Grade 2. English language arts curriculum

Reading

• 2 recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
  • 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, simple 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)
    • Order alphabetically based on the first letter (2-V.1)
    • Order alphabetically based on the first two letters (2-V.2)
    • Order alphabetically based on the first three letters (2-V.3)
  • 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)
    • Greetings and closings of letters (2-U.5)
  • 3 identify some text features and explain how they help readers understand texts (e.g., table of contents, index, chart, illustrations, pictures, diagrams, icons)
  • 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)
    • Is the sentence a statement, question, command or exclamation? (2-L.1)
    • Does the adjective tell you what kind or how many? (2-Q.2)
    • Identify the adjective that describes the noun (2-Q.3)
    • Identify adjectives (2-Q.4)
    • Does the adverb tell you how, when or where? (2-Q.6)
    • Identify adverbs (2-Q.7)
  • 3 use knowledge of words and cueing systems to read fluently;
    • 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)
    • 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);
        • Use guide words (2-V.4)
        • Choose the synonym (2-W.2)
        • Which sentence has the same meaning? (2-W.3)
        • Find synonyms in context (2-W.4)
        • Choose the antonym (2-W.5)
        • Which sentence uses an antonym? (2-W.6)
        • Find antonyms in context (2-W.7)
        • Form compound words (2-W.13)
        • Form and use compound words (2-W.14)
        • Homophones with pictures (2-W.16)
        • Identify homophones (2-W.17)
        • Use the correct homophone (2-W.18)
        • Identify base words, prefixes and suffixes (2-W.19)
        • Determine the meaning of a word with pre-, re- or mis- (2-W.20)
        • Use the prefixes pre-, re- and mis- (2-W.21)
        • Determine the meaning of a word with -ful or -less (2-W.22)
        • Prefixes and suffixes: review (2-W.23)
      • syntactic (language structure) cues (e.g., word order, language patterns, punctuation);
        • Is the sentence a statement, question, command or exclamation? (2-L.1)
        • Identify the subject of a sentence (2-L.2)
        • Identify the predicate of a sentence (2-L.3)
        • Which word is a noun? (2-M.2)
        • Identify nouns (2-M.3)
        • Identify personal pronouns (2-N.1)
        • Identify possessive pronouns (2-N.7)
        • Identify action verbs (2-O.2)
        • Identify helping verbs (2-O.3)
        • Identify articles (2-P.2)
        • Identify adjectives (2-Q.4)
        • Identify adverbs (2-Q.7)
      • 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)
        • Identify common and proper nouns (2-M.5)
        • Form regular plurals with -s and -es (2-M.6)
        • Use regular plurals with -s and -es (2-M.7)
        • Is the noun singular or plural? (2-M.9)
        • Form and use irregular plurals (2-M.10)
        • Identify plurals, singular possessives and plural possessives (2-M.11)
        • Form the singular or plural possessive (2-M.12)
        • Identify and correct errors with plural and possessive nouns (2-M.13)
        • One or more than one? (2-O.4)
        • Which sentence is in the regular past tense? (2-O.7)
        • Identify verbs in the regular past tense (2-O.8)
        • Form and use the regular past tense (2-O.9)
        • Identify the irregular past tense I (2-O.11)
        • Identify the irregular past tense II (2-O.12)
        • Form and use the irregular past tense: set 1 (2-O.13)
        • Form and use the irregular past tense: set 2 (2-O.14)
        • Form and use the irregular past tense: set 3 (2-O.15)
        • Form and use the irregular past tense: set 4 (2-O.16)
        • To be: use the correct present tense form (2-O.19)
        • To be: use the correct past tense form (2-O.20)
        • To be: use the correct form (2-O.21)
        • To have: use the correct form (2-O.22)
        • Use the correct article: a or an (2-P.1)
        • Identify articles (2-P.2)
        • Use pronoun-verb contractions (2-T.3)
        • Use contractions with “not” (2-T.4)
        • Form compound words (2-W.13)
        • Form and use compound words (2-W.14)
