Grade 2 Literacy

Reading, Writing, Speaking & Listening



  • consistent ways of recording words or ideas enable people to communicate
  • people read to learn
  • different types of texts serve different purposes
  • the words we hear and see enable us to create images in our mind
  • the structure and organization of written language influences meaning


  • participate in guided reading, shared reading, and independent reading
  • identifies features of texts related to personal preferences
  • recognizes how chapters, table of contents, index and glossary operate to get information
  • identifies the main audience or purpose of a text (entertain, explain, persuade, etc)
  • categorizes books based on genre
  • discusses and compares different elements of story (setting (time and place), plot, characters problem)
  • describes how the plot includes a beginning, how the problem is introduced, and how it is solved
  • discusses how characters make choices and how those choices impact the story
  • identifies who is telling the story
  • tells known stories from different points of view
  • finds key information in text
  • reads aloud with developing fluency and intonation
  • uses punctuation when reading aloud
  • General Reading Expectation: At age level expectation (PM Level 15-19 by end of year)
  • Sight/High Frequency Words: reads all of phase 3 and phase 4 high frequency

Phonological Awareness: Knows all sounds from the Primary Words Their Way Inventory Guide.


  • compares different types of text using graphic organizers
  • marks pages and reflects while reading using sticky notes and other tools (highlighters)
  • use reading comprehension strategies before, during, and after reading (see stairs)

Processing Strategies: uses phonic knowledge of beginning, middle, end sounds, blends phonemes in words, re-reading, reading-on, self-correcting, confirming, finding recognizable chunks in words, sounds out and stretches out words



  • our writing is designed for an audience
  • consistent and common ways of writing ideas allows others to understand
  • organizing writing makes it easier to understand
  • editing helps us to make more sense


  • Text Forms: Retell, stories, letters
  • Editing: Edits own writing and peer, focusing on readability
  • Creative word play: rhyming, alliteration, onomatopoeia, adjectives, similes, metaphors
  • Parts of speech: noun, verb (simple present and past), a variety of pronouns, adjectives (to make vivid), proper nouns, adverbs (when/where/how), connectives (however, because, and, but, etc)
  • Spelling: Knowledge of all Phase 2 frequency words, phonics, environment, word families, chunking, sound it out, rhyming
  • Punctuation: Capital Letters, full stops, apostrophe, comma
  • Stories: Elements of stories (characters, setting, problem, solution, mood), structure (beginning, middle, end)


  • uses technical terms in writing
  • identifies audience and main idea of writing
  • gathers information for writing from different sources (people, books, peers, etc)
  • adapting elements from known words
  • considers word choice
  • writes simple instructions in sequential order
  • writes extended sentences
  • writes structured paragraphs (recounts and descriptions)
  • uses and contributes to class word wall
  • follows a writer’s process with support
  • follows modeled writing patterns
  • uses correct posture and grip and writes all letters legibly
  • uses graphic organizers to plan writing and organize ideas (mind-maps, storyboard, elements of stories, jot notes)
  • shares writing within the classroom
  • reflects on writing using simple checklists
  • reads own writing back to peers and teachers
  • uses a dictionary and thesaurus

Speaking & Listening


  • spoken words connect us with others.
  • people listen and speak to share thoughts and feelings.
  • people ask questions to learn from others.
  • the sounds of language are a symbolic way of representing ideas and objects.
  • people communicate using different languages.
  • everyone has the right to speak and be listened to



  • follow classroom directions and routines,using context cues (2-3 steps)
  • predict likely outcomes and main points when listening to texts read aloud
  • obtain simple information from accessible spoken texts
  • listen and respond to picture books, showing pleasure and demonstrating their understanding through gestures, expression and/or words (eg: orally, writing, visual images)
  • distinguish beginning, medial and ending sounds of words with increasing accuracy
  • retell familiar stories in correct sequence


  • correctly refers to most classroom and playground objects by specific names and uses these words to describe personal experiences
  • talks in full sentences most of the time
  • talk about the stories, writing, pictures and models they have created using descriptive language (adjectives and adverbs)
  • describes personal experiences using specific content based vocabulary
  • use language to explain, inquire and compare (knows difference between statements, questions, requests, commands)

COLLECTIVE LANGUAGE (Group and peer discussions)

  • interact effectively with peers and adults in familiar social settings
  • express thoughts, ideas and opinions and discuss them, respecting contributions from others
  • uses different voice levels appropriate to a situation
  • varies language depending on audience


  • understand and use specific vocabulary to suit different purposes
  • use own grammar style as part of the process of developing grammatical awareness and is beginning to self correct with prompting
  • use grammatical rules of the language(s) of instruction (learners may overgeneralise at this stage)
  • realize and appreciate that people speak different languages
  • recognises patterns in language of instructions and use increasingly accurate grammar