New BrunswickGrade 2
NB Grade 2 English Curriculum
Lessons and practice for every Grade 2 English topic. Aligned to what New Brunswick schools teach. Build reading, writing, and communication skills your child needs to succeed.
NB Grade 2 English Curriculum | StudyPugHelp
SCO_ID | Curriculum Outcome - Elaborations | StudyPug Topic |
|---|---|---|
ELA.2.I.1.a | Expressing feelings and opinions with some explanation; giving simple descriptions of experiences: Express feelings and opinions providing some explanation and give simple descriptions of experiences using descriptive language to express feelings opinions or emotions using variety of Tier Two and Tier Three words appropriately with grammatically correct sentences and making specific requests |
ELA.2.I.1.b | Presenting facts ideas and opinions about specific topics or themes; using descriptive language: Present facts ideas or opinions about a specific topic or theme to peers and teachers using descriptive language to share simple facts opinions and ideas about a specific topic |
ELA.2.I.1.c | Using helpful respectful equitable language; identifying kind versus hurtful language; using inclusive language: Explore the language of harmony and respect by describing helpful respectful equitable language using language that is not hurtful or offensive identifying differences between kind and hurtful language beginning to use inclusive language that respects gender identity and beginning to use language that demonstrates cultural sensitivity and respect |
ELA.2.I.2.a | Using question words; asking initial and follow-up questions; responding to questions: Ask and respond to questions to clarify and gather further information by using question words to create questions about specific topics asking initial and follow-up questions and responding to questions by answering or citing requested information |
ELA.2.I.2.b | Using sequence time and spatial concept words; giving and following directions: Give and follow directions or instructions using words for sequence like first next then time concepts like today tomorrow at noon and spatial concepts like under over there beside |
ELA.2.I.2.c | Beginning to use language specific to topic audience and situation: Explore appropriate communication conventions by beginning to use language specific to topic audience and situation |
ELA.2.I.2.d | Using questions wonderings and reflections to respond to new information or visual imagery: Respond personally to presentations oral stories and multi-modal text by using questions wonderings and reflections to respond to new information or visual imagery |
ELA.2.I.2.e | Beginning to use turn-taking; demonstrating consideration; using words in place of actions: Explore social conventions when interacting by beginning to use turn-taking demonstrating consideration for thoughts and feelings of others and beginning to use words in place of actions to seek response in conflict resolution negotiation and material requests |
ELA.2.I.3 | Receiving information from others; reflecting while others speak; interrupting appropriately: Receive and reflect on the ideas and opinions of others by receiving information from others reflecting while others are speaking and interrupting when necessary or appropriate |
ELA.2.R.1 | Orally blending four or more sounds; substituting sounds in multisyllabic words: Demonstrate an awareness of sounds in spoken language by orally blending four or more sounds to make a word and substituting initial medial and final sounds in words with four or more sounds |
ELA.2.R.2.a | Applying letter-sound knowledge; reading words with complex patterns: Apply letter-sound knowledge to decode connected text by spelling writing and representing words with vowel digraphs vowel diphthongs r-influenced vowels three-letter blends other sounds for y -le syllable types and affixes |
ELA.2.R.2.b | Using knowledge of phonics patterns and syllable types to decode multisyllabic words: Use knowledge of phonics patterns and syllable types to spell unknown multisyllabic words and read a variety of high frequency words |
ELA.2.R.3 | Reading with accuracy and expression; responding to punctuation appropriately: Read with accuracy and expression by reading affixes with voice variation responding to internal and end punctuation when reading aloud with appropriate expression automatically reading variety of words including high-frequency words and reading familiar passages fluently with appropriate phrasing and expression to convey sense of text to audience |
ELA.2.R.4.a | Using range of vocabulary; connecting prior knowledge; classifying into subcategories: Use a range of vocabulary when communicating by connecting prior knowledge of words and word meanings to new words and themes classifying information into subcategories like winter sports and summer sports |
ELA.2.R.4.b | Replacing common words with precise vocabulary; using literary techniques: Replace Tier One common words with more precise Tier Two all-purpose words and Tier Three curriculum content specific words like school to education guess to estimate and use literary techniques such as similes to enhance and enrich meaning |
ELA.2.R.4.c | Using known root words as clues to understand new word meanings: Use known root words as a clue to understand the meaning of a new word like zoology unicycle |
ELA.2.R.5.a | Explaining prior knowledge connections; using affixes and root words to aid meaning: Construct meaning from printed text when being read to and when reading independently by explaining prior knowledge connections using knowledge of affixes to aid meaning and using knowledge of root or base words to aid meaning |
ELA.2.R.5.b | Identifying specific facts found in one place in text; using context to support comprehension: Identify specific facts found in one place in the text make comparisons from one text to another and draw conclusions and make predictions to support comprehension and use context to support comprehension |
ELA.2.R.5.c | Making inferences about character actions or feelings and story events with contextual details: Make inferences about a character's actions or feelings and story events providing some general contextual details like I think Majid was disappointed that they were going to be late for school I could tell when they said Oh no Mama today is going to be awful |