        • Homophones with pictures (2-W.16)
        • Identify homophones (2-W.17)
        • Use the correct homophone (2-W.18)
        • Identify base words, prefixes and suffixes (2-W.19)
        • Determine the meaning of a word with pre-, re- or mis- (2-W.20)
        • Use the prefixes pre-, re- and mis- (2-W.21)
        • Determine the meaning of a word with -ful or -less (2-W.22)
        • Prefixes and suffixes: review (2-W.23)
      • 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)

Writing

• 1 generate, gather, and organize ideas and information to write for an intended purpose and audience;
  • 1 identify the topic, purpose, audience, and form for writing (e.g., a fairy tale to entertain another class; the procedure for fire drills to inform the class; a poster to promote a favourite book or movie)
    • Greetings and closings of letters (2-U.5)
  • 2 generate ideas about a potential topic, using a variety of strategies and resources (e.g., formulate and ask questions such as the five W’s [who, what, when, where, why] to identify personal experiences, prior knowledge, and information needs; brainstorm ideas with a partner)
  • 3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources (e.g., from discussions with family and friends; from a variety of texts, including teacher read-alouds, mentor texts, shared-, guided-, and independent-reading texts, and media texts)
  • 4 sort ideas and information for their writing in a variety of ways, with support and direction (e.g., by using simple graphic organizers such as webs or a Venn diagram)
  • 5 identify and order main ideas and supporting details, using graphic organizers (e.g., a story grammar: characters, setting, problem, solution; a sequential chart: first, then, next, finally) and organizational patterns (e.g., problem-solution, chronological order)
  • 6 determine whether the ideas and information they have gathered are suitable for the purpose, and gather new material if necessary (e.g., use a graphic organizer to explain their material to a classmate and ask for feedback to identify gaps)
• 2 draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
  • 1 write short texts using several simple forms (e.g., a friendly letter; a factual recount of a scientific or mathematical investigation; a recipe describing the procedure for cooking a favourite food; directions for playing a game; a paragraph describing the physical characteristics of an animal; an original story or an extension of a familiar story, modelled on stories read; their own variation on a patterned poem; an advertisement for a toy)
    • Greetings and closings of letters (2-U.5)
  • 2 establish a personal voice in their writing, with a focus on using familiar words that convey their attitude or feeling towards the subject or audience (e.g., words that convey admiration for a character: a cool person)
  • 3 use familiar words and phrases to communicate relevant details (e.g., a sequence of adjectives: The big, brown bear…)
    • Does the adjective tell you what kind or how many? (2-Q.2)
    • Identify the adjective that describes the noun (2-Q.3)
    • Identify adjectives (2-Q.4)
    • Choose between adjectives and adverbs (2-Q.8)
    • Is the word an adjective or adverb? (2-Q.9)
  • 4 use a variety of sentence types (e.g., questions, statements, exclamations)
    • Is the sentence a statement, question, command or exclamation? (2-L.1)
  • 5 identify, initially with support and direction, their point of view and one or more possible different points of view about the topic
  • 6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on content and word choice
  • 7 make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
    • Choose the synonym (2-W.2)
    • Which sentence has the same meaning? (2-W.3)
    • Find synonyms in context (2-W.4)
  • 8 produce revised, draft pieces of writing to meet criteria identified by the teacher, based on the expectations
• 3 use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
  • 1 spell many high-frequency words correctly (e.g., words from their oral vocabulary, anchor charts, the class word wall, and shared-, guided-, and independent-reading texts)
    • Form regular plurals with -s and -es (2-M.6)
    • Use regular plurals with -s and -es (2-M.7)
    • Form and use irregular plurals (2-M.10)
