SaskatchewanGrade 2
SK Grade 2 English Curriculum
Lessons and practice for every Grade 2 English topic. Aligned to what Saskatchewan schools teach. Build reading, writing, and communication skills at your own pace.
SK Grade 2 English Curriculum | StudyPugHelp
SO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.2.CR2.1.a | Responding to texts from various cultures and viewpoints on identity, community, and social responsibility: View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues and topics related to identity, community, and social responsibility and relate to own experiences |
ELA.2.CR2.1.c | Connecting text situations to personal experiences and prior learning: Connect situations portrayed in texts (including First Nations and Métis texts) to personal experiences and prior learning |
ELA.2.CR2.1.d | Identifying similarities and differences between prior knowledge and text content: Identify similarities and differences between what is known and what is presented in texts |
ELA.2.CR2.2.a | Understanding various visual formats including multimedia clips, signs, illustrations, diagrams: View and demonstrate comprehension of grade-appropriate visual and multimedia texts including multimedia clips, signs, illustrations, diagrams, photographs, graphs, simple charts, and posters |
ELA.2.CR2.2.b | Applying before, during, and after strategies when viewing texts: Select and use task-relevant before, during, and after strategies to construct meaning when viewing |
ELA.2.CR2.2.c | Understanding pragmatic, textual, and other conventions when viewing: Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when viewing |
ELA.2.CR2.2.d | Extracting information from different media sources: Obtain information from different media (e.g., multimedia clips, websites, video clips, magazine photographs) |
ELA.2.CR2.2.e | Showing courtesy and respect during presentations from various cultures: Show courtesy and respect while viewing (e.g., presentations by individuals from various cultures including First Nations and Métis) |
ELA.2.CR2.2.f | Interpreting the purpose of visual messages with teacher support: View and interpret, with teacher support, the purpose of a message (e.g., to sell a product, to express feelings, to inform) |
ELA.2.CR2.2.j | Understanding how visual and audio elements enhance meaning in texts: Explain how elements such as colour, sound, music, physical movement, and arrangement enhance visual and multimedia texts and products including First Nations and Métis texts, visual art works, and performances |
ELA.2.CR2.3.a | Retelling key points from listened texts using 5Ws and H framework: Listen and demonstrate comprehension by retelling key points (who, what, where, when, and why) in grade-appropriate literary and informational texts including First Nations and Métis resources |
ELA.2.CR2.3.b | Applying before, during, and after listening strategies: Select and use task-relevant before, during, and after strategies to construct meaning when listening |
ELA.2.CR2.3.c | Understanding communication conventions when listening: Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when listening |
ELA.2.CR2.3.d | Independently following series of related oral directions: Listen to and follow independently a series of related directions or instructions related to class activities |
ELA.2.CR2.3.e | Paraphrasing information from community members and Elders: Paraphrase information that has been shared by others (e.g., a visitor such as a grandparent, an Elder, or a Knowledge Keeper) |
ELA.2.CR2.3.f | Asking for clarification of oral stories and information: Ask for clarification and explanation of oral stories and information (including stories and information from contemporary and traditional First Nations and Métis resources) |
ELA.2.CR2.3.h | Listening courteously and participating in group discussions: Listen courteously during discussions and while working in pairs and small groups to share ideas, obtain information, solve problems, and ask and respond to relevant questions |
ELA.2.CR2.3.i | Recalling multiple ideas about topics presented in class: Recall several ideas about a topic presented or discussed in class |
ELA.2.CR2.4.a | Reading various narrative and informational texts including cultural resources: Read and understand a variety of grade-level-appropriate narrative and informational texts including legends, traditional stories and folktales, poetry, environmental print, and predictable books including First Nations and Métis resources |
ELA.2.CR2.4.b | Applying comprehension strategies before, during, and after reading: Select and use task-relevant before, during, and after strategies to construct meaning when reading |
ELA.2.CR2.4.c | Understanding reading cues and conventions for meaning construction: Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when reading |
ELA.2.CR2.4.d | Identifying and retelling key story elements with text support: Read and retell (with support from the text) the key events and elements of a story (including setting, characters, character traits, problem and solution, and sequence of events) |
ELA.2.CR2.4.e | Reading and retelling key elements of informational texts: Read and retell the key ideas and elements (including main idea, supporting details, diagrams, headings, table of contents, glossary) of informational texts including First Nations and Métis resources |
ELA.2.CR2.4.f | Reading aloud with fluency, expression, and comprehension: Read aloud with fluency, expression, and comprehension any familiar text that is appropriate for grade 2 |
ELA.2.CR2.4.h | Reading at appropriate rate with fluent pacing: Read appropriate fiction and non-fiction texts at a reasonable rate (70-100 wcpm orally; 95-145 silently) with fluent pacing on practiced texts |
ELA.2.CR2.4.i | Reading familiar poems aloud with expression and flow: Read familiar poem aloud with expression and attention to flow |
ELA.2.CC2.1.a | Using words, symbols, and technology to express understanding: Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues and make connections to own life |
