British Columbia

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Skills available for British Columbia grade 2 English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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British Columbia Learning Standards British Columbia Learning Standards
British Columbia Achievement Indicators (2006): Reading and Viewing British Columbia Achievement Indicators (2006): Reading and Viewing
British Columbia Achievement Indicators (2006): Writing and Representing British Columbia Achievement Indicators (2006): Writing and Representing
WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks

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Print curriculum

Reading and Viewing

Students acquire the vocabulary and concepts needed to describe and discuss different 'text features' and how they support reading and viewing.
- B11 recognize and derive meaning from the structures and features of texts, including concepts about print and concepts about books, elements of stories (e.g., character, setting, problem, solution), 'text features,' the vocabulary associated with texts (e.g., pictures, headings, table of contents, key facts)
  - explain in own words the meaning and the role of an author, the title, and illustrator (i.e., concepts about print and concepts about books)
  - recognize and comprehend basic print conventions and frequently used 'text features' (e.g., period, exclamation mark, question mark, quotation marks, bold face, capitalized words such as "STOP")
  - identify characteristics of stories (e.g., beginning, middle, and end; basic story elements such as character, setting, events, problem or conflict, solution)
  - demonstrate awareness of the purpose of 'text features' (e.g., book cover, story summary, headings)
  - recognize that information texts do not need to be read sequentially but can be accessed for specific information
  - use subject-specific vocabulary to talk about reading and viewing (e.g., illustrations, heading, table of contents)
- B12 use knowledge of word patterns, word families, and letter-sound relationships to decode unknown words and recognize an increasing number of high-frequency words
  - combine graphophonic cues ("looks right"), semantic cues ("makes sense"), and syntactic cues ("sounds right") to decode new words
  - use knowledge of oral language to predict words when reading
  - apply phonic rules and generalizations to read unfamiliar words in context
  - use knowledge of word parts, contractions, and compound words to read unfamiliar words in context
  - recognize an increasing number of high-frequency words (i.e., up to 300 words)

British Columbia

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Actions

Reading and Viewing

Students acquire the vocabulary and concepts needed to describe and discuss different 'text features' and how they support reading and viewing.

explain in own words the meaning and the role of an author, the title, and illustrator (i.e., concepts about print and concepts about books)

recognize and comprehend basic print conventions and frequently used 'text features' (e.g., period, exclamation mark, question mark, quotation marks, bold face, capitalized words such as "STOP")

identify characteristics of stories (e.g., beginning, middle, and end; basic story elements such as character, setting, events, problem or conflict, solution)

demonstrate awareness of the purpose of 'text features' (e.g., book cover, story summary, headings)

recognize that information texts do not need to be read sequentially but can be accessed for specific information

use subject-specific vocabulary to talk about reading and viewing (e.g., illustrations, heading, table of contents)

B12 use knowledge of word patterns, word families, and letter-sound relationships to decode unknown words and recognize an increasing number of high-frequency words

combine graphophonic cues ("looks right"), semantic cues ("makes sense"), and syntactic cues ("sounds right") to decode new words

use knowledge of oral language to predict words when reading

apply phonic rules and generalizations to read unfamiliar words in context

use knowledge of word parts, contractions, and compound words to read unfamiliar words in context

recognize an increasing number of high-frequency words (i.e., up to 300 words)