Prince Edward IslandGrade 2
PEI Grade 2 English Curriculum
Lessons and practice for every Grade 2 English topic. Aligned to what Prince Edward Island schools teach. Help your child keep up and build confidence.
PEI Grade 2 English Curriculum | StudyPugHelp
CO_ID | Curriculum Outcome | StudyPug Topic |
|---|---|---|
ELA.2.RV.1.a | Reading and viewing complex multimodal texts with deeper understanding: Interact with text for knowledge culture entertainment interest and information |
ELA.2.RV.1.b | Engaging meaningfully with ancestral teachings and cultural stories: Interact with text for knowledge culture entertainment interest and information |
ELA.2.RV.1.c | Reading and viewing with clear purposes for different outcomes: Interact with text for knowledge culture entertainment interest and information |
ELA.2.RV.2.a | Demonstrating deeper understanding of how print functions and organizes: Demonstrate an awareness of concepts of print |
ELA.2.RV.2.b | Understanding complex text mechanics and organizational features: Demonstrate an awareness of concepts of print |
ELA.2.RV.3.a | Engaging in regular purposeful text selection for various needs: Select with teacher assistance texts appropriate to their interests and learning needs |
ELA.2.RV.3.b | Making more independent choices about texts for pleasure reading: Select with teacher assistance texts appropriate to their interests and learning needs |
ELA.2.RV.4.a | Demonstrating confidence and engagement as an active reader: Identify as a reader |
ELA.2.RV.4.b | Clearly expressing and explaining preferences about texts and features: Identify as a reader |
ELA.2.RV.4.c | Expressing strong desire to read and be read to regularly: Identify as a reader |
ELA.2.RV.5.a | Understanding that sounds can be represented in various ways: Apply letter-sound knowledge to decode connected text |
ELA.2.RV.5.b | Using knowledge of word structures affixes and syllable types: Apply letter-sound knowledge to decode connected text |
ELA.2.RV.5.c | Reading words with complex vowel teams R-controlled vowels and digraphs: Apply letter-sound knowledge to decode connected text |
ELA.2.RV.5.d | Using knowledge of syllable types for multisyllabic word reading: Apply letter-sound knowledge to decode connected text |
ELA.2.RV.5.e | Reading variety of high frequency words automatically and fluently: Apply letter-sound knowledge to decode connected text |
ELA.2.RV.6.a | Making personal connections and supporting with text evidence: Respond personally to a range of texts |
ELA.2.RV.6.b | Responding to texts through various formats and media: Respond personally to a range of texts |
ELA.2.RV.6.c | Expressing and supporting opinions about texts authors and illustrators: Respond personally to a range of texts |
ELA.2.RV.6.d | Comparing different texts and explaining preferences with reasons: Respond personally to a range of texts |
ELA.2.RV.7.a | Identifying various genres and their distinguishing characteristics: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.2.RV.7.b | Analyzing how different text features help readers understand meaning: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.2.RV.7.c | Asking thoughtful questions and making critical observations about texts: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.2.RV.8.a | Generating questions to guide simple research and information gathering: Interpret select and combine information using a variety of strategies resources and technologies |
ELA.2.RV.8.b | Gathering information from variety of print and non-print sources: Interpret select and combine information using a variety of strategies resources and technologies |
ELA.2.RV.9.a | Developing deeper appreciation for diversity through text experiences: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.2.RV.9.b | Recognizing and using fair language avoiding stereotypes: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.2.RV.9.c | Beginning to recognize different points of view in texts: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.2.SL.1.1a | Describing sharing and discussing thoughts feelings and experiences: Students will describe share and discuss thoughts feelings and experiences and consider others ideas |
ELA.2.SL.1.1b | Asking and responding to questions to clarify information: Students will ask and respond to questions to clarify information or gather further information |
ELA.2.SL.1.1c | Expressing and explaining opinions with simple explanations: Students will express opinions and give simple explanations for some of their opinions using I like because format |
ELA.2.SL.1.1d | Listening critically to others ideas and opinions: Students will listen to others ideas and opinions and practice critical listening skills |
ELA.2.SL.2.1a | Sustaining one-to-one conversations and contributing to groups: Students will sustain one-to-one conversations and contribute to small-group and large-group interactions |
ELA.2.SL.2.1b | Using intonation facial expressions and gestures to communicate: Students will use intonation facial expressions and gestures to communicate ideas and feelings |
ELA.2.SL.2.1c | Responding to and giving instructions with two or three components: Students will respond to and give instructions or directions that include two or three components |
ELA.2.SL.2.1d | Engaging in informal oral presentations: Students will engage in informal oral presentations and respond to a variety of oral presentations and other texts |
ELA.2.SL.3.1a | Demonstrating growing awareness of social conventions: Students will demonstrate a growing awareness of social conventions such as turn-taking and politeness in conversation and cooperative play |
ELA.2.SL.3.1b | Recognizing unfair vocabulary and choosing affirming language: Students will recognize some examples of unfair and hurtful vocabulary and begin to make vocabulary choices that affirm rather than hurt people |
ELA.2.SL.3.1c | Recognizing voice volume needs adjustment for situations: Students will recognize that volume of voice needs to be adjusted according to the situation such as playground classroom |
ELA.2.WR.1.b | Webs story maps point-form notes assistance: Students begin to develop with assistance some ways to make their own notes using webs story maps point-form notes |
ELA.2.WR.1.c | Imaginative writing language experimentation: Students begin to experiment with language choices in imaginative writing and other ways of representing |
ELA.2.WR.2.a | Messages letters lists recounts stories poems observations role-play: Students use variety of familiar text forms and other media including messages letters lists recounts stories poems records of observations role-play Readers Theatre |
