Language Arts

Grade 2: Reading	Planning: Term # Tracking: Ach. Level
Overall Expectations	1	2	3	4
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
Specific Expectations
1. Reading for Meaning
Variety of Texts: 1.1 read some different literary texts (e.g., poetry, folk tales, fairy tales from diverse cultures, stories, books from home in their first language), graphic texts (e.g., simple maps, charts, diagrams, graphs), and informational texts (e.g.,"How to"books, non-fiction books about topics of personal interest, electronic texts, primary dictionaries)
Purpose: 1.2 identify several different purposes for reading and choose reading materials appropriate for those purposes (e.g., picture books for entertainment or reflection, familiar favourite books to build fluency, simple factual and visual texts for research, a picture atlas for information)
Comprehension Strategies: 1.3 identify several reading comprehension strategies and use them before, during, and after reading to understand texts (e.g., activate prior knowledge to ask questions or make predictions about the topic or story; use visualization to help clarify the sights and sounds referred to in the text; ask questions to monitor understanding during reading; identify important ideas to remember)
Demonstrating Understanding: 1.4 demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details (e.g., retell a story or restate facts in proper sequence or correct time order, with a few supporting details; restate the important ideas from a short informational text about the life cycle of a butterfly in the correct sequence)
Making Inferences/Interpreting Texts: 1.5 use stated and implied information and ideas in texts to make simple inferences and reasonable predictions about them. Teacher prompts: "How did Carmen's actions help us to know how she was feeling in the story?" "The text describes what articles of clothing the character is wearing. How does that information help us predict what the weather conditions might be?"
Extending Understanding: 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them. Teacher prompts: "How is this storylike the one we read last week?" "How is our school like the one we are reading about?"
Analysing Texts: 1.7 identify the main idea and some additional elements of texts (e.g., narrative: characters, setting, problem, solution, events/episodes, resolution; procedure: goal, materials, method). Teacher prompts: "What main idea do these two stories share?" "What elements did the author include to make the recipe interesting and still easy to follow?"
Responding to and Evaluating Texts: 1.8 express personal thoughts and feelings about what has been read (e.g., by using visual art or music to communicate their reaction). Teacher prompts: "Why do you think what happened to the character was fair/not fair?" "How might you express your feelings about what happened to this character?"
Point of View: 1.9 identify, initially with support and direction, the speaker and the point of view presented in a text and suggest one or two possible alternative perspectives (e.g., develop a narrative or role play to present a story from the point of view of one or two minor characters). Teacher prompts: "What do you think the author wants the reader to think?" "How might a different character tell this story?"
2. Understanding Form and Style
Text Forms: 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a fairy tale (e.g., plot, characters, setting), graphic texts such as a primary dictionary (e.g., words listed in alphabetical order, simpl definitions accompanied by picture clues or diagrams), and informational texts such as a "How to" book (e.g., materials listed in order of use, numbered steps, labels, diagrams)
Text Patterns: 2.2 recognize simple organizational patterns in texts of different types, and explain, initially with support and direction, how the patterns help readers understand the texts (e.g., numbered steps help the reader follow a procedure or set of instructions correctly)
Text Features: 2.3 identify some text features and explain how they help readers understand texts (e.g., table of contents, index, chart, illustrations, pictures, diagrams, icons). Teacher prompt: "How does the diagram help you understand the explanation?"
Elements of Style: 2.4 identify some simple elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts (e.g., descriptive adjectives help the reader visualize a setting; alliteration helps make ideas or characters stand out: red red robin)
3. Reading with Fluency
Reading Familiar Words: 3.1 automatically read and understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts (e.g., the same word in different graphic representations such as: on charts or posters; in shared-, guided-, and independent-reading texts; in shared- and interactive-writing texts; in personal writing and the writing of their peers)
Reading Unfamiliar Words: 3.2 predict the meaning of and quickly solve unfamiliar words using different types of cues, including: • semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language); • syntactic (language structure) cues (e.g., word order, language patterns, punctuation); • graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size) Teacher prompt (for cross-checking of cues): "The word does have the same beginning sound (bright and brought) but does it make sense in this sentence?"
Reading Fluently: 3.3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader and to an audience (e.g., make oral reading sound like spoken language, with the appropriate pauses, stops, and starts indicated by the punctuation). Teacher prompt: "Can you make your reading sound just as if you are talking?"
4. Reflecting on Reading Skills and Strategies
Metacognition: 4.1 identify, initially with support and direction, a few strategies that they found helpful before, during, and after reading. Teacher prompts: "What questions do you ask yourself to check and see whether you understand what you are reading? What do you do if you don't understand?" "When you come to a word or phrase you don't know, what strategies do you use to solve it? How do you check to see if you were right?"
Interconnected Skills: 4.2 explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read (e.g., reading a text independently is easier after discussing the topic with a partner and/or talking about it in a group). Teacher prompt: "How do discussions before reading help you get ready to read about new topics?"

Expectations: Copyright The Queen's Printer for Ontario, 2006.  Format: Copyright B.Phillips, 1998.