Grade Two
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Curriculum Overview
The Language Curriculum has four distinct but interrelated strands. It is important to note that the learning related to strand A takes place in the context of strands B, C, and D, and it should be assessed and evaluated within these contexts.
NOTE: Throughout this guide, we have included suggestions on how to weave Strand A expectations into your language program, which is especially important in Strands C and D.
Strand A. Literacy Connections and Applications
Strand A focuses on transferable skills, digital media literacy, and cross-curricular learning. It also outlines the expectation that throughout the language program, students will develop an understanding of diverse identities, experiences, perspectives, histories, and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and nations.
Strand B. Foundations of Language
Foundational reading and writing skills, such as oral language, phonemic awareness, phonics, vocabulary, fluency, and grammar, are crucial building blocks for literacy development. These skills form the bedrock upon which more advanced reading comprehension and writing abilities are built.
Strand B is divided into three sections:
B1. Oral and Nonverbal Communication
B2. Language Foundations for Reading and Writing (skills in bold text are specific to grade two)
- phonemic awareness
- alphabetic knowledge
- phonics: grapheme-phoneme correspondence
- using phonics knowledge
- using orthographic knowledge
- using morphological knowledge
- vocabulary
- reading fluency
B3. Language Conventions
Strand C. Comprehension
Reading comprehension is the ability to understand and interpret text. It involves decoding, vocabulary, grammar, and connecting ideas. Comprehension varies by text and reader, shaped by cognitive skills, knowledge, and motivation. It cannot be reduced to a single score, as it involves multiple processes.
Strand C is divided into three sections:
Strand D. Composition
By grade two, students with a strong foundation in alphabetic knowledge, phonics, and spelling are often eager to write and share their ideas. Writing involves expressing ideas clearly across various forms and genres. Students use the writing process to plan, draft, revise, edit, and share texts, considering purpose and audience. They develop critical thinking and create original work that reflects their experiences.