ELA.2.R.5.d | Answering what if how and why questions; self-monitoring for understanding: Answer what if how and why questions and self-monitor for understanding by re-reading reading around or slowing down and begin to describe reading comprehension processes like re-reading reading on looking for context clues and slowing down |
ELA.2.R.6.a | Selecting from variety of text forms; expressing preferences about texts and features: Select and engage with a variety of text forms for specific uses by selecting from variety of text forms for interest or learning needs like decodable text braille audio book graphic text non-fiction text reading or viewing variety of text forms in first or additional languages expressing preferences and opinions about text and text features seeking text linking to prior knowledge or current learnings referring to various text forms for knowledge entertainment interest and information and interacting with storytellers and people in community like Elders family members librarians |
ELA.2.R.6.b | Identifying characteristics forms features and types of text; using text features for information: Identify some characteristics forms features and types of text by using text features to gain additional information from the text identifying simple text forms and describing characteristics and general purpose of the form and recognizing some basic text features and characteristics like author illustrator title |
ELA.2.REP.1 | Recognizing and applying handwriting mechanics; using print conventions for clarity: Print or represent words and sentences using a writing utensil or assistive technology by recognizing and applying handwriting mechanics like hand posture grip paper placement use of assistive technology using print conventions and mechanics for clarity and legibility printing representing or writing in cursive upper-case and lower-case letters demonstrating left-to-right and top-to-bottom directionality using conventional spacing between words and sentences and beginning to use indents and spacing for simple paragraphs and separate sections |
ELA.2.REP.2 | Applying appropriate spelling conventions with vowel patterns diphthongs affixes: Apply appropriate spelling conventions when creating written works by spelling writing and representing words with vowel digraphs vowel diphthongs r-influenced vowels three-letter blends other sounds for y -le syllable types and affixes using knowledge of phonics patterns and syllable types to spell unknown multisyllabic words spelling variety of high frequency words with regular and irregular spellings and using grade level conventional spelling for Tier Two vocabulary and Tier Three curriculum specific vocabulary |
ELA.2.REP.3 | Using vocabulary to enhance meaning; writing complete sentences; writing complex sentences: Use Tier One Two and Three vocabulary to communicate and enhance the meaning in written works and representations beginning to write longer and more complex sentences using compound and complex sentences to share ideas and experiences experimenting with paragraph form writing with increasing clarity and fluency using consistent regular past tense beginning to use irregular past tense using nouns pronouns and verbs correctly using simple words to indicate comparisons like but so however using descriptive language like adjectives active verbs adverbs beginning to use commas apostrophes and quotation marks and using reference materials like anchor charts dictionaries word walls environmental print |
ELA.2.REP.4.a | Generating ideas for writing; organizing ideas using graphic organizers and research: Generate ideas for writing and representing through discussions topic lists personal interests and models and organize ideas in writing and representing using drawings graphic organizers lists research key words and headings |
ELA.2.REP.4.b | Identifying general topic and purpose; communicating intended audience and purpose: Identify general topic and purpose including experiences opinions facts feelings and communicate intended audience and purpose of written works using form and formatting to match intended purpose and presenting information in a logical sequence |
ELA.2.REP.4.c | Elaborating on complex topics; linking ideas using connecting words: Elaborate on complex topics and link ideas in a variety of ways creating some flow to the writing and link ideas using a variety of connecting words like and then so first next finally because |
ELA.2.REP.4.d | Creating various written or represented forms based on personal interest and choice: Create various written or represented forms based on personal interest and choice |
ELA.2.REP.4.e | Drafting piece of writing with topic focus basic sequence and supporting details: Draft a piece of writing that has a topic focus basic sequence and supporting details and include an obvious conclusion restating the topic or purpose |
ELA.2.REP.4.f | Re-reading and revising for clarity; editing using checklist for conventions: Re-read and revise written works for clarity word order and spelling based on personal observations and teacher or peer feedback edit written works using a simple checklist for conventions including upper-case and lower-case letters punctuation and spelling and share a finished piece of work with others through bulletin boards oral presentations or online platforms |
ELA.2.REP.5 | Using information from sources to support ideas; gathering information for research: Use information from one or two sources to support ideas gather information to answer a question or solve a problem and use information to form a simple argument |
ELA.2.C.1.a | Writing about personal experiences with proper sequence and descriptive details: Write personal narratives about experiences using proper sequence descriptive details and including beginning middle and end with story elements like characters setting problem and solution |
ELA.2.C.1.b | Writing informational texts that introduce topics include facts and provide conclusions: Write informational texts that introduce topics include facts in logical order and provide concluding statements |
ELA.2.C.1.c | Writing opinion pieces that state opinions provide reasons and include conclusions: Write opinion pieces that state opinions provide reasons to support opinions and include concluding statements |