ELA.2.CC2.1.b | Creating clear, organized communications with specific messages: Create spoken, written, and other representations that include: a specific message, several related ideas which are logically organized and developed, ideas and information which are clear and complete, appropriate use of language and conventions |
ELA.2.CC2.1.c | Using personal knowledge and experiences in communications: Use personal knowledge and experiences in communications |
ELA.2.CC2.1.d | Sharing creations with peers and responding to feedback: Share own stories and creations with peers and respond to questions or comments |
ELA.2.CC2.1.e | Creating stories about self, family, community, and traditions: Tell, draw, write, and dramatize stories about self, family, community, and family/community traditions to express ideas and understanding |
ELA.2.CC2.1.f | Using inquiry to explore topics of individual or group interest: Use inquiry to explore a question or topic that is of individual or group interest including: considering personal knowledge, contributing ideas and questions, accessing various sources, matching ideas to needs, categorizing information, recording key ideas, examining gathered information, sharing findings, reflecting on inquiry, using inquiry language |
ELA.2.CC2.2.a | Creating visual representations to demonstrate understanding: Design a visual representation (e.g., a picture, puppetry, a chart, a model, physical movement, a concrete graph, a pictographic, a demonstration, an advertisement for a toy) to demonstrate understanding |
ELA.2.CC2.2.e | Choosing appropriate text forms for different purposes: Consider and choose appropriate text form (e.g., a play, a model, a diagram) to represent ideas and stories |
ELA.2.CC2.2.f | Combining illustrations and written text effectively: Combine illustrations and written text (e.g., captions, labels) to express ideas, feelings, and information |
ELA.2.CC2.2.g | Using sound or movement to demonstrate understanding: Use sound or movement to demonstrate understanding |
ELA.2.CC2.3.a | Using oral language to start and maintain conversations: Use oral language to initiate and sustain a conversation with a number of exchanges, interact with others, exchange ideas on a topic, and engage in play |
ELA.2.CC2.3.c | Understanding communication conventions when speaking: Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and communicate meaning when speaking |
ELA.2.CC2.3.d | Recounting experiences and stories in logical sequence: Recount experiences, stories (including contemporary and traditional First Nations and Métis stories), or current events, in a logical sequence and with necessary details |
ELA.2.CC2.3.e | Reporting on topics with facts and details from multiple sources: Report on a topic with facts and details, drawing from several sources of information |
ELA.2.CC2.3.h | Making relevant contributions and taking turns in discussions: Make relevant contributions to class discussions and take turns |
ELA.2.CC2.3.i | Dramatizing scenes from cultural folktales and narratives: Dramatize a scene from a folktale or traditional First Nations or Métis narrative |
ELA.2.CC2.3.j | Explaining how new ideas and information add to understanding: Explain how new ideas and information have added to understanding |
ELA.2.CC2.4.a | Employing planning, drafting, and revision in writing: Employ a writing process (e.g., planning, drafting, and "fixing up") |
ELA.2.CC2.4.b | Using strategic approaches before, during, and after writing: Select and use task-relevant before, during, and after strategies when writing to communicate meaning |
ELA.2.CC2.4.c | Understanding and applying writing conventions for clear communication: Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and communicate meaning when writing |
ELA.2.CC2.4.d | Writing clear sentences that develop central ideas in paragraphs: Write groups of clear sentences that develop a central idea in a basic paragraph of six sentences |
ELA.2.CC2.4.e | Writing various forms using techniques from reading texts: Write stories, poems, songs, friendly letters, reports, and observations using techniques observed in reading texts (including First Nations and Métis resources) |
ELA.2.CC2.4.f | Writing short reports that describe and explain familiar topics: Write short pieces in the form of reports that describe and explain familiar objects, events, and experiences |
ELA.2.CC2.4.g | Writing narratives based on experiences and imagination with story elements: Write brief narratives based on own experiences and imaginations that move through a logical sequence of events and describe the setting, characters, character traits, goals, and events |
ELA.2.CC2.4.h | Writing complete friendly letters with proper format: Write a friendly letter complete with date, salutation, body, closing, and signature |
ELA.2.CC2.4.i | Writing responses with supporting details from viewed, listened to, or read texts: Write a response with supporting details from a text viewed, listened to, or read |
ELA.2.CC2.4.j | Polishing at least eight pieces of writing throughout the year: Polish at least eight pieces through the year |
ELA.2.AR2.1.a | Reflecting on various language arts experiences with guidance: Reflect, with guidance, on viewing, listening, reading, representing, speaking, and writing by explaining what is effective or what they like in a text |
ELA.2.AR2.1.b | Reflecting on personal strategies and identifying improvement areas: Reflect, with guidance, on own strategies ("What do I do well? How could I be better?") |
ELA.2.AR2.1.c | Using various strategies when meaning is unclear: Use a range of strategies (e.g., unfamiliar word ? rereads the sentence, uses picture cues, uses initial letter cues, breaks word into parts) when something does not make sense |
ELA.2.AR2.1.e | Reviewing own work and setting specific improvement goals: Review own work and set goals to improve it (e.g., check for missing words in writing) |
ELA.2.AR2.2.e | Reviewing work and setting improvement goals: Review own work and set goals to improve it (e.g., check for missing words in writing) |