ELA.2.WR.2.b | Writing with other media presentation impact: Students experiment with combination of writing with other media to increase impact of their presentations |
ELA.2.WR.2.c | Form choice specific audiences purposes editing: Students demonstrate some awareness of audience and purpose choosing particular forms for specific audiences and purposes realizing that work to be shared with audience needs editing |
ELA.2.WR.2.d | Questions comments responses assessment learning extension: Students consider their readers listeners viewers questions comments and other responses and begin to use such responses to assess and extend their learning |
ELA.2.WR.3.a | Prewriting drafting revising editing presenting variety: Students develop strategies for prewriting drafting revising editing proofreading and presenting using variety of prewriting strategies appropriate drafting techniques simple revision strategies simple editing strategies |
ELA.2.WR.3.b | Brainstorming webbing story mapping reading researching: Students use variety of prewriting strategies for generating and organizing ideas for writing including brainstorming webbing story mapping reading researching interviewing reflecting |
ELA.2.WR.3.c | Getting ideas on paper temporary spelling risk-taking: Students use appropriate drafting techniques focusing on getting ideas on paper taking risks with temporary spelling when necessary experimenting with new forms and techniques keeping audience in mind |
ELA.2.WR.3.d | Reading rereading adding ideas crossing out sequencing: Students use revision techniques to ensure writing makes sense and is clear for audience including reading and rereading adding ideas crossing out repetition or unnecessary information sequencing ideas and information rearranging using feedback from conferences |
ELA.2.WR.3.e | Punctuation language usage spelling checking resources: Students use editing strategies including checking punctuation and language usage checking spelling by circling words that not look right trying them another way checking with resources such as dictionary using editing checklist |
ELA.2.WR.3.f | Word processor illustrations charts diagrams sharing orally: Students use appropriate techniques for publishing and presenting using word processor to publish illustrations charts and diagrams to enhance writing where appropriate sharing writing and representing orally publishing online |
ELA.2.WR.4.a | Conventional spacing increasing letters sounds sentence structures punctuation: Students use some conventions of written language using conventional spacing between words increasing number of letters to represent sounds most vowel and consonant sounds represented increasing number of words spelled conventionally simple sentence structures attempting to use punctuation |
ELA.2.WR.4.b | Proper names pronoun I sentence beginnings periods question marks: Students use capital letters for proper names pronoun I and sentence beginnings attempt to use punctuation periods question marks exclamation marks |
ELA.2.WR.5.a | Engaging daily sustaining choosing independently sharing seeking response: Students demonstrate engagement with creation of pieces of writing and other representations engaging in activities every day sustaining engagement choosing to write independently during free choice time sharing and seeking response contributing during shared writing activities |
ELA.2.WR.6.a | Tape recorder word processing drawing program database CD-ROM Internet: Students with assistance experiment with technology in writing and other forms of representing using tape recorder to tape dramatic presentations readings retellings using simple word processing program to draft revise edit publish using drawing program with assistance using database CD-ROM Internet as resources for finding information and communication |
PEI Grade 2 English Curriculum Overview
Grade 2 English in Prince Edward Island covers a wide range of literacy skills that help students grow as readers, writers, and communicators. The curriculum is designed to build on the foundations established in Grade 1 and prepare students for more complex language tasks in Grade 3 and beyond.
Reading and Text Interaction
Grade 2 students in PEI learn to interact with a variety of texts for knowledge, culture, entertainment, and information. They practice selecting texts suited to their interests and learning needs, applying letter-sound knowledge to decode connected text, and developing their identity as readers. Students also learn to respond personally and critically to a range of texts, exploring how language, form, and genre shape meaning.
Writing and Representing
Writing in Grade 2 covers a broad range of skills and purposes. Students use writing and other forms of representing to ask questions, express feelings and opinions, record experiences, and communicate information. They begin to explore imaginative writing, experiment with language choices, and use familiar text forms such as letters, lists, stories, poems, and recounts.
- Prewriting strategies including brainstorming, webbing, and story mapping
- Drafting techniques focused on getting ideas on paper
- Revision strategies to ensure writing is clear and makes sense for the audience
- Editing skills including checking punctuation, spelling, and language usage
- Publishing and presenting using word processors, illustrations, and sharing work orally
Oral Language and Communication
Oral language is a key part of Grade 2 English in PEI. Students practice sharing thoughts and experiences, asking and responding to questions, giving simple explanations for opinions, and sustaining conversations in small and large group settings. They also develop awareness of social conventions like turn-taking and adjusting their volume of voice depending on the situation.
Information and Research Skills
Grade 2 students begin to develop early research skills by interpreting, selecting, and combining information from more than one source. They practise the K-W-L strategy, make simple notes using webs and story maps, and begin to construct meaning from the information they gather without copying verbatim.
How StudyPug Supports PEI Grade 2 English
StudyPug provides lessons and practice exercises for every topic in the PEI Grade 2 English curriculum. Whether your child needs help with reading response, writing conventions, or oral language skills, StudyPug makes it easy to find the right topic and work through it at their own pace. Every lesson is aligned to what Prince Edward Island schools teach in Grade 2.