ManitobaGrade 2
Manitoba Grade 2 ELA Curriculum
Video lessons and practice for every Grade 2 English Language Arts topic. Aligned to what Manitoba schools teach. Build reading, writing, and communication skills.
Manitoba Grade 2 ELA Curriculum | StudyPugHelp
GO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.2.A1.1 | Active listening and non-verbal communication: Listen to and build on the ideas and opinions of others by expressing and expanding own ideas |
ELA.2.A1.2 | Interactive communication and discussion skills: Use non-verbal cues to demonstrate listening to others during partner small or large group activities |
ELA.2.A1.3 | Questioning strategies and conversation maintenance: Experiment with language to initiate and maintain extended conversations/discussions with others and ask for clarification when unsure of what was heard |
ELA.2.A1.4 | Inquiry-based learning and response formulation: Ask specific questions to expand personal knowledge and respond to questions to clarify/extend understandings |
ELA.2.A1.5 | Grammar application and thought expression: Use complex sentences with attention to new vocabulary and grammar to expand and communicate thoughts and ideas |
ELA.2.A1.6 | Voice development and contextual communication: Contribute their voice in different contexts conveying a sense of having something meaningful to say |
ELA.2.A2.1 | Phoneme identification and word building: Consolidate knowledge of phonemes identify and manipulate medial vowel sounds blend and segment sounds in more complex words |
ELA.2.A2.2 | Letter formation and writing mechanics: Use upper and lowercase letters appropriately in writing words using appropriate formation size orientation placement and spacing |
ELA.2.A2.3 | Phonics application and word recognition: Consolidate knowledge of letters and sounds to recognize decode/encode mono- and multi-syllabic words in isolation and in various texts with increasing accuracy |
ELA.2.A2.4 | Morphological awareness and spelling strategies: Understand and use small meaningful parts of a word (morphemes) in reading and writing to determine word meaning and spelling accuracy |
ELA.2.A2.5 | Cross-curricular vocabulary and word usage: Understand and use a range of vocabulary including some academic specific language in reading and writing across subject areas |
ELA.2.A2.6 | Fluent reading and comprehension support: Recognize high frequency words quickly and accurately notice and use punctuation to demonstrate appropriate phrasing pausing intonation and rate to support comprehension |
ELA.2.B1.1 | Background knowledge and topic exploration: Activate prior knowledge including knowledge gained from field trips experts Elders texts and diverse experiences to understand new topics |
ELA.2.B1.2 | Question formation and research planning: Formulate basic questions about personal interests to guide group investigations |
ELA.2.B1.3 | Text selection and interest-based reading: Select a variety of multimodal texts based on interests curiosities and learning new information to build background knowledge |
ELA.2.B1.4 | Critical information assessment: Examine gathered information to decide what information to share or omit |
ELA.2.B2.1 | Genre recognition and text structure understanding: Recognize ideas or information can be represented using different forms/genres and structures of oral literary and informational text |
ELA.2.B2.2 | Visual literacy and text feature comprehension: Use images photographs and other text features from multimodal forms of fiction and nonfiction to construct meaning |
ELA.2.B2.3 | Prediction strategies and text engagement: 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 |
ELA.2.B2.4 | Connection strategies and meaning construction: Make connections to texts by drawing on personal experiences knowledge of topics and the world to construct meaning |
ELA.2.B2.5 | Reading strategies and understanding monitoring: Use strategies to confirm understanding such as visualizing rereading/relistening reading on and asking questions |
ELA.2.B2.6 | Information synthesis and recall skills: Recall information from texts and select important information to demonstrate new understanding |
ELA.2.B2.7 | Subject-specific vocabulary acquisition: Acquire understand and use topic and subject specific vocabulary to communicate new understandings |
ELA.2.B3.1 | Identity awareness and text analysis: Recognize when they see themselves and others represented in texts and when they do not |
ELA.2.B3.2 | Source evaluation and critical thinking: Recognize and decide whether ideas sources and/or characters should or should not be trusted with guidance |
ELA.2.B3.3 | Perspective awareness and empathy development: Recognize others can have different viewpoints based on the same experience |
ELA.2.B3.4 | Response articulation and evidence use: Express a personal response by sharing an opinion about text and give reasons use text evidence with guidance |
ELA.2.C1.1 | Idea generation and topic development: Generate and contribute ideas to a topic based on personal experience background knowledge and prior learning |
ELA.2.C1.2 | Information gathering and source evaluation: Discuss new information gathered from more than one relevant source including modelled and mentor text and personal experiences |
ELA.2.C1.3 | Pre-writing strategies and organizational planning: Use strategies such as brainstorming listing asking questions word webbing story boards and drawings to plan for text creation |
ELA.2.C1.4 | Genre exploration and purpose-driven writing: Experiment with different types of writing including narrative informational descriptive and persuasive and genres to inform text creation for different purposes and audiences |
ELA.2.C1.5 | Text creation and digital tool usage: Create short multimodal texts such as oral storytelling posters and charts written stories or informational reports and videos use digital tools to draft ideas effectively and creatively with support |
ELA.2.C2.1 | Organizational patterns and logical sequencing: Recognize and experiment with organizational patterns group related ideas and details together in a logical sequence to match the text form chosen |
ELA.2.C2.2 | Sentence construction and connecting words: Produce simple and compound sentences use connecting words experiment with sentences that start in different ways |
ELA.2.C2.3 | Vocabulary selection and meaning enhancement: Use specific word choice such as precise nouns adjectives and verbs in text creation to enhance meaning for the audience |
ELA.2.C2.4 | Voice expression and creative communication: Demonstrate personal voice in texts using descriptive words print elements and expressive drawings to communicate thoughts feelings and opinions about a topic with others |
ELA.2.C2.5 | Text improvement and clarity enhancement: 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 |
ELA.2.C3.1 | Letter formation and digital text creation: Form letters/words with accurate formation size placement and spacing to ensure legibility use word processing to create text and images |
ELA.2.C3.2 | Spelling knowledge and digital support: Use knowledge of letter sounds word parts (morphemes) and sound/word wall to spell familiar and unfamiliar words use digital spell check |
ELA.2.C3.3 | Proper noun and sentence capitalization: Use a capital letter when writing names the pronoun I familiar proper nouns and at the beginning of sentences |
ELA.2.C3.4 | Punctuation conventions and clear communication: Know and use some punctuation conventions such as periods exclamation marks question marks and apostrophes to communicate meaning clearly for others |
ELA.2.C3.5 | Text finalization and multimodal integration: 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 |
ELA.2.D1.1 | Audience awareness and style adaptation: Adjust communication style (formal or informal) to share ideas for different audiences such as Elder friend teacher or parent |
ELA.2.D1.2 | Message enhancement and technology integration: Choose artifacts to enhance message use visual aids/digital tools to share ideas |
ELA.2.D1.3 | Logical sequencing and audience engagement: Present ideas and information in an organized logical sequence to an audience |
ELA.2.D2.1 | Metacognitive awareness and learning strategies: Develop self-monitoring skills and adjust their approach begin to think aloud wondering How can I figure this out What do I already know |
ELA.2.D2.2 | Learning evaluation and progress tracking: Use tools such as a simple rubric or checklist journal or traffic light system to self-assess own understanding/learning |
ELA.2.D2.3 | Feedback integration and reflection skills: Listen to timely and specific feedback on how to improve a skill or task reflect on learning and think about next steps with guidance |