    • Form the singular or plural possessive (2-M.12)
    • Identify and correct errors with plural and possessive nouns (2-M.13)
    • Form and use the regular past tense (2-O.9)
    • Form and use the irregular past tense: set 1 (2-O.13)
    • Form and use the irregular past tense: set 2 (2-O.14)
    • Form and use the irregular past tense: set 3 (2-O.15)
    • Form and use the irregular past tense: set 4 (2-O.16)
    • Use pronoun-verb contractions (2-T.3)
    • Use contractions with “not” (2-T.4)
    • Form compound words (2-W.13)
    • Form and use compound words (2-W.14)
    • Homophones with pictures (2-W.16)
    • Identify homophones (2-W.17)
    • Use the correct homophone (2-W.18)
  • 2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling (e.g., spell words out loud; segment words into clusters of letters to hear onset and rime; sort words by common sound patterns and/or letter sequences; link letters to words: You hear with your ear; follow rules for adding endings to base words when the spelling doesn’t change; use word meanings to help spell simple contractions and homophones: bear/bare)
    • Form and use irregular plurals (2-M.10)
    • Form and use the irregular past tense: set 1 (2-O.13)
    • Form and use the irregular past tense: set 2 (2-O.14)
    • Form and use the irregular past tense: set 3 (2-O.15)
    • Form and use the irregular past tense: set 4 (2-O.16)
    • Use pronoun-verb contractions (2-T.3)
    • Use contractions with “not” (2-T.4)
    • Form compound words (2-W.13)
    • Form and use compound words (2-W.14)
    • Homophones with pictures (2-W.16)
    • Identify homophones (2-W.17)
    • Use the correct homophone (2-W.18)
    • Determine the meaning of a word with pre-, re- or mis- (2-W.20)
    • Use the prefixes pre-, re- and mis- (2-W.21)
    • Determine the meaning of a word with -ful or -less (2-W.22)
    • Prefixes and suffixes: review (2-W.23)
  • 3 confirm spellings and word meanings or word choice using a few different types of resources (e.g., locate words in alphabetical order by using first and second letters in a primary dictionary, on a word wall, or in an online picture dictionary)
    • Order alphabetically based on the first letter (2-V.1)
    • Order alphabetically based on the first two letters (2-V.2)
    • Order alphabetically based on the first three letters (2-V.3)
    • Use guide words (2-V.4)
    • Use dictionary entries (2-V.5)
  • 4 use punctuation to help communicate their intended meaning, with a focus on the use of: question marks, periods, or exclamation marks at the end of a sentence; commas to mark pauses; and some uses of quotation marks
    • Is the sentence a statement, question, command or exclamation? (2-L.1)
    • Is it a complete sentence or a fragment? (2-L.4)
    • Is it a complete sentence or a run-on? (2-L.5)
    • Is it a complete sentence, a fragment or a run-on? (2-L.6)
    • Commas with dates (2-U.1)
    • Greetings and closings of letters (2-U.5)
  • 5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for local, provincial, and national place names and for holidays; the personal object pronouns me, you, him, her, us, them; adjectives to describe a noun; verbs in the simple present and past tenses; joining words (e.g., and, but); simple prepositions of place and time (e.g., under, with, before, after)
    • Which word is a noun? (2-M.2)
    • Identify nouns (2-M.3)
    • Identify common and proper nouns (2-M.5)
    • Is the noun singular or plural? (2-M.9)
    • Identify plurals, singular possessives and plural possessives (2-M.11)
    • Form the singular or plural possessive (2-M.12)
    • Identify and correct errors with plural and possessive nouns (2-M.13)
    • Identify personal pronouns (2-N.1)
    • Choose between subject and object personal pronouns (2-N.2)
    • Replace the singular noun with a personal pronoun (2-N.3)
    • Replace the plural noun with a personal pronoun (2-N.4)
    • Compound subjects and objects with “I” and “me” (2-N.5)
    • Identify possessive pronouns (2-N.7)
    • Use possessive pronouns (2-N.8)
    • Choose between personal and reflexive pronouns (2-N.9)
    • Use reflexive pronouns (2-N.10)
    • Identify action verbs (2-O.2)
    • Identify helping verbs (2-O.3)
    • Use the correct subject or verb (2-O.5)
    • Pronoun-verb agreement (2-O.6)
