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Writing: Grade 2
Overall Expectations
By the end of Grade 2, students will:

#communicate ideas (thoughts, feelings, experiences) for specific purposes
(e.g., write a paragraph describing a trip to the farm for classmates);
#organize ideas in a logical sequence
(e.g., write stories that have a beginning, middle,and end);
#begin to write more elaborate sentences by using adjectives and adverbs;
#produce short pieces of writing using simple forms
(e.g., narratives and poems based on familiar models);
#use some materials from other media (e.g., collage) to enhance their writing;
#revise and edit written work, focusing on specific features
(e.g., sequence of ideas),with assistance from the teacher;
#use and spell correctly the vocabulary appropriate for this grade level;
#use correctly the conventions (spelling, grammar, punctuation, etc.)
specified for this grade level (see below).

Expectations in Specific Areas
The skills and knowledge inherent in the expectations outlined
below are essential for producing writing that communicates effectively.
They should be developed, as much as possible,
in the context of writing activities that are meaningful and creative
and that allow students to develop the thinking skills that underlie clear
and effective writing.

By the end of Grade 2, students will:

Grammar
#identify nouns as words that name people, places, and things;
#use connecting words to link simple sentences;
#use a variety of sentence types (e.g., questions, statements, exclamations);
#use adjectives appropriately for description;
#use the negative correctly
(e.g., I will not do that/I cannot do that/He does not do that);

Punctuation
#use question marks appropriately;
#use capital letters for proper nouns (e.g., holidays, place names, titles);
#use a comma correctly to separate items in a list, in dates, and in addresses;

Spelling
#correctly spell words identified by the teacher;
#use phonics to spell more difficult words
(e.g., words of more than one syllable, words ending in ing);
#use es to form the plural of certain words (e.g., radishes);
#begin to use resources (e.g., personal dictionary,
classroom-displayed vocabulary) to confirm spelling;
Word Use and Vocabulary Building
#use words from their oral vocabulary, personal word lists,
and class lists compiled through brainstorming;

Visual Presentation
#use titles to summarize content;
#use words and pictures to create a message;
#use underlining, colour, size of print for emphasis;
#print legibly;
#use margins and spacing appropriately.

Reading: Grade 2
Overall Expectations
By the end of Grade 2, students will:

# read a variety of simple written materials
(e.g., pattern books on specific themes,
stories, chart stories, poems, interactive software) for different purposes;
# read aloud in a way that communicates the meaning;
# read independently, using reading strategies appropriate for this grade level;
# express clear responses to written materials, relating the ideas in them
(thoughts, feelings, experiences) to their own knowledge and experience;
# independently select stories and other reading materials by a variety of authors;
# understand the vocabulary and language structures appropriate
for this grade level;
# use some conventions of written materials to help them understand and use the materials.

Expectations in Specific Areas
By the end of Grade 2, students will:

Reasoning and Critical Thinking
# restate information in a short non-fiction text in their own words;
# retell a story in proper sequence, identify the main idea and the characters,
and discuss some aspects of the story
(e.g., give reasons why they prefer one character rather than another);
# use a variety of reading strategies to understand a piece of writing
(e.g., reread, predict content, ask questions);
# express their thoughts and feelings about ideas in a piece of writing;

Understanding of Form and Style
# identify characteristics of different forms of written materials
(e.g., poem, story, children's dictionary, recipe);

Knowledge of Language Structures
# use their knowledge of sentence structure in oral
and written language to determine the meaning of a sentence
(e.g., the verb in a simple statement usually follows a noun;
the subject and verb are inverted in interrogative sentences);
# use their knowledge of word endings to recognize the same word
in different forms (e.g., jumps, jumped, jumping);
# understand that the same sounds may be represented by different spellings
(e.g., finger, telephone);

Vocabulary Building
# substitute one word for another in a meaningful way
(e.g., use house instead of home);
# separate words into parts and use patterns of word structure to determine
the meaning of new words (e.g., lock, locket);
# use phonics as an aid in learning new words;

Use of Conventions
# use punctuation to help them understand what they read
(e.g., question mark, apostrophe);
# use and interpret some conventions of formal texts
(e.g., maps, pictures, graphics, simple diagrams,
bold and italic type for headings).

¢¡The Ontario Curriculum - Elementary (Grades 1-8 )

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