate appropriate information with assistance (classroom, library, home, community) - interact with the information
- 2.6
- make personal connections to text and share their responses in a variety of ways express and begin to support opinions about texts and the work of authors and illustrators
- 2.7
- use their experiences with a range of texts to identify some different types of print and media texts, recognizing some of their lan- guage conventions and text characteristics respond critically to texts - formulate questions as well as understandings - develop an understanding and respect for diversity
Key ideas
Punctuation has a purpose — periods, question marks, and commas do jobs.
A meaningful substitution keeps the sentence making sense.
A personal connection links the text to your own experiences.
Capital letters start sentences and proper names.
If a word breaks the meaning, stop and try again.
Watch out for
- Thinking punctuation is just decoration.
- Substituting a word that breaks the meaning and moving on.
- Giving an opinion with no reason to support it.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 7 skills
Writing and Representing
Writing for a purpose and a reader
Writing for different jobs and making notes
I can write for different reasons and jot notes with a web or map.
Skill 3.1
Choosing text forms for an audience
I can pick a text form that fits my reader and purpose.
Skill 3.2
The writing process, step by step
Prewriting and drafting your ideas
I can plan my ideas, then draft them freely on paper.
Skill 3.3
Revising, editing, and publishing
I can revise and edit my writing, then publish it to share.
Skill 3.4
Spelling and sentence conventions
Spelling with sounds
I can spell words by writing letters for most of the sounds I hear.
Skill 3.5
Sentences, punctuation, and capitals
I can write clear sentences with spacing, end marks, and capitals.
Skill 3.6
Creating with technology and research
Using technology and combining information
I can use technology to write and combine information into something new.
Skill 3.7
The official wording · 7 outcomes
- 3.1
- use writing and other forms of representing for a variety of functions - to ask questions - to generate and organize ideas - to express feelings, opinions, and imaginative ideas - to inform/communicate information - to record experiences - to explore learning begin to develop, with assistance, some ways to make their own notes (e.g., webs, story maps, point-form notes) begin to experiment with lan- guage choices in imaginative writing and other ways of repre- senting
- 3.2
- use a variety of familiar text forms andothermedia(messages, letters, lists, recounts, stories, poems, records of observations, role-plays,ReadersTheatre) demonstrate some awareness of audience and purpose - choose particular forms for specific audiences and purposes - realize that work to be shared with an audience needs editing consider their readers’/ viewers’/ listeners’ questions/ comments and begin to use such responses to assess and extend their learning
- 3.3
- develop strategies for prewriting, drafting, revising, editing/proofreading,and presenting/publishing - use prewriting strategies, such as drawing, talking, andreflecting - use appropriate drafting strategies for getting ideas on paper (taking risks by using temporary spelling or by exploring various forms, writing freely with a focus on getting ideas on paper, composing simple text using a word proces- sor)
- 3.4
- - use simple revision strate- gies to create a meaningful message (e.g., adding on, crossing out, starting to insert information) - use simple editing strate- gies (e.g., making some simple corrections in spelling and punctuation, — capitals, periods; circling and correcting a few misspelled words) - use a variety of techniques for publishing/presenting (sharing writing/represent- ing with the class or another class, publishing on-line)
- 3.5
- use some conventions of written language - use an increasing number of letters to represent sounds (most vowel and consonant sounds represented) - use an increasing number of words spelled conventionally
- 3.6
- - use conventional spacing between words - use simple sentence structures - attempt to use punctuation (periods, question marks, exclamation marks) - use capital letters for proper names, pronoun “I”, and sentencebeginnings
- 3.7
- with assistance, experiment with technology in writing and other forms of representing - compose simple text (and begin to revise and edit) with a word processing program select, organize, and combine, with assistance, relevant informa- tion to construct and communi- cate meaning - interact with resources (print, non-print, or human) to answer their own questions or learning needs - with assistance, develop strate- gies for making and organizing notes - create a new product
Key ideas
Writing does jobs: to ask, to inform, to express feelings, to record.
Prewriting (drawing, talking, reflecting) gets your ideas ready.
Most words now show most of their vowel and consonant sounds.
A word processor lets you compose and begin to revise and edit.
Notes can be a web, a story map, or point-form — quick ways to hold ideas.
Watch out for
- Thinking writing is only ever for one purpose.
- Skipping prewriting and getting stuck on the first line.
- Leaving out vowel sounds in a spelled word.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Prince Edward Island’s own curriculum for English Language Arts, Grade 2.
Study it in MapleMind
MapleMind teaches English Language Arts, Grade 2 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts, Grade 2 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 25
- Fillable fields
- 1,167
- Price
- $4.99
Questions about English Language Arts, Grade 2
What is English Language Arts, Grade 2?
Prince Edward Island’s Grade 2 English course: 3 units and 17 skills, from Speaking and Listening to Writing and Representing.
What units are in English Language Arts, Grade 2?
1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Representing.
Is there a provincial exam for English Language Arts, Grade 2?
No. Prince Edward Island gives no provincial exam for English Language Arts, Grade 2.
What comes after English Language Arts, Grade 2?
English Language Arts, Grade 3.
Can MapleMind help with English Language Arts, Grade 2?
Yes. MapleMind teaches every skill of English Language Arts, Grade 2, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English Language Arts, Grade 2
Practise every skill of English Language Arts, Grade 2 in MapleMind, free with daily limits.