    • Which sentence is in the regular past tense? (2-O.7)
    • Identify verbs in the regular past tense (2-O.8)
    • Form and use the regular past tense (2-O.9)
    • Change the sentence to future tense (2-O.10)
    • Identify the irregular past tense I (2-O.11)
    • Identify the irregular past tense II (2-O.12)
    • Form and use the irregular past tense: set 1 (2-O.13)
    • Form and use the irregular past tense: set 2 (2-O.14)
    • Form and use the irregular past tense: set 3 (2-O.15)
    • Form and use the irregular past tense: set 4 (2-O.16)
    • To be: use the correct present tense form (2-O.19)
    • To be: use the correct past tense form (2-O.20)
    • To be: use the correct form (2-O.21)
    • To have: use the correct form (2-O.22)
    • Is the sentence in the past, present or future tense? (2-O.24)
    • Use the correct article: a or an (2-P.1)
    • Identify articles (2-P.2)
    • Does the adjective tell you what kind or how many? (2-Q.2)
    • Identify the adjective that describes the noun (2-Q.3)
    • Identify adjectives (2-Q.4)
    • Does the adverb tell you how, when or where? (2-Q.6)
    • Identify adverbs (2-Q.7)
    • Choose between adjectives and adverbs (2-Q.8)
    • Is the word an adjective or adverb? (2-Q.9)
  • 6 proofread and correct their writing using a simple checklist or a few guiding questions developed with the teacher and posted for reference (e.g., Does each sentence make sense? Are the ideas and information presented in a logical order? Does each sentence begin with a capital letter and end with a period, question mark, or exclamation mark? What resources can I use to check the spelling of a word if it doesn’t look right?)
    • Is the sentence a statement, question, command or exclamation? (2-L.1)
    • Identify the subject of a sentence (2-L.2)
    • Identify the predicate of a sentence (2-L.3)
    • Is it a complete sentence or a fragment? (2-L.4)
    • Is it a complete sentence or a run-on? (2-L.5)
    • Is it a complete sentence, a fragment or a run-on? (2-L.6)
    • Use guide words (2-V.4)
    • Use dictionary entries (2-V.5)
  • 7 use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout (e.g., use legible printing, spacing, margins, varied print size, and colour for emphasis; include a simple labelled diagram in a report; supply a caption for a photograph or illustration)
  • 8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations

Writing

• 1 generate, gather, and organize ideas and information to write for an intended purpose and audience;
  • 1 identify the topic, purpose, audience, and form for writing (e.g., a fairy tale to entertain another class; the procedure for fire drills to inform the class; a poster to promote a favourite book or movie)
    • Greetings and closings of letters (2-U.5)
  • 2 generate ideas about a potential topic, using a variety of strategies and resources (e.g., formulate and ask questions such as the five W’s [who, what, when, where, why] to identify personal experiences, prior knowledge, and information needs; brainstorm ideas with a partner)
  • 3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources (e.g., from discussions with family and friends; from a variety of texts, including teacher read-alouds, mentor texts, shared-, guided-, and independent-reading texts, and media texts)
  • 4 sort ideas and information for their writing in a variety of ways, with support and direction (e.g., by using simple graphic organizers such as webs or a Venn diagram)
  • 5 identify and order main ideas and supporting details, using graphic organizers (e.g., a story grammar: characters, setting, problem, solution; a sequential chart: first, then, next, finally) and organizational patterns (e.g., problem-solution, chronological order)
  • 6 determine whether the ideas and information they have gathered are suitable for the purpose, and gather new material if necessary (e.g., use a graphic organizer to explain their material to a classmate and ask for feedback to identify gaps)
• 2 draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
  • 1 write short texts using several simple forms (e.g., a friendly letter; a factual recount of a scientific or mathematical investigation; a recipe describing the procedure for cooking a favourite food; directions for playing a game; a paragraph describing the physical characteristics of an animal; an original story or an extension of a familiar story, modelled on stories read; their own variation on a patterned poem; an advertisement for a toy)