ELA.2.C.2.a | Reading and writing simple poems; exploring rhyme rhythm and repetition: Read and write simple poems exploring rhyme rhythm repetition and descriptive language |
ELA.2.C.2.b | Writing friendly letters with greeting body and closing; understanding purpose of letters: Write friendly letters including greeting body and closing and understand the purpose of letter writing for communication |
ELA.2.LA.1.a | Responding to stories and poems through writing drawing and discussion: Respond to stories and poems through writing drawing and discussion by making personal connections and sharing opinions about texts |
ELA.2.LA.1.b | Describing characters traits actions and feelings; comparing characters across texts: Describe characters traits actions and feelings in stories and compare characters across different texts |
ELA.2.LA.1.c | Identifying setting and main events; understanding beginning middle and end structure: Identify setting and main events in stories and understand the story structure including beginning middle and end |
ELA.2.LA.1.d | Distinguishing between fiction and non-fiction; identifying features of text types: Distinguish between fiction and non-fiction texts and identify the features characteristics and purposes of each text type |
ELA.2.OL.1.a | Reading aloud with appropriate pace volume and expression using punctuation as guide: Read aloud with appropriate pace volume and expression using punctuation as a guide to convey meaning to audience |
ELA.2.OL.1.b | Retelling stories in proper sequence with main characters setting and important events: Retell stories in proper sequence including main characters setting and important events with supporting details |
ELA.2.OL.2.a | Participating in discussions; taking turns listening actively and staying on topic: Participate in collaborative discussions by taking turns listening actively to others and staying on topic |
ELA.2.OL.2.b | Asking questions for clarification understanding and gathering more information: Ask questions for clarification understanding and to gather more information during discussions and presentations |
ELA.2.OL.2.c | Preparing and delivering short oral presentations with appropriate volume and clarity: Prepare and deliver short oral presentations on topics of interest using appropriate volume clarity and visual supports |
ELA.2.CS.1.a | Identifying the lesson or message in stories and relating to personal experiences: Identify the lesson or message in stories and relate it to personal experiences and real-world situations |
ELA.2.CS.1.b | Making and revising predictions using text clues illustrations and prior knowledge: Make and revise predictions before and during reading using text clues illustrations and prior knowledge |
ELA.2.CS.1.c | Asking and answering who what when where why and how questions about texts: Ask and answer who what when where why and how questions to demonstrate understanding of key details in texts |
ELA.2.CS.1.d | Identifying and describing sequence of events using transition words: Identify and describe the sequence of events in stories and informational texts using transition words |
ELA.2.CS.1.e | Identifying main idea and supporting details in texts: Identify the main idea and supporting details in informational texts and stories |
ELA.2.V.1.a | Using context clues to determine meaning of unknown words in texts: Use context clues including sentence-level clues to determine the meaning of unknown words in texts |
ELA.2.V.1.b | Recognizing words can have multiple meanings; using context to determine correct meaning: Recognize that words can have multiple meanings and use context to determine the correct meaning |
ELA.2.V.1.c | Exploring relationships between words including synonyms antonyms and similar meanings: Explore relationships between words including synonyms antonyms and words with similar meanings |
ELA.2.V.1.d | Learning and using content-specific vocabulary related to curriculum subjects: Learn and use content-specific vocabulary related to science social studies mathematics and other curriculum areas |
ELA.2.PW.1.a | Recognizing and using word families and spelling patterns to decode and spell words: Recognize and use word families and spelling patterns to decode and spell new words |
ELA.2.PW.1.b | Understanding how prefixes and suffixes change word meanings in reading and writing: Understand how common prefixes like un- re- dis- and suffixes like -s -es -ed -ing -er -est -en change word meanings and apply this knowledge in reading and writing |
ELA.2.PW.1.c | Identifying and creating compound words; understanding how two words combine: Identify and create compound words and understand how two words combine to create new meaning |
ELA.2.PW.1.d | Understanding and using common contractions; recognizing apostrophes show missing letters: Understand and use common contractions and recognize that apostrophes show where letters have been omitted |
ELA.2.RI.1.a | Gathering information from books and digital sources; taking simple notes: Gather information from books and digital sources and take simple notes to answer research questions |
ELA.2.RI.1.b | Using library resources including fiction non-fiction and reference materials: Use library resources including fiction non-fiction and reference materials to find information and answer questions |
ELA.2.TI.1.a | Using digital tools for writing and research; understanding basic internet safety: Use digital tools for writing and research and understand basic internet safety practices |
ELA.2.TI.1.b | Creating simple digital products like illustrated stories presentations or recordings: Create simple digital products such as illustrated stories presentations or recordings to share learning |
ELA.2.CL.1.a | Participating in collaborative writing projects; contributing ideas and respecting contributions: Participate in collaborative writing projects by contributing ideas sharing responsibilities and respecting others contributions |
ELA.2.CL.1.b | Giving and receiving constructive feedback on writing; making revisions based on feedback: Give and receive constructive feedback on writing and make revisions based on peer and teacher feedback |