    • Greetings and closings of letters (2-U.5)
  • 2 establish a personal voice in their writing, with a focus on using familiar words that convey their attitude or feeling towards the subject or audience (e.g., words that convey admiration for a character: a cool person)
  • 3 use familiar words and phrases to communicate relevant details (e.g., a sequence of adjectives: The big, brown bear…)
    • Does the adjective tell you what kind or how many? (2-Q.2)
    • Identify the adjective that describes the noun (2-Q.3)
    • Identify adjectives (2-Q.4)
    • Choose between adjectives and adverbs (2-Q.8)
    • Is the word an adjective or adverb? (2-Q.9)
  • 4 use a variety of sentence types (e.g., questions, statements, exclamations)
    • Is the sentence a statement, question, command or exclamation? (2-L.1)
  • 5 identify, initially with support and direction, their point of view and one or more possible different points of view about the topic
  • 6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on content and word choice
  • 7 make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
    • Choose the synonym (2-W.2)
    • Which sentence has the same meaning? (2-W.3)
    • Find synonyms in context (2-W.4)
  • 8 produce revised, draft pieces of writing to meet criteria identified by the teacher, based on the expectations
• 3 use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
  • 1 spell many high-frequency words correctly (e.g., words from their oral vocabulary, anchor charts, the class word wall, and shared-, guided-, and independent-reading texts)
    • Form regular plurals with -s and -es (2-M.6)
    • Use regular plurals with -s and -es (2-M.7)
    • Form and use irregular plurals (2-M.10)
    • Form the singular or plural possessive (2-M.12)
    • Identify and correct errors with plural and possessive nouns (2-M.13)
    • Form and use the regular past tense (2-O.9)
    • Form and use the irregular past tense: set 1 (2-O.13)
    • Form and use the irregular past tense: set 2 (2-O.14)
    • Form and use the irregular past tense: set 3 (2-O.15)
    • Form and use the irregular past tense: set 4 (2-O.16)
    • Use pronoun-verb contractions (2-T.3)
    • Use contractions with “not” (2-T.4)
    • Form compound words (2-W.13)
    • Form and use compound words (2-W.14)
    • Homophones with pictures (2-W.16)
    • Identify homophones (2-W.17)
    • Use the correct homophone (2-W.18)
  • 2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling (e.g., spell words out loud; segment words into clusters of letters to hear onset and rime; sort words by common sound patterns and/or letter sequences; link letters to words: You hear with your ear; follow rules for adding endings to base words when the spelling doesn’t change; use word meanings to help spell simple contractions and homophones: bear/bare)
    • Form and use irregular plurals (2-M.10)
    • Form and use the irregular past tense: set 1 (2-O.13)
    • Form and use the irregular past tense: set 2 (2-O.14)
    • Form and use the irregular past tense: set 3 (2-O.15)
    • Form and use the irregular past tense: set 4 (2-O.16)
    • Use pronoun-verb contractions (2-T.3)
    • Use contractions with “not” (2-T.4)
    • Form compound words (2-W.13)
    • Form and use compound words (2-W.14)
    • Homophones with pictures (2-W.16)
    • Identify homophones (2-W.17)
    • Use the correct homophone (2-W.18)
    • Determine the meaning of a word with pre-, re- or mis- (2-W.20)
    • Use the prefixes pre-, re- and mis- (2-W.21)
    • Determine the meaning of a word with -ful or -less (2-W.22)
    • Prefixes and suffixes: review (2-W.23)
  • 3 confirm spellings and word meanings or word choice using a few different types of resources (e.g., locate words in alphabetical order by using first and second letters in a primary dictionary, on a word wall, or in an online picture dictionary)
    • Order alphabetically based on the first letter (2-V.1)
    • Order alphabetically based on the first two letters (2-V.2)
    • Order alphabetically based on the first three letters (2-V.3)
    • Use guide words (2-V.4)
    • Use dictionary entries (2-V.5)
  • 4 use punctuation to help communicate their intended meaning, with a focus on the use of: question marks, periods, or exclamation marks at the end of a sentence; commas to mark pauses; and some uses of quotation marks
    • Is the sentence a statement, question, command or exclamation? (2-L.1)
    • Is it a complete sentence or a fragment? (2-L.4)
    • Is it a complete sentence or a run-on? (2-L.5)
    • Is it a complete sentence, a fragment or a run-on? (2-L.6)
    • Commas with dates (2-U.1)
    • Greetings and closings of letters (2-U.5)
  • 5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for local, provincial, and national place names and for holidays; the personal object pronouns me, you, him, her, us, them; adjectives to describe a noun; verbs in the simple present and past tenses; joining words (e.g., and, but); simple prepositions of place and time (e.g., under, with, before, after)
    • Which word is a noun? (2-M.2)
    • Identify nouns (2-M.3)
    • Identify common and proper nouns (2-M.5)
    • Is the noun singular or plural? (2-M.9)
    • Identify plurals, singular possessives and plural possessives (2-M.11)
    • Form the singular or plural possessive (2-M.12)
    • Identify and correct errors with plural and possessive nouns (2-M.13)
    • Identify personal pronouns (2-N.1)
    • Choose between subject and object personal pronouns (2-N.2)
    • Replace the singular noun with a personal pronoun (2-N.3)
    • Replace the plural noun with a personal pronoun (2-N.4)
    • Compound subjects and objects with “I” and “me” (2-N.5)
    • Identify possessive pronouns (2-N.7)
    • Use possessive pronouns (2-N.8)
    • Choose between personal and reflexive pronouns (2-N.9)
    • Use reflexive pronouns (2-N.10)
    • Identify action verbs (2-O.2)
    • Identify helping verbs (2-O.3)
    • Use the correct subject or verb (2-O.5)
    • Pronoun-verb agreement (2-O.6)
    • Which sentence is in the regular past tense? (2-O.7)
    • Identify verbs in the regular past tense (2-O.8)
    • Form and use the regular past tense (2-O.9)
    • Change the sentence to future tense (2-O.10)
    • Identify the irregular past tense I (2-O.11)
    • Identify the irregular past tense II (2-O.12)
    • Form and use the irregular past tense: set 1 (2-O.13)
    • Form and use the irregular past tense: set 2 (2-O.14)
    • Form and use the irregular past tense: set 3 (2-O.15)
    • Form and use the irregular past tense: set 4 (2-O.16)
    • To be: use the correct present tense form (2-O.19)
    • To be: use the correct past tense form (2-O.20)
    • To be: use the correct form (2-O.21)
    • To have: use the correct form (2-O.22)
    • Is the sentence in the past, present or future tense? (2-O.24)
    • Use the correct article: a or an (2-P.1)
    • Identify articles (2-P.2)
    • Does the adjective tell you what kind or how many? (2-Q.2)
    • Identify the adjective that describes the noun (2-Q.3)
    • Identify adjectives (2-Q.4)
    • Does the adverb tell you how, when or where? (2-Q.6)
    • Identify adverbs (2-Q.7)
    • Choose between adjectives and adverbs (2-Q.8)
    • Is the word an adjective or adverb? (2-Q.9)
  • 6 proofread and correct their writing using a simple checklist or a few guiding questions developed with the teacher and posted for reference (e.g., Does each sentence make sense? Are the ideas and information presented in a logical order? Does each sentence begin with a capital letter and end with a period, question mark, or exclamation mark? What resources can I use to check the spelling of a word if it doesn’t look right?)
    • Is the sentence a statement, question, command or exclamation? (2-L.1)
    • Identify the subject of a sentence (2-L.2)
    • Identify the predicate of a sentence (2-L.3)
    • Is it a complete sentence or a fragment? (2-L.4)
    • Is it a complete sentence or a run-on? (2-L.5)
    • Is it a complete sentence, a fragment or a run-on? (2-L.6)
    • Use guide words (2-V.4)
    • Use dictionary entries (2-V.5)
  • 7 use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout (e.g., use legible printing, spacing, margins, varied print size, and colour for emphasis; include a simple labelled diagram in a report; supply a caption for a photograph or illustration)
  • 8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations