Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years
Grade 2
Oral Communication
By the end of Grade 2, students will:
1. listen in order to understand
and respond appropriately in a
variety of situations for a
variety of purposes
Reading Guide pages 19, 25, 28 - 31, 47, 50, 51, 54 –
55, 63, 91 – 92, 104, 107- 108, 111, 141
Writing Guide pages 123, 231 - 232
Guided Reading:
Who Laid These Eggs? page 2
At the Apple Farm page 2
Trains page 3
Where Do We Live, Really? page 3
The Country Mouse and the Town Mouse page 2
Emergency! Paramedics to the Rescue page 3
Messy Is Nice page 2
The North Wind and the Sun page 2
African Dance Class page 3
Aunt Maud’s Mittens page 2
A Most Unusual Pet page 2
Ants Belong Outside page 3
Hickory’s Problem pages 2, 3
Happy New Year! page 2
Inuit Still page 3
Dr. Bufflehead Explores Energy page 2
Extreme Animals! page 3
Mr. Bert’s Story Time pages 2, 5
A Playground for Lisa pages 2, 6, 7
Winter Wonderland page 3
Roadside Giants page 3
Bill Bruin Shovels His Roof pages 2, 5
Flying Acrobats page 2
Sidney, The Grade Three Mouse page 2
Dragonflies Are Amazing! Page 2
The Desk page 2
Why Snow Is White: A Story for Holi pages 3, 5
Shared Reading:
3-2-1 Blast Off! pages 2 - 6
Antonio’s Music pages 2, 4 - 7
“Come to the Pow-wow!” pages 2 – 4, 6 - 7
Goldie Locks and the Three Bears pages 2 - 6
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Oral Communication
The Inuksuk Guide in the North pages 2, 4 - 7
Should Children Choose Their Bedtimes? pages 2 - 7
The Ten Best Things About Canada pages 2, 4, 5 - 7
The Thing I Saw Last Night pages 2, 5, 6
Magazine Shared Reading:
Let’s Celebrate Introduction page 3
Canada Celebrates page 8
Invitation page 11
Light It Up page 15
Journey From the Past pages 27 – 28
Just for Fun/Advertisement pages 31, 32
Festival Mix-Up page 34
Poetry Shared Reading:
Waking pages 4 – 5
Autumn Leaves pages 8 – 9
Fog pages 12, 13
Moon Walk pages 16 – 17
Spring Conversations page 20 - 22
An Early Worm Got Out of Bed pages 25 – 26
My Brother’s Bug pages 29 - 30
The Vacuum Cleaner’s Revenge page 33
The Muddy Puddle pages 37 - 39
Aquarium/Among the Water Lilies page 42 – 44
Stink Stank Stunk pages 46 - 47
I’m Very Good at Climbing pages 50 – 51
Just Because pages 54 – 55
Read Aloud:
Animal Defenses: How Animals Protect Themselves
page 2 - 4
Chameleons Are Cool pages 6 - 7, 10 - 11
Coyote Sings to the Moon pages 10 – 11, 14, 15
Me and Mr. Mah pages 14 - 15
Pete the Sheep-Sheep pages 18 - 19
Ruler of the Courtyard pages 22 - 23
Starting Life: Crocodile pages 26, 28, 29
A Touch of the Zebras pages 32 - 34
We Are Wolves pages 36 - 37
The Wolf Who Cried Boy pages 40 – 41
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years
Grade 2
Oral Communication
2. use speaking skills and
strategies appropriately to
communicate with different
audiences for a variety of
purposes
Reading Guide: pages 30 – 31, 37, 46 – 47, 53 – 54,
63, 144 - 146
Guided Reading:
Adam in Net page 2
Who Laid These Eggs? page 2
At the Apple Farm page 2
Making Rock Candy pages 2 – 3
Trains page 2
Where Do We Live, Really? page 3
The Country Mouse and the Town Mouse page 2
Emergency! Paramedics to the Rescue pages 2 – 3
Messy Is Nice page 2
African Dance Class page 2
Hickory’s Problem page 2
Why Is It Called Moose Meadow? page 2
Zest for Life page 3
Big Cousin Harold pages 2, 7
Dominic’s Aquarium page 3
Happy New Year! page 3
Inuit Still pages 2 – 3
Mr. Fix – It page 2
What Does Your Dog Know? page 4
The End of the Dinosaurs: a Comic Strip page 2
Mr. Bert’s Story Time pages 2, 5
A Playground for Lisa pages 2, 7
Winter Wonderland page 2
Bill Bruin Shovels His Roof page 2
Jurassic Kick page 2
Roadside Giants page 2
The Game of Go page 1
Joe’s Big Surprise page 7
Journey of a Water Drop page 2
Sidney, The Grade Three Mouse page 2
Slam Dunk Robot page 7
The Kids’ Guide to Summer Camps page 2
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years
Grade 2
Oral Communication
Shared Reading:
3-2-1 Blast Off! page 5
Antonio’s Music page 2
“Come to the Pow-wow!” page 7
The Inuksuk Guide in the North page 5
Goldie Locks and the Three Bears pages 3, 7
Little Cubs Theatre Presents Goldie Locks and the
Three Bears pages 2, 4, 6
Should Children Choose Their Bedtimes? pages 2, 4, 6
The 10 Best Things About Canada (According to Me!)
pages 2, 4, 6
The Thing I Saw Last Night page 2
Poetry Shared Reading:
Waking page 5
Autumn Leaves page 8
Fog page 12
Moon Walk page 16
Spring Conversations page 20
An Early Worm Got Out of Bed page 26
My Brother’s Bug pages 29 – 30
The Vacuum Cleaner’s Revenge pages 33 - 34
The Muddy Puddle pages 37 - 39
Aquarium/Among the Water Lilies pages 42 – 44
Stink Stank Stunk pages 46 - 47
I’m Very Good at Climbing page 50
Just Because pages 54 - 55
Read Aloud:
Animal Defenses: How Animals Protect Themselves
pages 2 - 4
Chameleons are Cool page 6
Coyote Sings to the Moon page 10
Me and Mr. Mah page 15
Ruler of the Courtyard page 23
Starting Life: Crocodile page 29
A Touch of the Zebras pages 32, 34
We Are Wolves page 37
The Wolf Who Cried Boy page 40
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years
Grade 2
Oral Communication
3. reflect on and identify their
strengths as listeners and
speakers, areas for
improvement, and the strategies
they found most helpful in oral
communication situations.
Reading Guide pages 29 – 31, 53 – 57
Guided Reading:
Who Laid These Eggs? page 2
Jurassic Kick page 3
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the
Three Bears page 6
Should Children Choose Their Bedtimes? page 6
Read Aloud:
Ruler of the Courtyard page 22
A Touch of the Zebras page 32
We Are Wolves page 36
The Wolf Who Cried Boy page 40
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years
Grade 2
1. Listening to Understand
Purpose
1.1 identify purposes for
listening in a variety of
situations, formal and informal,
and set personal goals for
listening, initially with support
and direction (e.g., to acquire
information from a presentation
by a guest speaker; to exchange
ideas in a small-group
discussion; to enjoy and
understand poetry)
Reading Guide pages 19, 25, 29, 47, 63, 104, 107-
108, 111, 141
Writing Guide pages 123, 231 - 232
Guided Reading:
Who Laid These Eggs? page 2
At the Apple Farm page 2
Trains page 3
Where Do We Live, Really? page 3
The Country Mouse and the Town Mouse page 2
Emergency! Paramedics to the Rescue page 3
Messy Is Nice page 2
The North Wind and the Sun page 2
African Dance Class page 3
Aunt Maud’s Mittens page 2
A Most Unusual Pet page 2
Ants Belong Outside page 3
Hickory’s Problem pages 2, 3
Happy New Year! page 2
Inuit Still page 3
Dr. Bufflehead Explores Energy page 2
Extreme Animals! page 3
Mr. Bert’s Story Time pages 2, 5
A Playground for Lisa pages 2, 6, 7
Winter Wonderland page 3
Roadside Giants page 3
Bill Bruin Shovels His Roof pages 2, 5
Flying Acrobats page 2
Sidney, The Grade Three Mouse page 2
Dragonflies Are Amazing! Page 2
The Desk page 2
Why Snow Is White: A Story for Holi pages 3, 5
Shared Reading:
3-2-1 Blast Off! pages 2, 4
Antonio’s Music page 2
“Come to the Pow-wow!” page 2
Goldie Locks and the Three Bears pages 2, 5
The Inuksuk Guide in the North page 2
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years
Grade 2
1. Listening to Understand
Magazine Shared Reading:
Let’s Celebrate Introduction page 3
Canada Celebrates page 8
Invitation page 11
Festival Mix-Up page 34
Poetry Shared Reading:
My Brother’s Bug page 29
Read Aloud:
Animal Defenses: How Animals Protect Themselves
page 2
Chameleons Are Cool page 6
Coyote Sings to the Moon page 10
Pete the Sheep-Sheep page 18
Ruler of the Courtyard page 22
Starting Life: Crocodile page 26
A Touch of the Zebras page 32
We Are Wolves page 36
The Wolf Who Cried Boy page 40
Active Listening Strategies
1.2 demonstrate an
understanding of appropriate
listening behaviour by using
active listening strategies in a
variety of situations
Reading Guide pages 29 – 31, 108
Shared Reading:
3-2-1 Blast Off! pages 2, 4
“Come to the Pow-wow!” page 2
Goldie Locks and the Three Bears pages 2, 5
Magazine Shared Reading:
Let’s Celebrate Introduction page 3
Canada Celebrates page 8
Invitation page 11
Festival Mix-Up page 34
Poetry Shared Reading:
My Brother’s Bug page 29
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Read Aloud:
Animal Defenses: How Animals Protect Themselves page
2
Chameleons Are Cool page 6
Coyote Sings to the Moon page 10
Pete the Sheep-Sheep page 18
Ruler of the Courtyard page 22
Starting Life: Crocodile page 26
A Touch of the Zebras page 32
We Are Wolves page 36
The Wolf Who Cried Boy page 40
Comprehension Strategies
1.3 identify several listening
comprehension strategies
and use them before, during,
and after listening in order
to understand and clarify the
meaning of oral texts (e.g.,
listen for key words and
phrases that signal important
ideas; retell an oral text to a
partner after a presentation;
ask appropriate questions in
order to make predictions
about an oral text)
Reading Guide pages 25 – 27, 35, 37, 63, 92, 141, 144
Shared Reading:
3-2-1 Blast Off! pages 2 – 3
Antonio’s Music page 6
“Come to the Pow-wow!” page 2
Goldie Locks and the Three Bears pages 3 – 4
The 10 Best Things About Canada (According to Me!)
page 2
Magazine Shared Reading:
Make a Dragon Puppet page 19
Just for Fun/Advertisement page 32
Poetry Shared Reading:
The Vacuum Cleaner’s Revenge page 33
Read Aloud:
Animal Defenses: How Animals Protect Themselves page
2
Chameleons Are Cool page 6
Coyotes Sing to the Mood page 10
Pete the Sheep-Sheep pages 18 – 19
Ruler of the Courtyard page 22
Starting Life: Crocodile page 26
A Touch of the Zebras page 32
We Are Wolves page 36
The Wolf Who Cried Boy page 40
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Demonstrating
Understanding
1.4 demonstrate an
understanding of the
information and ideas in
oral texts by retelling the
story or restating the
information, including the
main idea and several
interesting details (e.g.,
restate a partner's reflections
after a think-pair-share
activity; identify the
important ideas in a group
presentation; carry on a
sustained conversation on a
topic)
Reading Guide pages 37, 63, 92, 141, 144
Shared Reading:
3-2-1 Blast Off! page 3
Antonio’s Music page 6
Goldie Locks and the Three Bears page 3, 4
The Inuksuk Guide in the North page 4
Should Children Choose Their Bedtimes? page 2
Poetry Shared Reading:
Spring Conversations page 22
Read Aloud:
The Wolf Who Cried Boy page 41
Making Inferences
/Interpreting Texts
1.5 use stated and implied
information and ideas in
oral texts to make simple
inferences and reasonable
predictions, and support the
inferences with evidence
from the text
Teacher prompt: "You
predicted _______. What
clues from the oral text did
you use to figure that out?"
Reading Guide pages 28, 50
Shared Reading:
Antonio’s Music pages 2, 4, 5, 7
Goldie Locks and the Three Bears page 6
The Inuksuk Guide in the North page 2
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 3, 5, 6
Should Children Choose Their Bedtimes? page 7
The Thing I saw Last Night page 4 – 5
Magazine Shared Reading:
Invitation page 11
Light It Up page 15
Journey From the Past pages 27 – 28
Just for Fun/Advertisement pages 31 – 32
Poetry Shared Reading:
Autumn Leaves pages 8 – 9
Moon Walk pages 16 – 17
Spring Conversations page 20
An Early Worm Got Out of Bed pages 25 – 26
Aquarium/Among the Water Lilies page 42
I’m Very Good at Climbing pages 50 – 51
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Read Aloud:
Coyote Sings to the Moon pages 10 – 11
Me and Mr. Mah pages 14 - 15
Pete the Sheep-Sheep pages 18 - 19
Ruler of the Courtyard pages 22 - 23
Starting Life: Crocodile page 28
A Touch of the Zebras pages 32 - 33
We Are Wolves pages 36 - 37
The Wolf Who Cried Boy pages 40 - 41
Extending Understanding
1.6 extend understanding of
oral texts by connecting the
ideas in them to their own
knowledge and experience;
to other familiar texts,
including print and visual
texts; and to the world
around them (e.g., talk about
their own ideas and
experiences related to the
topic before listening;
connect ideas from oral
presentations to related
school and community
events and/or to other texts
with similar topics or
themes, including
multicultural texts or texts
in their own first language)
Reading Guide pages 28, 30, 50, 54 – 55
Shared Reading:
Antonio’s Music pages 2 - 4
“Come to the Pow-wow!” pages 2 – 4, 6 - 7
Goldie Locks and the Three Bears pages 2, 4, 6
Should Children Choose Their Bedtimes? pages 2, 4, 6
The 10 Best Things About Canada (According to Me!)
pages 2 – 4, 6
The Thing I Saw Last Night page 2
Poetry Shared Reading:
Waking pages 4 – 5
Autumn Leaves pages 8 – 9
For page 12
Moon Walk pages 16 – 17
Spring Conversations pages 20 - 22
An Early Worm Got Out of Bed page 26
My Brother’s Bug page 29
The Vacuum Cleaner’s Revenge pages 33 – 34
The Muddy Puddle pages 37 - 39
Aquarium/Among the Water Lilies pages 42 – 44
Stink Stank Stunk pages 46 - 47
I’m Very Good at Climbing page 50
Just Because pages 54 – 55
Read Aloud:
Animal Defenses: How Animals Protect Themselves
pages 2 – 4
Chameleons are Cool page 6
Coyote Sings to the Moon pages 10 – 11
Me and Mr. Mah pages 14 - 15
Pete the Sheep-Sheep page 18
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Ruler of the Courtyard page 23
Starting Life: Crocodile page 29
A Touch of the Zebras pages 32 - 34
We Are Wolves pages 36 - 37
The Wolf Who Cried Boy pages 40 - 41
Analysing Texts
1.7 identify words or
phrases that indicate
whether an oral text is fact
or opinion, initially with
support and direction (e.g.,
phrases such as I think...I
feel... indicate an opinion
rather than strictly factual
information)
Writing Guide: page 91
Reading Guide pages 28, 51
Shared Reading:
Antonio’s Music page 6
“3-2-1 Blast Off! pages 5 - 6
“Come to the Pow-wow!” pages 2 – 3, 6
Goldie Locks and the Three Bears page 6
The Inuksuk Guide in the North page 4 - 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 4 - 6
Should Children Choose Their Bedtimes? pages 3 - 6
The 10 Best Things About Canada (According to Me!)
pages 6 - 7
The Thing I Saw Last Night pages 5 – 6
Poetry Shared Reading:
Waking page 5
Autumn Leaves page 9
Fog page 13
Moon Walk page 16
Spring Conversations pages 20 - 21
My Brother’s Bug pages 29 - 30
The Muddy Puddle page 39
Aquarium/Among the Water Lilies pages 42 – 44
I’m Very Good at Climbing page 51
Just Because page 55
Read Aloud:
Chameleons are Cool pages 6 - 7
Me and Mr. Mah pages 14 - 15
Pete the Sheep-Sheep page 19
Starting Life: Crocodile pages 26, 28
A Touch of the Zebras pages 33 - 34
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Point of View
1.8 identify, initially with
support and direction, who
is speaking in an oral text,
and demonstrate an
understanding that the
speaker has his or her own
point of view (e.g., people,
events, and details are
viewed differently by
different people)
Teacher prompts: "Does
who is talking affect the
way the information is
presented or the way the
story is told?" "How do you
know what the speaker's
feelings about the topic are?
How does that affect you as
a listener?" "How might the
text change if [character X]
were speaking instead?"
Shared Reading:
“Come to the Pow-wow!” page 2
Goldie Locks and the Three Bears pages 3, 6
Should Children Choose Their Bedtimes? page 3
Poetry Shared Reading:
The Vacuum Cleaner’s Revenge page 33
I’m Very Good at Climbing page 50
Read Aloud:
Ruler of the Courtyard page 22
Starting Life: Crocodile pages 26, 28
A Touch of the Zebras pages 33 - 34
Presentation Strategies
1.9 identify some of the
presentation strategies used
in oral texts and explain
how they influence the
audience (e.g., the use of
facial expressions helps the
listener understand what is
being said)
Teacher prompts: "How
does looking at the
expression on a speaker's
face help you to understand
what is being said?" "Does
the look on the speaker's
face in some way change the
meaning of the actual words
being spoken?"
Reading Guide: page 14
Writing Guide: pages 231 – 232
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
2. Speaking to Communicate
By the end of Grade 2, students will:
Purpose
2.1 identify a variety of
purposes for speaking (e.g.,
to entertain the class; to
establish positive personal
and learning relationships
with peers; to ask questions
or explore solutions to
problems in small-group and
paired activities; to give
directions to a partner in a
shared activity; to explain to
a small group the method
used to solve a problem; to
share ideas or information in
large and small groups)
Reading Guide: pages 30 – 31, 37, 46 – 47, 53 – 54, 63,
68, 108, 119 – 120, 144 - 146
Guided Reading:
Adam in Net page 2
Justin’s New Bike page 3
Who Laid These Eggs? page 2
At the Apple Farm page 2
Making Rock Candy pages 2 – 3
Trains pages 2, 3
Where Do We Live, Really? page 3
The Country Mouse and the Town Mouse pages 2, 3
Emergency! Paramedics to the Rescue pages 2 – 3
Messy Is Nice page 2
The North Wind and the Sun page 3
African Dance Class pages 2, 3
Aunt Maud’s Mittens page 3
Hickory’s Problem page 2
Why Is It Called Moose Meadow? page 2
Zest for Life page 3
Big Cousin Harold pages 2, 7
Dominic’s Aquarium page 3
Happy New Year! page 3
Inuit Still pages 2 – 3
Mr. Fix – It page 2
What Does Your Dog Know? page 4
The End of the Dinosaurs: a Comic Strip page 2
Mr. Bert’s Story Time pages 2, 5
A Playground for Lisa pages 2, 7
Winter Wonderland page 2
Bill Bruin Shovels His Roof pages 2, 7
Jurassic Kick page 2
Rag Doll Rescue page 6
Roadside Giants page 2
The Game of Go page 1
Joe’s Big Surprise page 7
Journey of a Water Drop page 2
Sidney, The Grade Three Mouse page 2
Slam Dunk Robot page 7
The Kids’ Guide to Summer Camps page 2
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Shared Reading:
3-2-1 Blast Off! page 5
Antonio’s Music pages 2, 6
“Come to the Pow-wow!” pages 6, 7
The Inuksuk Guide in the North page 5
Goldie Locks and the Three Bears pages 3, 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 4, 6
Should Children Choose Their Bedtimes? pages 2, 4, 6, 7
The 10 Best Things About Canada (According to Me!)
pages 2, 4, 6
The Thing I Saw Last Night pages 2, 7
Poetry Shared Reading:
Waking page 5
Autumn Leaves page 8
Fog pages 12, 13
Moon Walk page 16
Spring Conversations page 20
An Early Worm Got Out of Bed page 26
My Brother’s Bug pages 29 – 30
The Vacuum Cleaner’s Revenge pages 33 - 34
The Muddy Puddle pages 37 - 39
Aquarium/Among the Water Lilies pages 42 – 44
Stink Stank Stunk pages 46 - 47
I’m Very Good at Climbing page 50
Just Because pages 54 - 55
Read Aloud:
Animal Defenses: How Animals Protect Themselves
pages 2 - 4
Chameleons are Cool pages 6, 7
Coyote Sings to the Moon pages 10, 11
Me and Mr. Mah pages 14, 15
Ruler of the Courtyard pages 22, 23
Starting Life: Crocodile pages 26, 28, 29
A Touch of the Zebras pages 32, 34
We Are Wolves pages 36, 37
The Wolf Who Cried Boy page 40
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Interactive Strategies
2.2 demonstrate an under-
standing of appropriate
speaking behaviour in a
variety of situations, inclu-
ding paired sharing and
small- and large-group
discussions (e.g., make con-
nections to what other group
members have said; demon-
strate an understanding of
when to speak, when to
listen, and how much to say)
Reading Guide: pages 30, 37, 46 – 47, 53 – 54
Clarity and Coherence
2.3 communicate ideas,
opinions, and information
orally in a clear, coherent
manner using simple but
appropriate organizational
patterns (e.g., give an oral
account of a current event
using the five W's to organ-
ize the information; restate
the main facts from a simple
informational text in correct
sequence)
Reading Guide: pages 25, 53, 63, 68, 108
Guided Reading:
Justin’s New Bike page 3
Making Rock Candy page 3
Trains page 3
Where Do We Live, Really? page 3
The Country Mouse and the Town Mouse page 3
Emergency! Paramedics to the Rescue page 3
The North Wind and the Sun: An Aesop’s Fable page 3
Aunt Maud’s Mittens page 3
Zest for Life page 3
Big Cousin Harold page 7
Dominic’s Aquarium page 3
Happy New Year! page 3
Inuit Still page 3
A Playground for Lisa page 7
Rag Doll Rescue page 6
Joe’s Big Surprise page 7
Shared Reading:
Antonio’s Music page 6
“Come to the Pow-wow!” page 6
Goldie Locks and The Three Bears page 7
Should Children Choose Their Bedtimes? page 7
The Thing I saw Last Night page 7
Poetry Shared Reading:
Waking page 5
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Read Aloud:
Coyote Sings to the Moon page 11
Ruler of the Courtyard page 23
Appropriate Language
2.4 choose a variety of ap-
propriate words and phrases
to communicate their mean-
ing accurately and engage
the interest of their audience
(e.g., use descriptive adjec-
tives and adverbs to create
vivid images for their
audience)
Guided Reading:
African Dance Class page 3
Bill Bruin Shovels His Roof page 7
Shared Reading:
“Come to the Pow-wow!” page 6
Vocal Skills and Strategies
2.5 identify some vocal
effects, including tone, pace,
pitch, and volume, and use
them appropriately, and
with sensitivity towards
cultural differences, to help
communicate their meaning
(e.g., adjust volume to suit
the purpose for speaking
and the size and type of
audience)
Writing Guide pages 231, 232
Guided Reading:
Rag Doll Rescue page 6
Shared Reading:
“Come to the Pow-wow!” page 7
Goldie Locks and the Three Bears page 6
Should Children Choose Their Bedtimes? page 6
Poetry Shared Reading:
Waking page 5
Fog page 13
Shared Reading:
Chameleons Are Cool pages 6, 7
Coyote Sings to the Moon page 10
Me and Mr. Mah page 14
Pete the Sheep-Sheep page 18
Ruler of the Courtyard page 22
Starting Life: Crocodile pages 26, 28
A Touch of the Zebras page 32
We Are Wolves page 36
The Wolf Who Cried Boy page 40
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Non-Verbal Cues
2.6 identify some non-
verbal cues, including facial
expression, gestures, and
eye contact, and use them in
oral communications,
appropriately and with
sensitivity towards cultural
differences, to help convey
their meaning
Writing Guide: pages 231 – 232
Guided Reading:
A Playground for Lisa page 7
Visual Aids
2.7 use a few different
visual aids, (e.g.,
photographs, artifacts, a
story map) to support or
enhance oral presentations
(e.g., use a family
photograph as part of an oral
recount of an event; use a
story map to retell a story)
Reading Guide: pages 119 – 120, 144 - 146
Guided Reading:
Emergency! Paramedics to the Rescue page 3
Big Cousin Harold page 7
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
3. Reflecting on Oral
Communication Skills and
Strategies
By the end of Grade 2,
students will:
Metacognition
3.1 identify, initially with
support and direction, a few
strategies they found helpful
before, during, and after
listening and speaking
Teacher prompts: "What
questions can you ask
yourself while listening to
be sure that you understand
what you hear?" "What can
you do after listening to
check that you have
understood?" "How do you
get ready to speak?" "While
you are speaking, how do
you check whether you are
keeping the attention of
your audience?"
Guided Reading:
Who Laid These Eggs? page 2
Jurassic Kick page 3
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 6
Should Children Choose Their Bedtimes? page 6
Read Aloud:
Ruler of the Courtyard page 22
A Touch of the Zebras page 32
We Are Wolves page 36
The Wolf Who Cried Boy page 40
Interconnected Skills
3.2 identify, initially with
support and direction, how
their skills as viewers, rep-
resenters, readers, and
writers help them improve
their oral communication
skills
Teacher prompts: "How
does listening make you a
better speaker?" "How does
viewing texts help you when
you are listening?"
Reading Guide: pages 29 – 31, 53 – 57
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Reading
By the end of Grade 2,
students will:
1. read and demonstrate an
understanding of a variety
of literary, graphic, and
informational texts, using a
range of strategies to
construct meaning
Reading Guide pages 7 – 12, 18, 25 – 31, 34, 35, 37 – 44,
50 – 52, 54 – 55, 63, 81 – 83, 92, 120, 125, 135 - 145
All Guided Reading Books
All Shared Reading Books
All articles in the Let’s Celebrate Magazine
All poems in the Poetry Collection
All Read Aloud Books
2. recognize a variety of text
forms, text features, and
stylistic elements and
demonstrate understanding
of how they help
communicate meaning
Reading Guide: pages 17, 28, 48, 50, 109 – 111, 115 –
118, 123 – 124, 139, 147
Writing Guide: pages 44, 59, 75, 88, 102, 115, 130
Working with Words Guide: pages 11, 131
Guided Reading:
Adam in Net pages 2, 3
All Kinds of Beetles page 2
Who Laid These Eggs? page 2
At the Apple Farm page 3
Making Rock Candy pages 2, 3
Trains page 2
Emergency! Paramedics to the Rescue pages 2, 3
Messy Is Nice page 2
The North Wind and the Sun: An Aesop’s Fable page 2
African Dance Class pages 2, 3
Aunt Maud’s Mittens page 2
Ali Runs With the Pack page 2
Hickory’s Problem pages 2, 3
Keep Us Clean pages 2, 3
Why Is It Called Moose Meadow? page 3
Big Cousin Harold pages 2, 4
Happy New Year! page 2
Mr. Fix-It page 2
What Does Your Dog Know? pages 2, 5, 6
Dr. Bufflehead Explores Energy page 2
The End of the Dinosaurs: A Comic Strip page 2
Winter Wonderland page 2
Flying Acrobats pages 2 – 5
Jurassic Kick page 2
Roadside Giants page 2
The Game of Go pages 2, 3
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Joe’s Big Surprise page 2
Journey of a Water Drop pages 2, 3
Sidney, The Grade Three Mouse page 2
Dragonflies Are Amazing! Pages 2, 4
Slam Dunk Robot page 2
Why Snow Is White: A Story for Holi page 2
The Kids’ Guide to Summer Camps page 2
Shared Reading:
3-2-1 Blast Off! page 2
Antonio’s Music page 6
“Come to the Pow-wow!” page 7
Goldie Locks and the Three Bears pages 2, 3, 7
The Inuksuk Guide in the North pages 2 – 4
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 2, 3, 6
Should Children Choose Their Bedtimes? pages 3, 4
The 10 Best Things About Canada (According to Me!)
pages 2, 3
The Thing I Saw Last Night page 4
Magazine Shared Reading:
Let’s Celebrate Introduction pages 2, 3, 4
Canada Celebrates page 7
Invitation pages 11, 12
Make a Dragon Puppet pages 19, 20
How Does a Trick Candle Work? page 23
Journey From the Past page 27
Just for Fun/Advertisement pages 31, 32
Festival Mix-Up pages 34, 36
Poetry Shared Reading:
Waking page 5
Autumn Leaves page 9
Fog page 13
Moon Walk page 15
Moon Walk page 17
Spring Conversations pages 20, 22
An Early Worm Got Out of Bed page 26
The Vacuum Cleaner’s Revenge pages 33, 35
The Muddy Puddle pages 37, 38
Aquarium/Among the Water Lilies page 44
Stink, Stank, Stunk page 47
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Read Aloud:
Animal Defenses: How Animals Protect Themselves
pages 2, 3
Chameleons Are Cool pages 6, 7
Coyote Sings to the Moon page 10
Me and Mr. Mah page 15
Pete the Sheep-Sheep pages 18, 19
Starting Life: Crocodile pages 26, 28, 29
A Touch of the Zebras page 33
We Are Wolves page 37
The Wolf Who Cried Boy page 41
3. use knowledge of words
and cueing systems to read
fluently
Reading Guide: pages 14, 30, 45, 46, 52, 55, 139, 144 -
146
Working with Words: pages 8, 19, 20, 26 – 41, 61, 132,
138 – 144, 149
Guided Reading:
Adam in Net page 2
Justin’s New Bike page 3
Who Laid These Eggs? page 3
At the Apple Farm page 2
Trains page 2
The Country Mouse and the Town Mouse page 2
Emergency! Paramedics to the Rescue page 2
The North Wind and the Sun: An Aesop’s Fable pages 2,
3
African Dance Class page 2
Going Fishing page 2
Aunt Maud’s Mittens page 5
A Most Unusual Pet page 2
Ali Runs With the Pack page 3
Ants Belong Outside page 2
Why Is It Called Moose Meadow?
Zest for Life page 2
Big Cousin Harold pages 2, 7
Dominic’s Aquarium page 2
Inuit Still page 3
Mr. Fix-It pages 2, 3
What Does Your Dog Know? page 2
Dr. Bufflehead Explores Energy page 2 The End of the
Dinosaurs: A Comic Strip page 3
Extreme Animals! page 2
Mr. Bert’s Story Time pages 5, 6
A Playground for Lisa pages 4, 7
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Bill Bruin Shovels His Roof page 5
Flying Acrobats pages 3, 5
Jurassic Kick page 5
Rag Doll Rescue pages 2, 3, 6
A Playground for Lisa page 4
Rag Doll Rescue pages 2, 3
Roadside Giants page 3
The Game of Go page 3
Joe’s Big Surprise pages 5, 7
Journey of a Water Drop pages 3, 6
Dragonflies Are Amazing! Page 4
Slam Dunk Robot pages 3, 6, 7
The Desk pages 3, 4
The Kids’ Guide to Summer Camps pages 2, 3
Shared Reading:
3-2-1 Blast Off! page 7
Antonio’s Music pages 4 - 7
Come to the Pow-wow! pages 2, 4, 6, 7
Goldie Locks and the Three Bears pages 3, 5 – 7
The Inuksuk Guide in the North pages 2 – 4, 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 3, 5
Should Children Choose Their Bedtimes? pages 3, 6
The 10 Best Things About Canada (According to Me)
pages 2, 6, 7
The Thing I Saw Last Night pages 4, 7
Magazine Shared Reading:
Canada Celebrates page 8
Invitation pages 11, 12
Make a Dragon Puppet page 20
Just for Fun/Advertisement page 32
How Does a Trick Candle Work? pages 23, 24
Festival Mix-Up page 36
Poetry Shared Reading:
Waking page 5
Autumn Leaves pages 9, 10
Fog page 13
Moon Walk pages 16, 17
Spring Conversations pages 22, 23
An Early Worm Got Out of Bed pages 26, 27
My Brother’s Bug page 30
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
The Vacuum Cleaner’s Revenge page 34
The Muddy Puddle page 38
Aquarium/Among the Water Lilies pages 42, 43
Stink Stank Stunk page 47
I’m Very Good at Climbing page 51
Just Because pages 54, 55
4. reflect on and identify
their strengths as readers,
areas for improvement, and
the strategies they found
most helpful before, during,
and after reading
Reading Guide: pages 15, 19, 27 – 29
Guided Reading:
Who Laid These Eggs? pages 2, 3
Making Rock Candy page 2
Where Do We Live, Really? page 3
Aunt Maud’s Mittens page 3
Ali Runs With the Pack page 3
Big Cousin Harold page 6
Dr. Bufflehead Explores Energy page 2
A Playground for Lisa page 2
Winter Wonderland pages 2, 3
Jurassic Kick pages 3, 4
Joe’s Big Surprise page 3
Sidney, The Grade Three Mouse page 4
The Kids’ Guide to Summer Camps page 2
Shared Reading:
3-2-1 Blast Off! pages 3, 5
Goldie Locks and the Three Bears page 6
The Inuksuk Guide in the North page 6
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 3, 6
Should Children Choose Their Bedtimes? pages 6, 7
The Thing I Saw Last Night page 7
Read Aloud:
Chameleons Are Cool page 6
Coyote Sings to the Moon page 10
Ruler of the Courtyard page 22
A Touch of the Zebras page 32
We Are Wolves page 36
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
1. Reading for Meaning
By the end of Grade 2, students will:
Variety of Texts
1.1 read some different liter-
ary texts (e.g., poetry, folk
tales, fairy tales from
diverse cultures, stories,
books from home in their
first language), graphic texts
(e.g., simple maps, charts,
diagrams, graphs), and
infor-mational texts (e.g.,
"How to" books, non-fiction
books about topics of
personal interest, electronic
texts, primary dictionaries)
Reading Guide pages 34, 38 – 44, 62, 81
All Guided Reading Books
All Shared Reading Books
All articles in the Let’s Celebrate Magazine
All poems in the Poetry Collection
All Read Aloud Books
Purpose
1.2 identify several different
purposes for reading and
choose reading materials
appropriate for those pur-
poses (e.g., picture books
for en-tertainment or
reflection, familiar favourite
books to build fluency,
simple factual and visual
texts for research, a picture
atlas for information)
Reading Guide: pages 135 – 145
All Guided Reading Books
All Shared Reading Books
All articles in the Let’s Celebrate Magazine
All poems in the Poetry Collection
All Read Aloud Books
Comprehension Strategies
1.3 identify several reading
comprehension strategies
and use them before, during,
and after reading to under-
stand texts (e.g., activate
prior knowledge to ask
questions or make predict-
ions about the topic or story;
use visualization to help
clarify the sights and sounds
referred to in the text; ask
questions to monitor under-
standing during reading;
identify important ideas to
remember)
Reading Guide: pages 7 – 12, 25- 29, 50 – 52, 82 – 83
All Guided Reading Books
All Shared Reading Books
All articles in the Let’s Celebrate Magazine
All poems in the Poetry Collection
All Read Aloud Books
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Demonstrating
Understanding
1.4 demonstrate
understanding of a text by
retelling the story or
restating information from
the text, with the inclusion
of a few interesting details
(e.g., retell a story or restate
facts in proper sequence or
correct time order, with a
few supporting details;
restate the important ideas
from a short informational
text about the life cycle of a
butterfly in the correct
sequence)
Reading Guide pages 25 – 27, 35, 37, 63, 92, 141, 144
Guided Reading:
Justin’s New Bike page 3
Making Rock Candy page 3
The North Wind and the Sun: An Aesop’s Fable page 3
African Dance Class page 3
Aunt Maud’s Mittens pages 3 – 5
Keep Us Clean pages 2, 3
Dominic’s Aquarium pages 2, 3
What Does Your Dog Know? page 5
Mr. Bert’s Story Time page 4
The Game of Go page 3
Joe’s Big Surprise pages 5, 6
Journey of a Water Drop pages 4, 5
Why Snow Is White: A Story for Holi page 6
Shared Reading:
3-2-1 Blast Off! pages 2 – 3
Antonio’s Music page 6
“Come to the Pow-wow!” page 2
Goldie Locks and the Three Bears pages 3 – 4
The 10 Best Things About Canada (According to Me!)
page 2
Magazine Shared Reading:
Make a Dragon Puppet page 19
Just for Fun/Advertisement page 32
Poetry Shared Reading:
The Vacuum Cleaner’s Revenge page 33
Read Aloud:
Animal Defenses: How Animals Protect Themselves page
2
Chameleons Are Cool page 6
Coyotes Sing to the Mood page 10
Pete the Sheep-Sheep pages 18 – 19
Ruler of the Courtyard page 22
Starting Life: Crocodile page 26
A Touch of the Zebras page 32
We Are Wolves page 36
The Wolf Who Cried Boy page 40
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Making
Inferences/Interpreting
Texts
1.5 use stated and implied
information and ideas in
texts to make simple infer-
ences and reasonable pre-
dictions about them
Teacher prompts: "How did
Carmen's actions help us to
know how she was feeling
in the story?" "The text
describes what articles of
clothing the character is
wearing. How does that in-
formation help us predict
what the weather conditions
might be?"
Reading Guide pages 28, 50
Guided Reading:
Adam in Net pages 2, 3
Justin’s New Bike pages 2, 3
Making Rock Candy page 3
Emergency! Paramedics to the Rescue page 3
Messy Is Nice pages 3 – 5
The North Wind and the Sun: An Aesop’s Fable page 2
Going Fishing pages 2, 3
Aunt Maud’s Mittens pages 3 – 6
A Most Unusual Pet pages 2, 3
Ants Belong Outside pages 2, 3
Why Is It Called Moose Meadow? pages 2, 3
Big Cousin Harold pages 2, 3, 6
Mr. Fix-It pages 4 – 6
Mr. Bert’s Story Time pages 2, 3, 5
Bill Bruin Shovels His Roof pages 5 – 7
Jurassic Kick pages 3 – 6
Rag Doll Rescue pages 2, 3
Sidney, The Grade Three Mouse pages 2 – 8
Dragonflies Are Amazing! page 3
Slam Dunk Robot pages 2, 3, 5, 6
Why Snow Is White: A Story for Holi pages 2, 3, 5, 6
The Desk pages 3, 5, 6
Shared Reading:
Antonio’s Music pages 2, 4, 5, 7
Goldie Locks and the Three Bears page 6
The Inuksuk Guide in the North page 2
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 3, 5, 6
Should Children Choose Their Bedtimes? page 7
The Thing I saw Last Night page 4 – 5
Magazine Shared Reading:
Invitation page 11
Light It Up page 15
Journey From the Past pages 27 – 28
Just for Fun/Advertisement pages 31 – 32
Poetry Shared Reading:
Autumn Leaves pages 8 – 9
Moon Walk pages 16 – 17
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Spring Conversations page 20
An Early Worm Got Out of Bed pages 25 – 26
Aquarium/Among the Water Lilies page 42
I’m Very Good at Climbing pages 50 – 51
Read Aloud:
Coyote Sings to the Moon pages 10 – 11
Me and Mr. Mah pages 14 - 15
Pete the Sheep-Sheep pages 18 - 19
Ruler of the Courtyard pages 22 - 23
Starting Life: Crocodile page 28
A Touch of the Zebras pages 32 - 33
We Are Wolves pages 36 - 37
The Wolf Who Cried Boy pages 40 - 41
Extending Understanding
1.6 extend understanding of
texts by connecting the
ideas in them to their own
knowledge and experience,
to other familiar texts, and
to the world around them
Teacher prompts: "How is
this story like the one we
read last week?" "How is
our school like the one we
are reading about?"
Reading Guide pages 28, 30, 50, 54 – 55
Guided Reading:
All Kinds of Beetles pages 2, 3
Justin’s New Bike page 2
Who Laid These Eggs? page 2
At the Apple Farm pages 2, 3
Making Rock Candy page 2
Trains page 2
The Country Mouse and the Town Mouse pages 2, 3
Emergency! Paramedics to the Rescue page 2
Messy Is Nice pages 2, 4
The North Wind and the Sun: An Aesop’s Fable page 2
African Dance Class page 2
Aunt Maud’s Mittens pages 2, 5
A Most Unusual Pet page 3
Ali Runs With the Pack page 2
Ants Belong Outside page 3
Hickory’s Problem pages 2, 3
Why Is It Called Moose Meadow? page 2
Zest for Life page 3
Big Cousin Harold pages 2, 4, 6
Dominic’s Aquarium page 2
Happy New Year! pages 2, 3
Inuit Still page s 2, 3
Mr. Fix-It page 2
What Does Your Dog Know? pages 2, 4, 7
Dr. Bufflehead Explores Energy page 2
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
The End of the Dinosaurs: A Comic Strip page 2
Extreme Animals! page 2
Mr. Bert’s Story Time pages 2, 6
A Playground for Lisa page s 2, 4, 7
Winter Wonderland pages 2, 3
Bill Bruin Shovels His Roof pages 2, 4
Flying Acrobats pages 2, 4
Jurassic Kick page 2
Rag Doll Rescue page 5
Roadside Giants page s 2, 3
The Game of Go page 2
Joe’s Big Surprise pages 2, 4
Journey of a Water Drop page 2
Sidney, The Grade Three Mouse page 7
Dragonflies Are Amazing! pages 2, 4
Slam Dunk Robot pages 2, 7
Why Snow Is White: A Story for Holi pages 2, 4
The Desk pages 2, 5, 6
The Kid s’ Guide to Summer Camps pages 2, 3
Shared Reading:
Antonio’s Music pages 2 - 4
“Come to the Pow-wow!” pages 2 – 4, 6 - 7
Goldie Locks and the Three Bears pages 2, 4, 6
Should Children Choose Their Bedtimes? pages 2, 4, 6
The 10 Best Things About Canada (According to Me!)
pages 2 – 4, 6
The Thing I Saw Last Night page 2
Poetry Shared Reading:
Waking pages 4 – 5
Autumn Leaves pages 8 – 9
For page 12
Moon Walk pages 16 – 17
Spring Conversations pages 20 - 22
An Early Worm Got Out of Bed page 26
My Brother’s Bug page 29
The Vacuum Cleaner’s Revenge pages 33 – 34
The Muddy Puddle pages 37 - 39
Aquarium/Among the Water Lilies pages 42 – 44
Stink Stank Stunk pages 46 - 47
I’m Very Good at Climbing page 50
Just Because pages 54 – 55
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Read Aloud:
Animal Defenses: How Animals Protect Themselves
pages 2 – 4
Chameleons are Cool page 6
Coyote Sings to the Moon pages 10 – 11
Me and Mr. Mah pages 14 - 15
Pete the Sheep-Sheep page 18
Ruler of the Courtyard page 23
Starting Life: Crocodile page 29
A Touch of the Zebras pages 32 - 34
We Are Wolves pages 36 - 37
The Wolf Who Cried Boy pages 40 - 41
Analysing Texts
1.7 identify the main idea
and some additional ele-
ments of texts (e.g., nar-
rative: characters, setting,
problem, solution, events
/episodes, resolution;
procedure: goal, materials,
method) Teacher prompts:
"What main idea do these
two stories share?" "What
elements did the author
include to make the recipe
interesting and still easy to
follow?"
Reading Guide: pages 28, 31, 50, 120 - 121
Guided Reading:
All Kinds of Beetles pages 2, 3
Who Laid These Eggs? pages 2, 3
Trains pages 2, 3
Hickory’s Problem pages 2, 3
Keep Us Clean pages 2, 3
Why Is It Called Moose Meadow? page 3
Zest for Life pages 2, 3
Inuit Still pages 2, 3
Mr. Fix-It page 5
Dr. Bufflehead Explores Energy pages 2, 3
The End of the Dinosaurs: A Comic Strip pages 2, 3
Extreme Animals! pages 2, 3
Mr. Bert’s Story Time page 6
Winter Wonderland pages 2, 3
Bill Bruin Shovels His Roof page 3
Flying Acrobats pages 2 – 6
Jurassic Kick pages 5, 6
Roadside Giants pages 2, 3
The Game of Go pages2, 3
Journey of a Water Drop pages 2 – 4
Dragonflies Are Amazing! pages 2 – 5
Slam Dunk Robot page6
Why Snow Is White: A Story for Holi pages 2 – 5
The Desk page 3
The Kids’ Guide to Summer Camps pages 2, 3
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Shared Reading:
3-2-1 Blast Off! page 4
“Come to the Pow-wow!” pages 6, 7
Goldie Locks and the Three Bears pages 4 – 7
The Inuksuk Guide in the North pages 2 – 4, 6
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 3 – 5
Should Children Choose Their Bedtimes? page 3
The 10 Best Things About Canada (According to Me!)
pages 2 - 6
The Thing I Saw Last Night pages 3, 4
Magazine Shared Reading:
How Does a Trick Candle Work? pages 23, 24
Festival Mix-Up pages 35, 36
Poetry Shared Reading:
Waking page 4
Fog pages 12, 13
The Vacuum Cleaner’s Revenge page 33
The Muddy Puddle page 38
Read Aloud:
Animal Defenses: How Animals Protect Themselves page
3
Chameleons Are Cool page 7
Coyote Sings to the Moon pages 10, 11
Me and Mr. Mah page 15
Starting Life: Crocodile page 29
A Touch of the Zebras pages 33, 34
We Are Wolves pages 36, 37
The Wolf Who Cried Boy pages 40
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Responding to and
Evaluating Texts
1.8 express personal
thoughts and feelings about
what has been read (e.g., by
using visual art or music to
communicate their reaction)
Teacher prompts: "Why do
you think what happened to
the character was fair/not
fair?" "How might you ex-
press your feelings about
what happened to this
character?"
Reading Guide: pages 18, 28, 50, 125
Guided Reading:
Adam in Net pages 2, 3
Justin’s New Bike pages 2, 3
Making Rock Candy page 3
Emergency! Paramedics to the Rescue pages 2, 3
Messy Is Nice pages 3 – 6
The North Wind and the Sun: An Aesop’s Fable page 2
Going Fishing pages 2, 3
Aunt Maud’s Mittens pages 3 – 6
A Most Unusual Pet pages 2, 3
Ants Belong Outside pages 2, 3
Why Is It Called Moose Meadow? pages 2, 3
Big Cousin Harold pages 3, 6
Mr. Fix –It pages 4 – 6
Mr. Bert’s Story Time pages 5, 6
Bill Bruin Shovels His Roof pages 5, 7
Jurassic Kick pages 3 -6
Rag Doll Rescue pages2, 5
Sidney, The Grade Three Mouse pages 2 – 6, 8
Dragonflies Are Amazing! page 3
Slam Dunk Robot pages 2, 3, 6
Why Snow Is White: A Story for Holi pages 2, 3, 5, 6
The Desk pages 3, 5
Shared Reading:
Antonio’s Music pages 2 – 5
Goldie Locks and the Three Bears page 6
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 3, 5, 6
Should Children Choose Their Bedtimes? page 7
The Thing I Saw Last Night pages 4, 5
Magazine Shared Reading:
Invitation page 11
Journey From the Past pages 27, 28
Just for Fun/Advertisement page 31
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Poetry Shared Reading:
Autumn Leaves pages 8, 9
Fog page 13
Moon Walk page 17
Spring Conversations page 21
An Early Worm Got Out of Bed page 25
Aquarium/Among the Water Lilies pages 42, 43
I’m Very Good At Climbing pages 50, 51
Read Aloud:
Coyote Sings to the Moon pages 10, 11
Me and Mr. Mah pages 14, 15
Pete the Sheep-Sheep pages 18, 19
Ruler of the Courtyard pages 22, 23
Starting Life: Crocodile page 28
A Touch of the Zebras pages 32, 33
We Are Wolves pages 36, 37
The Wolf Who Cried Boy pages 40, 41
Point of View
1.9 identify, initially with
support and direction, the
speaker and the point of
view presented in a text and
suggest one or two possible
alternative perspectives
(e.g., develop a narrative or
role play to present a story
from the point of view of
one or two minor
characters) Teacher
prompts: "What do you
think the author wants the
reader to think?" "How
might a different character
tell this story?"
Guided Reading:
Justin’s New Bike page 3
The Country Mouse and the Town Mouse page 3
Messy Is Nice page 2
Going Fishing page 2
Ali Runs With the Pack page 2
Hickory’s Problem page 2
Why Is It Called Moose Meadow? page 2
Sidney, The Grade Three Mouse pages 4, 6
The Desk page 2
Shared Reading:
“Come to the Pow-wow!” page 2
Goldie Locks and the Three Bears pages 3, 6
Should Children Choose Their Bedtimes? page 3
Poetry Shared Reading:
The Vacuum Cleaner’s Revenge page 33
I’m Very Good at Climbing page 50
Read Aloud:
Ruler of the Courtyard page 22
Starting Life: Crocodile pages 26, 28
A Touch of the Zebras pages 33 - 34
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
2. Understanding Form and Style
By the end of Grade 2, students will:
Text Forms
2.1 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)
Reading Guide: pages 109 – 111, 115 - 118
Writing Guide: pages 44, 59, 75, 88, 102, 115, 130
Guided Reading:
Making Rock Candy page 2
The North Wind and the Sun: An Aesop’s Fable page 2
African Dance Class page 2
Keep Us Clean page 2
Big Cousin Harold pages 2, 4
Happy New Year! page 2
What Does Your Dog Know? page 2
The End of the Dinosaurs: A Comic Strip page 2
Winter Wonderland page 2
Flying Acrobats page 5
Roadside Giants page 2
The Game of Go page 2
Joe’s Big Surprise page 2
The Kids’ Guide to Summer Camps page 2
Shared Reading:
3-2-1 Blast Off! page 2
Antonio’s Music page 6
Goldie Locks and the Three Bears page 2
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 2
Magazine Shared Reading:
Let’s Celebrate Introduction page 2
Invitation pages 11, 12
Just for Fun/ Advertisement page 31
Festival Mix-Up page 36
Poetry Shared Reading:
Moon Walk page 17
Spring Conversations page 22
The Vacuum Cleaner’s Revenge page 33
The Muddy Puddle pages 37, 38
Aquarium/Among the Water Lilies page 44
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Read Aloud:
Animal Defenses: How Animals Protect Themselves page
3
Chameleons Are Cool page 7
Coyote Sings to the Moon page 10
Starting Life: Crocodile page 26
We Are Wolves page 37
The Wolf Who Cried Boy page 41
Text Patterns
2.2 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)
Reading Guide: pages 17, 28, 50, 123 – 124
Guided Reading:
At the Apple Farm page 3
Making Rock Candy page 3
Emergency! Paramedics to the Rescue pages 2, 3
African Dance Class pages 2, 3
Keep Us Clean pages 2, 3
What Does Your Dog Know? pages 5, 6
The Game of Go page 3
Shared Reading:
3-2-1 Blast Off! Pages 2 – 6
Magazine Shared Reading:
Make a Dragon Puppet pages 19, 20
Read Aloud
Pete the Sheep-Sheep page 19
Starting Life: Crocodile page 29
Text Features
2.3 identify some text
features and explain how
they help readers understand
texts (e.g., table of contents,
index, chart, illustrations,
pictures, diagrams, icons)
Teacher prompt: "How does
the diagram help you
understand the
explanation?"
Reading Guide: Page 48
Guided Reading:
Adam in Net page 3
All Kinds of Beetles page 2
Who Laid These Eggs? page 2
Making Rock Candy page 2
Trains page 2
African Dance Class page 3
Ali Runs With the Pack page 2
Hickory’s Problem pages 2, 3
Keep Us Clean page 2
Big Cousin Harold page 2
Happy New Year! Page 2
Mr. Fix-It page 2
What Does Your Dog Know? page 2
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Dr. Bufflehead Explores Energy page 2
Winter Wonderland page 2
Flying Acrobats pages 2 – 5
Jurassic Kick page 2
Roadside Giants page 2
The Game of Go page 2
Journey of a Water Drop pages 2, 3
Sidney, The Grade Three Mouse page 2
Dragonflies Are Amazing! Pages 2, 4
Slam Dunk Robot page 2
Why Snow Is White: A Story for Holi page 2
The Kids’ Guide to Summer Camps page 2
Shared Reading:
3-2-1 Blast Off! Page 2
Goldie Locks and the Three Bears pages 2, 3, 7
The Inuksuk Guide in the North pages 2 – 4
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 3, 6
Should Children Choose Their Bedtimes? page 4
The 10 Best Things About Canada (According to Me!)
pages 2, 3
Magazine Shared Reading:
Let’s Celebrate Introduction pages 3, 4
Canada Celebrates page 7
Make a Dragon Puppet pages 19, 20
How Does a Trick Candle Work? page 23
Journey From the Past page 27
Just for Fun/Advertisement pages 31, 32
Read Aloud:
Animal Defenses: How Animals Protect Themselves
pages 2, 3
Chameleons Are Cool page 6
Me and Mr. Mah page 15
Starting Life: Crocodile pages 26, 28, 29
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Elements of Style
2.4 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)
Reading Guide: pages 139, 147
Working With Words: pages 11, 131
Guided Reading:
Adam In Net page 2
Messy Is Nice page 2
African Dance Class page 2
Aunt Maud’s Mittens page 2
Why Is It Called Moose Meadow? page 3
Shared Reading:
“Come to the Pow-wow!” page 7
Should Children Choose Their Bedtimes? page 3
The Thing I Saw Last Night page 4
Magazine Shared Reading:
Just for Fun/Advertisement page 31
Festival Mix-Up page 34
Poetry Shared Reading:
Waking page 5
Autumn Leaves page 9
Fog page 13
Moon Walk page 15
Spring Conversations pages 20, 22
An Early Worm Got Out of Bed page 26
The Vacuum Cleaner’s Revenge pages 33, 35
Stink, Stank, Stunk page 47
Read Aloud:
Pete the Sheep-Sheep page 18
A Touch of the Zebras page 33
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
3. Reading With Fluency
By the end of Grade 2, students will:
Reading Familiar Words
3.1 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)
Reading Guide: pages 52, 139, 146
Working with Words: pages 8, 19, 20, 26 – 41, 61, 132,
138 – 144, 149
Shared Reading:
The Inuksuk: Guide in the North page 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 5
The 10 Best Things About Canada (According to Me!)
page 7
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Just for Fun/Advertisement page 32
Festival Mix-Up page 36
Poetry Shared Reading
Fog page 13
Aquarium/Among the Water Lilies page 42
I’m Very Good at Climbing page 51
Just Because page 55
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Reading Unfamiliar Words
3.2 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);
• syntactic (language
structure) cues (e.g., word
order, language patterns,
punctuation);
• 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)
Teacher prompt (for cross-
checking of cues): "The
word does have the same
beginning sound (bright and
brought) but does it make
sense in this sentence?"
Working With Words Guide: pages 11 – 15, 21, 42 – 72,
96
Guided Reading:
Who Laid These Eggs? page 3
At the Apple Farm page 2
Trains page 2
The Country Mouse and the Town Mouse page 2
The North Wind and the Sun: An Aesop’s Fable page 2
African Dance Class page 2
Going Fishing page 2
Aunt Maud’s Mittens page 5
A Most Unusual Pet page 2
Ali Runs With the Pack page 3
Ants Belong Outside page 2
Why Is It Called Moose Meadow?
Zest for Life page 2
Big Cousin Harold page 2
Dominic’s Aquarium page 2
Inuit Still page 3
Mr. Fix-It pages 2, 3
What Does Your Dog Know? page 2
Dr. Bufflehead Explores Energy page 2
The End of the Dinosaurs: A Comic Strip page 3
Extreme Animals! page 2
Mr. Bert’s Story Time page 5
A Playground for Lisa page 4
Bill Bruin Shovels His Roof page 5
Flying Acrobats pages 3, 5
Jurassic Kick page 5
Rag Doll Rescue pages 2, 3
Roadside Giants page 3
The Game of Go page 3
Joe’s Big Surprise page 5
Journey of a Water Drop pages 3, 6
Dragonflies Are Amazing! Page 4
Slam Dunk Robot pages 3, 6, 7
The Desk pages 3, 4
The Kids’ Guide to Summer Camps pages 2, 3
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Shared Reading:
3-2-1 Blast Off! page 7
Antonio’s Music pages 5 – 7
“Come to the Pow-wow! page 7
Goldie Locks and the Three Bears pages 5 - 7
The Inuksuk Guide in the North pages 2 – 4
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 3
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Canada Celebrates page 8
Invitation page 11
How Does a Trick Candle Work? pages 23, 24
Poetry Shared Reading:
Autumn Leaves page 10
Moon Walk page 17
Spring Conversations page 23
An Early Worm Got Out of Bed page 27
My Brother’s Bug page 30
Reading Fluently
3.3 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)
Teacher prompt: "Can you
make your reading sound
just as if you are talking?"
Reading Guide: pages 14, 30, 45, 46, 55, 139, 144, 145
Guided Reading:
Adam in Net page 2
Justin’s New Bike page 3
Emergency! Paramedics to the Rescue page 2
The North Wind and the Sun: An Aesop’s Fable page 3
Big Cousin Harold page 7
Mr. Bert’s Story Time page 6
A Playground for Lisa page 7
Rag Doll Rescue page 6
Joe’s Big Surprise page 7
Shared Reading:
Antonio’s Music page 4
Come to the Pow-wow! pages 2, 4, 6, 7
Goldie Locks and the Three Bears pages 3, 6, 7
Should Children Choose Their Bedtimes? pages 3, 6
The 10 Best Things About Canada (According to Me)
pages 2, 6
The Thing I Saw Last Night page 4
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Magazine Shared Reading:
Invitation page 12
Make a Dragon Puppet page 20
Just for Fun/Advertisement page 32
Poetry Shared Reading:
Waking page 5
Autumn Leaves page 9
Fog page 13
Moon Walk page 16
Spring Conversations page 22
An Early Worm Got Out of Bed page 26
My Brother’s Bug page 30
The Vacuum Cleaner’s Revenge page 34
The Muddy Puddle page 38
Aquarium/Among the Water Lilies page 43
Stink Stank Stunk page 47
I’m Very Good at Climbing page 51
Just Because pages 54, 55
4. Reflecting on Reading Skills and Strategies
By the end of Grade 2, students will:
Metacognition
4.1 identify, initially with
support and direction, a few
strategies that they found
helpful before, during, and
after reading
Teacher prompts: "What
questions do you ask
yourself to check and see
whether you understand
what you are reading? What
do you do if you don't
understand?" "When you
come to a word or phrase
you don't know, what
strategies do you use to
solve it? How do you check
to see if you were right?"
Reading Guide: pages 15, 19, 27 – 29
Guided Reading:
Who Laid These Eggs? pages 2, 3
Making Rock Candy page 2
Where Do We Live, Really? page 3
Winter Wonderland page 3
Jurassic Kick pages 3, 4
Joe’s Big Surprise page 3
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 6
Should Children Choose Their Bedtimes? pages 6, 7
The Thing I Saw Last Night page 7
Read Aloud:
Chameleons Are Cool page 6
Coyote Sings to the Moon page 10
Ruler of the Courtyard page 22
A Touch of the Zebras page 32
We Are Wolves page 36
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Interconnected Skills
4.2 explain, initially with
support and direction, how
their skills in listening,
speaking, writing, viewing,
and representing help them
make sense of what they
read (e.g., reading a text
independently is easier after
discussing the topic with a
partner and/or talking about
it in a group)
Teacher prompt: "How do
discussions before reading
help you get ready to read
about new topics?"
Reading Guide: pages 15, 19
Guided Reading:
Aunt Maud’s Mittens page 3
Ali Runs With the Pack page 3
Big Cousin Harold page 6
Dr. Bufflehead Explores Energy page 2
A Playground for Lisa page 2
Winter Wonderland page 2
Jurassic Kick page 3
Sidney, The Grade Three Mouse page 4
The Kids’ Guide to Summer Camps page 2
Shared Reading:
3-2-1 Blast Off! pages 3, 5
Goldie Locks and the Three Bears page 6
The Inuksuk Guide in the North page 6
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 3
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Writing
By the end of Grade 2, students will:
1. generate, gather, and
organize ideas and
information to write for an
intended purpose and
audience
Writing Guide: pages 15 - 17, 24, 33, 40, 45, 47, 51, 61,
62, 70, 73, 75, 85, 91, 95, 99, 103, 104, 112, 116, 118,
121, 126, 132, 141, 157 – 170
Guided Reading:
All Kinds of Beetles page 3
Justin’s New Bike page 3
Who Laid These Eggs? pages 3, 4
At the Apple Farm pages 3, 4
Making Rock Candy page 3
Where Do We Live, Really page 3
The Country Mouse and the Town Mouse page 3
Emergency! Paramedics to the Rescue pages 3, 4
Messy Is Nice pages 6, 7
The North Wind and the Sun: An Aesop Fable pages 3, 4
African Dance Class pages 3, 4
Going Fishing pages 3, 4
Aunt Maud’s Mittens pages 6, 8
A Most Unusual Pet page 3
Ants Belong Outside pages 3, 4
Hickory’s Problem pages 3, 4
Keep Us Clean page 3
Zest for Life page 3
Big Cousin Harold pages 6, 8
Dominic’s Aquarium pages 3, 4
Happy New Year! Page 3
Inuit Still pages 3, 4
Mr. Fix-It pages 5 – 7
What Does Your Dog Know? page 7
Dr. Bafflehead Explores Energy page 3
The End of the Dinosaurs: A Comic Strip pages 3, 7
Extreme Animals! page 3
Mr. Bert’s Story Time pages 6, 8
A Playground for Lisa page 7
Winter Wonderland page 3
Flying Acrobats pages 6, 7
Jurassic Kick page 6
Rag Doll Rescue pages 6, 8
Roadside Giants page 3
Joe’s Big Surprise pages 6 - 8
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Journey of a Water Drop pages 6, 8
Sidney, The Grade Three Mouse page 8
Dragonflies Are Amazing! pages 6, 8
Slam Dunk Robot pages 7, 8
The Desk pages 5 - 7
The Kids’ Guide to Summer Camps page 3
Shared Reading:
3-2-1 Blast Off! page 7
Antonio’s Music page 7
“Come to the Pow-wow” page 7
Goldie Locks and the Three Bears page 8
The Inuksuk Guide in the North page 7
Little Cubs Presents Goldie Locks and the Three Bears
page 7
Should Children Choose Their Bedtimes? pages 3, 7
The 10 Best Things About Canada (According to Me)
page 7
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Let’s Celebrate Introduction pages 3, 5
Canada Celebrates pages 8, 9
Invitation page 12
Light It Up page 16
Make a Dragon Puppet page 20
How Does a Trick Candle Work? page 23
Journey From the Past page 28
Just for Fun/Advertisement page 33
Festival/Mix-Up page 36
Poetry Shared Reading:
Waking page 6
Autumn Leaves page 10
Fog page 14
Moon Walk page 18
Spring Conversations page 23
An Early Worm Got Out of Bed page 27
My Brother’s Bug page 30
The Vacuum Cleaner’s Revenge page 35
The Muddy Puddle page 39
Aquarium/Among the Water Lilies page 44
Stink Stank Stunk page 48
I’m Very Good at Climbing page 52
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Just Because page 56
Read Aloud:
Animal Defenses: How Animals Protect Themselves page
2
Pete the Sheep-Sheep page 19
Ruler of the Courtyard page 23
2. draft and revise their
writing, using a variety of
informational, literary, and
graphic forms and stylistic
elements appropriate for the
purpose and audience;
Writing Guide: pages 7, 8, 19, 20, 24 - 27, 29, 40, 41, 47,
49, 50, 51, 53, 55, 58, 63 - 65, 68, 70, 78 - 82, 84, 93, 94,
96 - 98, 106, 107, 109, 111, 119, 120 - 123, 125, 135 –
140, 145, 160, 166, 181, 182, 186 – 232, 241, 242
Working With Words: page 131
Guided Reading:
All Kinds of Beetles page 3
Justin’s New Bike page 3
Who Laid These Eggs? page 3
At the Apple Farm page 3
Making Rock Candy page 3
Messy Is Nice page 6
Going Fishing page 3
Aunt Maud’s Mittens page 6
A Most Unusual Pet page 3
Ali Runs With the Pack page 3
Why Is It Called Moose Meadow? page 3
Zest for Life page 3
Big Cousin Harold pages 6, 7
Dominic’s Aquarium page 3
Happy New Year! Page 3
Mr. Fix-It pages 5, 6
What Does Your Dog Know? page 7
The End of the Dinosaurs: A Comic Strip page 3
Extreme Animals! page 3
Mr. Bert’s Story Time page 6
A Playground for Lisa pages 6, 7
Bill Bruin Shovels His Roof pages 6, 7
Flying Acrobats page 6
Rag Doll Rescue page 6
Journey of a Water Drop pages 5, 6
Sidney, The Grade Three Mouse pages 7, 8
Dragonflies Are Amazing! page 6
Why Snow Is White: A Story for Holi page 6
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
The Desk pages 5, 6
The Kids’ Guide to Summer Camps page 3
Shared Reading:
3-2-1 Blast Off! page 7
Antonio’s Music page 7
“Come to the Pow-wow!” pages 2, 7
Goldilocks and the Three Bears page s 3, 6, 8
The Inuksuk Guide in the North page 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 7
Should Children Choose Their Bedtimes? pages 3, 7
The 10 Best Things About Canada (According to Me!)
page 7
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Let’s Celebrate Introduction page 5
Canada Celebrates page 9
Invitation page 12
Light It Up page 16
Make a Dragon Puppet page 20
Journey From the Past page 28
Just for Fun/Advertisement page 33
Festival Mix-Up page 36
Poetry Shared Reading:
Waking page 6
Autumn Leaves page 10
Fog page 14
Moon Walk page 18
Spring Conversations page 23
An Early Worm Got Out of Bed page 27
My Brother’s Bug page 30
The Vacuum Cleaner’s Revenge pages 33, 35
Stink Stank Stunk page 48
I’m Very Good at Climbing pages 50, 52
Just Because page 56
Read Aloud:
Ruler of the Courtyard page 22
Starting Life: Crocodile pages 26, 28
A Touch of the Zebras pages 33 - 34
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
3. use editing, proofreading,
and publishing skills and
strategies, and knowledge of
language conventions, to
correct errors, refine
expression, and present their
work effectively;
Reading Guide: pages 139, 146
Writing Guide: pages 7, 8, 19, 20, 26 - 28, 40, 41, 47, 48,
50, 51, 53, 55, 63 - 65, 68, 70, 79 - 82, 84, 87, 94, 96 - 98,
101, 107, 109, 111, 114, 120, 121, 123, 125, 135 - 138,
140, 178, 181 – 183, 191 – 192, 205 – 232, 241, 242, 244,
245
Working With Words: pages 8, 9, 19 - 21, 26 – 77, 93 - 95
101, 128 – 131, 132, 138 – 144, 149
Guided Reading:
Adam In Net page 3
All Kinds of Beetles page 2
Justin’s New Bike page 3
Who Laid These Eggs? page 3
At the Apple Farm pages 3, 4
Where Do We Live, Really? page 3
The Country Mouse and the Town Mouse page 3
Going Fishing page 3
A Most Unusual Pet page 3
Ants Belong Outside page 3
Hickory’s Problem page 3
Keep Us Clean page 3
Big Cousin Harold pages 6, 7
Dominic’s Aquarium page 3
Mr. Fix-It page 6
What Does Your Dog Know? page 6
Extreme Animals! page 3
Mr. Bert’s Story Time page 6
A Playground for Lisa page 6
Winter Wonderland page 3
Bill Bruin Shovels His Roof page 7
Flying Acrobats page 6
Jurassic Kick page 6
Rag Doll Rescue page 6
Roadside Giants page 3
Joe’s Big Surprise page 7
Journey of a Water Drop page 6
Dragonflies Are Amazing! page 6
Slam Dunk Robot page 7
Why Snow Is White: A Story for Holi page 6
The Desk page 6
The Kids’ Guide to Summer Camps page 6
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Shared Reading:
3-2-1 Blast Off! page 7
Antonio’s Music page 7
“Come to the Pow-wow!” page 7
Little Cubs Theatre Presents
Goldie Locks and the Three Bears pages 5, 7
The Inuksuk: Guide in the North page 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 6, 7
Should Children Choose Their Bedtimes? page 7
The 10 Best Things About Canada (According to Me!)
page 7
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Canada Celebrates page 8
Invitation page 12
Journey From the Past page 28
Festival Mix-Up page 36
Just for Fun/Advertisement page 32
Festival Mix-Up page 36
Poetry Shared Reading:
Autumn Leaves page 10
Fog page 13
Moon Walk page 17
Spring Conversations page 23
An Early Worm Got Out of Bed page 27
My Brother’s Bug page 30
Aquarium/Among the Water Lilies pages 42, 44
Stink Stank Stunk page 48
I’m Very Good at Climbing page 51
Just Because pages 55, 56
4. reflect on and identify
their strengths as writers,
areas for improvement, and
the strategies they found
most helpful at different
stages in the writing
process.
Writing Guide: pages 38 – 41, 54, 57, 69, 72, 83, 86, 97,
100, 110, 113, 121, 124, 127, 139, 142, 149 - 153
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
1. Developing and Organizing
Content
By the end of Grade 2, students will:
Purpose and Audience
1.1 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)
Teacher prompts: "What is
your writing about?" "Why
are you writing?" "Whom
are you writing for?"
Writing Guide: pages 15, 16, 24, 33, 40, 157 – 159
Guided Reading:
All Kinds of Beetles page 3
Justin’s New Bike page 3
Who Laid These Eggs? page 3
At the Apple Farm page 3
Making Rock Candy page 3
Where Do We Live, Really page 3
Emergency! Paramedics to the Rescue page 3
Messy Is Nice page 6
Aunt Maud’s Mittens page 6
Keep Us Clean page 3
Zest for Life page 3
Big Cousin Harold page 6
Domenic’s Aquarium page 3
Mr. Fix-It page 6
What Does Your Dog Know? page 7
The End of the Dinosaurs: A Comic Strip page 7
Flying Acrobats page 6
Jurassic Kick page 6
Joe’s Big Surprise page 6
Journey of a Water Drop page 6
Sidney, The Grade Three Mouse page 8
Dragonflies Are Amazing! Page 6
Slam Dunk Robot page 7
The Desk page 5
The Kids’ Guide to Summer Camps page 3
Shared Reading:
3-2-1 Blast Off! page 7
Antonio’s Music page 7
“Come to the Pow-wow” page 7
Goldie Locks and the Three Bears page 8
The Inuksuk Guide in the North page 7
Little Cubs Presents Goldie Locks and the Three Bears
page 7
Should Children Choose Their Bedtimes? page 7
The 10 Best Things About Canada (According to Me)
page 7
The Thing I Saw Last Night page 7
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Magazine Shared Reading:
Let’s Celebrate Introduction page 5
Invitation page 12
Light It Up page 16
Make a Dragon Puppet page 20
Journey From the Past page 28
Just for Fun/Advertisement page 33
Festival/Mix-Up page 36
Poetry Shared Reading:
Waking page 6
Autumn Leaves page 10
Fog page 14
Moon Walk page 18
Spring Conversations page 23
An Early Worm Got Out of Bed page 27
My Brother’s Bug page 30
The Vacuum Cleaner’s Revenge page 35
The Muddy Puddle page 39
Aquarium/Among the Water Lilies page 44
Stink Stank Stunk page 48
Just Because page 56
Developing Ideas
1.2 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)
Writing Guide: pages 17, 33, 45, 75, 91, 95, 103, 116,
132, 156 – 159
Guided Reading:
Dr. Bufflehead Explores Energy page 3
A Playground for Lisa page 7
Shared Reading:
The Inuksuk Guide in the North page 7
Should Children Choose Their Bedtimes? page 7
Magazine Shared Reading:
Let’s Celebrate page 5
Canada Celebrates page 9
Invitation page 12
Light It Up page 16
Poetry Shared Reading:
Fog page 14
Moon Walk page 18
I’m Very Good at Climbing page 52
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Research
1.3 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 readalouds, mentor
texts, shared-, guided-, and
independent-reading texts,
and media texts)
Writing Guide: pages 17, 40, 47, 51, 61, 62, 95, 104, 108,
118, 121, 160 – 164
Guided Reading:
All Kinds of Beetles page 3
Making Rock Candy page 3
Zest for Life page 3
Happy New Year! Page 3
Inuit Still page 3
Dr. Bafflehead Explores Energy page 3
Extreme Animals! page 3
Roadside Giants page 3
Joe’s Big Surprise page 7
Classifying Ideas
1.4 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)
Writing Guide: pages 51, 91, 165 – 169
Guided Reading:
Who Laid These Eggs? page 3
The Country Mouse and the Town Mouse page 3
Going Fishing page 3
A Most Unusual Pet page 3
Hickory’s Problem page 3
Happy New Year! Page 3
Inuit Still page 3
Mr. Fix-It page 5
Dr. Bufflehead Explores Energy page 3
The End of the Dinosaurs: A Comic Strip page 3
Mr. Bert’s Story Time page 6
A Playground for Lisa page 7
Winter Wonderland page 3
Rag Doll Rescue page 6
Roadside Giants page 3
Journey of a Water Drop page 6
Dragonflies Are Amazing! Page 6
The Kids’ Guide to Summer Camps page 3
Shared Reading:
Should Children Choose Their Bedtimes? page 3
Magazine Shared Reading:
Let’s Celebrate Introduction page 3
Canada Celebrates page 8
Light It Up page 16
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Read Aloud:
Animal Defenses: How Animals Protect Themselves page
2
Pete the Sheep-Sheep page 19
Ruler of the Courtyard page 23
Organizing Ideas
1.5 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)
Writing Guide: pages 62, 70, 73, 85, 99, 112, 126, 141,
170
Guided Reading:
At the Apple Farm pages 3, 4
Emergency! Paramedics to the Rescue pages 3, 4
Messy Is Nice pages 6, 7
The North Wind and the Sun: An Aesop Fable pages 3, 4
African Dance Class pages 3, 4
Dominic’s Aquarium pages 3, 4
Mr. Bert’s Story Time pages 6, 8
Flying Acrobats pages 6, 7
Joe’s Big Surprise pages 6, 8
Slam Dunk Robot pages 7, 8
The Desk pages 6, 7
Shared Reading:
Should Children Choose Their Bedtimes? page 3
Magazine Shared Reading:
Let’s Celebrate Introduction page 3
Canada Celebrates page 8
Light It Up page 16
How Does a Trick Candle Work? page 23
Read Aloud:
Animal Defenses: How Animals Protect Themselves page
2
Pet the Sheep-Sheep page 19
Ruler of the Courtyard page 23
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Review
1.6 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)
Guided Reading
Who Laid These Eggs? pages 3, 4
At the Apple Farm pages 3, 4
Going Fishing pages 3, 4
Aunt Maud’s Mittens pages 6, 8
Ants Belong Outside pages 3, 4
Hickory’s Problem pages 3, 4
Big Cousin Harold pages 6, 8
Dominic’s Aquarium pages 3, 4
Inuit Still pages 3, 4
Mr. Fix-It pages 5, 7
Rag Doll Rescue pages 6, 8
Journey of a Water Drop pages 6, 8
Dragonflies Are Amazing! pages 6, 8
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
2. Using Knowledge of Form and Style in Writing
By the end of Grade 2, students will:
Form
2.1 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)
Writing Guide: pages 24, 25, 29, 35 – 139
Guided Reading:
All Kinds of Beetles page 3
Justin’s New Bike page 3
Who Laid These Eggs? page 3
Making Rock Candy page 3
Going Fishing page 3
Big Cousin Harold page 6
Dominic’s Aquarium page 3
Happy New Year! Page 3
Mr. Fix-It! Page 6
What Does Your Dog Know? page 7
The End of the Dinosaurs: A Comic Strip page 3
Mr. Bert’s Story Time page 6
At the Park page 3
Bill Bruin Shovels His Roof page 7
Flying Acrobats page 6
Sidney, The Grade Three Mouse page 8
Dragonflies Are Amazing! page 6
Shared Reading:
3-2-1 Blast Off! page 7
Antonio’s Music page 7
“Come to the Pow-wow!” page 7
Goldilocks and the Three Bears page 8
The Inuksuk Guide in the North page 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 7
Should Children Choose Their Bedtimes? page 7
The 10 Best Things About Canada (According to Me!)
page 7
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Let’s Celebrate Introduction page 5
Canada Celebrates page 9
Invitation page 12
Light It Up page 16
Make a Dragon Puppet page 20
Journey From the Past page 28
Just for Fun/Advertisement page 33
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Festival Mix-Up page 36
Poetry Shared Reading:
Waking page 6
Autumn Leaves page 10
Fog page 14
Moon Walk page 18
Spring Conversations page 23
An Early Worm Got Out of Bed page 27
My Brother’s Bug page 30
The Vacuum Cleaner’s Revenge page 35
Stink Stank Stunk page 48
I’m Very Good at Climbing page 52
Just Because page 56
Voice
2.2 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)
Writing Guide: pages 24, 58, 160
Guided Reading:
Aunt Maud’s Mittens page 6
Zest for Life page 3
Mr. Fix-It page 6
A Playground for Lisa page 7
Sidney, The Grade Three Mouse page 7
The Desk page 6
Shared Reading:
“Com to the Pow-wow!” page 7
Goldie Locks and the Three Bears page 8
The Inuksuk Guide in the North page 7
Should Children Choose Their Bedtimes page 7
Poetry Shared Reading:
Autumn Leaves page 10
Spring Conversations page 23
An Early Worm Got Out of Bed page 27
The Vacuum Cleaner’s Revenge page 35
Just Because page 56
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Word Choice
2.3 use familiar words and
phrases to communicate
relevant details (e.g., a
sequence of adjectives: The
big, brown bear...)
Writing Guide: pages 47, 181, 182
Working With Words: pages 131
Guided Reading:
At the Apple Farm page 3
Ali Runs With the Pack page 3
Big Cousin Harold page 7
Mr. Fix-It page 5
A Playground for Lisa pages 6, 7
Bill Bruin Shovels His Roof page 7
The Desk page 5
Poetry Shared Reading:
Waking page 6
Autumn Leaves page 10
Fog page 14
Moon Walk page 18
Spring Conversations page 23
Sentence Fluency
2.4 use a variety of sentence
types (e.g., questions,
statements, exclamations)
Writing Guide: pages 26, 49, 55, 70, 84, 93, 94, 96, 98,
107, 111, 125, 145, 166, 194, 195, 208 – 210
Guided Reading:
Messy Is Nice page 6
Aunt Maud’s Mittens page 6
Why Is It Called Moose Meadow? page 3
What Does Your Dog Know? page 7
Extreme Animals! page 3
A Playground for Lisa page 7
Bill Bruin Shovels His Roof page 6
Rag Doll Rescue page 6
Journey of a Water Drop page 5
Dragonflies Are Amazing! page 6
The Desk page 5
The Kids’ Guide to Summer Camps page 3
Shared Reading:
Antonio’s Music page 7
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Make a Dragon Puppet page 20
Festival Mix-Up page 34
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Poetry Shared Reading:
Stink, Stank, Stunk page 48
Point of View
2.5 identify, initially with
support and direction, their
point of view and one or
more possible different
points of view about the
topic
Teacher prompt: "How do
you feel about this topic?
How do you think other
people - such as children
from a different country or
grandparents - might feel
about this topic? How will
you share these feelings in
your writing?"
Guided Reading:
Justin’s New Bike page 3
A Most Unusual Pet page 3
Ali Runs With the Pack page 3
Zest for Life page 3
Mr. Fix-It page 6
What Does Your Dog Know? page 7
A Playground for Lisa page 6
Bill Bruin Shovels His Roof pages 6, 7
Rag Doll Rescue page 6
Journey of a Water Drop page 6
Sidney, The Grade Three Mouse page 8
Why Snow Is White: A Story for Holi page 6
Shared Reading:
“Come to the Pow-wow!” page 2
Goldie Locks and the Three Bears pages 3, 6
Should Children Choose Their Bedtimes? page 3
Poetry Shared Reading:
The Vacuum Cleaner’s Revenge page 33
I’m Very Good at Climbing page 50
Read Aloud:
Ruler of the Courtyard page 22
Starting Life: Crocodile pages 26, 28
A Touch of the Zebras pages 33 - 34
Preparing for Revision
2.6 identify elements of
their writing that need im-
provement, using feedback
from the teacher and peers,
with a focus on content and
word choice Teacher
prompts: "Do you have
enough information to sup-
port your ideas?" "Are there
any other words that you
could use to create a better
word picture for your
audience?"
Writing Guide: pages 7, 18, 27, 40, 41, 49, 53, 55, 63, 70,
78, 81, 93, 96, 98, 106, 109, 111, 119, 122, 125, 135, 138,
140, 186 – 204, 241
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Revision
2.7 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 infor-
mation in a more logical se-
quence; adding linking
words to connect ideas; re-
placing general words with
concrete, specific words/
phrases) Teacher prompt:
"What linking words could
you use to connect two
ideas?" "What words could
you add to create a more
vivid picture for the
reader?"
Writing Guide: pages 7, 19, 27, 40, 41, 50, 53, 55, 64, 68,
70, 79, 82, 84, 94, 96, 98, 107, 109, 111, 120, 123, 125,
136, 138, 140, 205 -221, 241, 242
Magazine Shared Reading:
Festival Mix-Up page 36
Producing Drafts
2.8 produce revised, draft
pieces of writing to meet
criteria identified by the
teacher, based on the
expectations
Writing Guide: pages 8, 20, 27, 40, 41, 50, 51, 53, 55, 65,
68, 70, 80, 82, 84, 94, 97, 98, 107, 109, 111, 121, 123,
125, 136, 138, 140, 222 – 232, 242
Magazine Shared Reading:
Festival Mix-Up page 36
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
3. Applying Knowledge of Language Conventions and Presenting Written Work
Effectively
By the end of Grade 2, students will:
Spelling Familiar Words
3.1 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)
Reading Guide: pages 139, 146
Working With Words: pages 8, 19, 20, 26 – 41, 101, 132,
138 – 144, 149
Guided Reading:
What Does Your Dog Know? page 6
Shared Reading:
The Inuksuk: Guide in the North page 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 5
The 10 Best Things About Canada (According to Me!)
page 7
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Just for Fun/Advertisement page 32
Festival Mix-Up page 36
Poetry Shared Reading
Fog page 13
Aquarium/Among the Water Lilies page 42
I’m Very Good at Climbing page 51
Just Because page 55
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Spelling Unfamiliar Words
3.2 spell unfamiliar words
using a variety of strategies
that involve understanding
sound-symbol relationships,
word structures, word mean-
ings, and general-izations
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)
Writing Guide: page 135, 136, 178
Working With Words: pages 9, 10, 21, 42 – 77, 93 - 95
Guided Reading:
Adam In Net page 3
Justin’s New Bike page 3
Where Do We Live, Really? page 3
Going Fishing page 3
A Most Unusual Pet page 3
Hickory’s Problem page 3
Big Cousin Harold page 7
Mr. Fix-It page 6
What Does Your Dog Know? page 6
Extreme Animals! page 3
Mr. Bert’s Story Time page 6
Bill Bruin Shovels His Roof page 7
Flying Acrobats page 6
Rag Doll Rescue page 6
Roadside Giants page 3
Journey of a Water Drop page 6
Slam Dunk Robot page 7
Why Snow Is White: A Story for Holi page 6
The Desk page 6
The Kids’ Guide to Summer Camps page 6
Shared Reading:
3-2-1 Blast Off! page 7
Antonio’s Music page 7
“Come to the Pow-wow!” page 7
Goldie Locks and the Three Bears page 7
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 6
Should Children Choose Their Bedtimes? page 7
Magazine Shared Reading:
Canada Celebrates page 8
Festival Mix-Up page 36
Poetry Shared Reading:
Autumn Leaves page 10
Moon Walk page 17
An Early Worm Got Out of Bed page 27
My Brother’s Bug page 30
Stink Stank Stunk page 48
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Just Because page 56
Vocabulary
3.3 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)
Writing Guide: pages 7, 27, 40, 53, 81, 96, 109, 123, 138,
214
Guided Reading:
All Kinds of Beetles page 2
What Does Your Dog Know? page 6
Joe’s Big Surprise page 7
Shared Reading:
“Come to the Pow-wow!” page 7
Poetry Shared Reading:
Autumn Leaves page 10
Moon Walk page 17
Punctuation
3.4 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 sen-
tence; commas to mark
pauses; and some uses of
quotation marks
Writing Guide: pages 19, 27, 28, 40, 41, 50, 53, 55, 64,
68, 70, 82, 84, 94, 96, 98, 107, 109, 111, 120, 123, 125,
136, 140, 205 – 221, 241, 244, 245
Grammar
3.5 use parts of speech
appropriately to communi-
cate their meaning clearly,
with a focus on the use of:
proper nouns for local, pro-
vincial, and national place
names and for holidays; the
personal object pronouns
me, you, him, her, us, them;
adjectives to de-scribe 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)
Writing Guide: pages 7, 26, 47, 48, 53, 63, 70, 81, 84, 87,
101, 111, 114, 140, 181 – 183, 191 - 192
Working With Words Guide: pages 128 – 131
Guided Reading:
At the Apple Farm pages 3, 4
Where Do We Live, Really? page 3
Big Cousin Harold page 7
A Playground for Lisa page 6
Poetry Shared Reading:
Autumn Leaves page 10
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Proofreading
3.6 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?)
Writing Guide: pages 7, 19, 27, 40, 41, 50, 53, 55, 64, 68,
70, 79, 82, 84, 94, 96, 98, 107, 109, 111, 120, 123, 125,
136, 138, 140, 205 -221, 241, 242
Publishing
3.7 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)
Writing Guide: pages 20, 50, 53, 65, 94, 109, 138, 222 -
223, 228, 229
Guided Reading:
Who Laid These Eggs? page 3
Where Do We Live, Really? page 3
The Country Mouse and the Town Mouse page 3
Going Fishing page 3
Ants Belong Outside page 3
Keep Us Clean page 3
Big Cousin Harold page 6
Dominic’s Aquarium page 3
Winter Wonderland page 3
Jurassic Kick page 6
Rag Doll Rescue page 6
Dragonflies Are Amazing! page 6
The Desk page 6
The Kids’ Guide to Summer Camps page 3
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 7
The Thing I Saw Last Night page 7
Magazine Shared Reading:
Invitation page 12
Journey From the Past page 28
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Festival Mix-Up page 36
Poetry Shared Reading:
Spring Conversations page 23
Aquarium/Among the Water Lilies page 44
Producing Finished Works
3.8 produce pieces of
published work to meet
criteria identified by the
teacher, based on the
expectations
Writing Guide: pages 8, 20, 27, 40, 41, 50, 51, 53, 55, 65,
68, 70, 80, 82, 84, 94, 97, 98, 107, 109, 111, 121, 123,
125, 136, 138, 140, 222 – 232, 242
4. Reflecting on Writing Skills and Strategies
By the end of Grade 2, students will:
Metacognition
4.1 identify some strategies
they found helpful before,
during, and after writing
(e.g., use a writer's notebook
to record ideas for writing,
new and interesting words,
graphic organizers that
could be used again)
Teacher prompts: "How do
you generate your ideas for
writing?" "What helps you
to get organized for
writing?"
Writing Guide: pages 38 – 41, 54, 57, 69, 72, 83, 86, 97,
100, 110, 113, 121, 124, 127, 139, 142
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Interconnected Skills
4.2 describe, with prompting
by the teacher, how some of
their skills in listening,
speaking, reading, viewing,
and representing help in
their development as writers
Teacher prompts: "How
does your conventions
notebook help you as a
writer?" "How does
listening to stories help you
when you are writing?"
"How might the television
programs you watch help
you as a writer?"
Writing Guide: pages 38 – 41, 54, 57, 69, 72, 83, 86, 97,
100, 110, 113, 121, 124, 127, 139, 142
Portfolio
4.3 select pieces of writing
that they think show their
best work and explain the
reasons for their selection
Writing Guide: pages 149 - 153
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
MEDIA LITERACY
By the end of Grade 2, students will:
1. demonstrate an
understanding of a variety
of media texts
Reading Guide: pages 150 – 152
Guided Reading:
Keep Us Clean page 3
What Does Your Dog Know? pages 2, 3
Winter Wonderland page 3
The Game of Go page 3
Shared Reading:
3-2-1 Blast Off! pages 3, 5, 6
Goldie Locks and the Three Bears pages 3, 6
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 4, 5
Magazine Shared Reading:
Make a Dragon Puppet page 19
How Does a Trick Candle Work? page 24
Journey From the Past page 28
Just for Fun/Advertisement pages 31, 32
2. identify some media
forms and explain how the
conventions and techniques
associated with them are
used to create meaning
Reading Guide: pages 150 – 152
Guided Reading:
Keep Us Clean page 2
What Does Your Dog Know? page 2
Winter Wonderland page 2
Roadside Giants page 2
The Game of Go page 2
Kids’ Guide to Summer Camps page 2
Shared Reading:
3-2-1 Blast Off! page 7
Goldie Locks and the Three Bears page 3
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 3
Magazine Shared Reading:
Let’s Celebrate Introduction pages 2, 3
Canada Celebrates page 7
Invitation pages 11, 12
Light It Up page 15
Make a Dragon Puppet page 19
Journey From the Past page 27
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
Just for Fun/Advertisement page 31
Festival Mix-Up page 35
3. create a variety of media
texts for different purposes
and audiences, using
appropriate forms,
conventions, and techniques
Reading Guide: pages 150 – 152
Writing Guide: pages 20, 27, 40, 41, 50, 53, 55, 70, 80,
82, 84, 94, 98, 109, 111, 123, 125, 138, 140, 222, 243
Guided Reading:
The Country Mouse and the Town Mouse page 3
Emergency! Paramedics to the Rescue page 3
Messy Is Nice page 6
A Most Unusual Pet page 3
Keep Us Clean page 3
Big Cousin Harold page 6
Dominic’s Aquarium page 3
Happy New Year! Page 3
What Does Your Dog Know? pages 2, 6
Dr. Bufflehead Explores Energy page 3
Mr. Bert’s Story Time page 6
A Playground for Lisa page 7
Winter Wonderland page 3
Flying Acrobats page 6
Rag Doll Rescue page 6
Joe’s Big Surprise page 7
Journey of a Water Drop page 7
Slam Dunk Robot page 7
Why Snow Is White: A Story for Holi page 6
The Desk page 6
The Kids’ Guide to Summer Camps page 3
Shared Reading:
3-2-1 Blast Off! page 7
Goldie Locks and the Three Bears pages 7, 8
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 7
Magazine Shared Reading:
Let’s Celebrate Introduction page 3
Invitation page 12
Make a Dragon Puppet page 20
How Does a Trick Candle Work? page 24
Journey From the Past page 28
Just for Fun/Advertisement page 33
Festival Mix-Up page 36
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Overall Expectations Scholastic Literacy Place for the Early Years Grade 2
4. reflect on and identify
their strengths as media in-
terpreters and creators, areas
for improvement, and the
strategies they found most
helpful in understanding and
creating media texts.
Reading Guide: pages 150 – 152
Writing Guide: pages 54, 57, 69, 72, 83, 86, 97, 100, 110,
113, 124, 127, 134, 142
Guided Reading:
Keep Us Clean page 3
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 6
Magazine Shared Reading:
Let’s Celebrate page 8
Light It Up page 15
Specific Expectations
1. Understanding Media Texts
By the end of Grade 2, students will:
Purpose and Audience
1.1 identify the purpose and
intended audience of some
simple media texts (e.g., this
television commercial is
designed to sell breakfast
cereal to parents or soft
drinks to children or teens;
this picture book of nature
stories is aimed at children
who are interested in
animals) Teacher prompts:
"Who would enjoy this?"
"Who would learn from
this?"
Reading Guide: pages 150 – 152
Guided Reading:
Keep Us Clean page 3
What Does Your Dog Know? page 2
Winter Wonderland page 3
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 4
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Making
Inferences/Interpreting
Messages
1.2 identify overt and im-
plied messages in simple
media texts (e.g.,
• overt message of an
advertisement for shoes:
Great athletes wear these
shoes; implied message: If
you want to be like these
athletes, buy these shoes;
• overt message on a bill-
board advertising brand-
name clothing: These
attractive people wear this
brand of clothing; implied
messages: Wearing this
brand of clothing will make
you attractive too; clothing
makes the person;
• overt message in a
superhero cartoon: The hero
is a tall, strong man; implied
message: Tall, strong men
are like heroes)
Teacher prompt: "What is
this advertisement telling
us? Do you believe its
messages?" "What do the
heroes and villains look like
in the cartoons you watch?
What does this suggest?"
Reading Guide: pages 150 – 152
Guided Reading:
Keep Us Clean page 3
What Does Your Dog Know? page 2
Shared Reading:
3-2-1 Blast Off! page 3
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 5
Magazine Shared Reading:
How Does a Trick Candle Work? page 24
Journey From the Past page 28
Just for Fun/Advertisement page 31
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Responding to and
Evaluating Texts
1.3 express personal
thoughts and feelings about
simple media works and
explain their responses (e.g.,
explain why a particular
DVD/video or licensed
character toy or game is
more or less appealing to
them than another, similar
product)
Teacher prompt: "Tell me
three things that make this
game more fun to play than
that one. Do you think both
girls and boys would like
both of these games?"
Reading Guide: pages 150 – 152
Guided Reading:
What Does Your Dog Know? page 3
Winter Wonderland page 3
The Game of Go page 3
Shared Reading:
3-2-1 Blast Off! page 5
Goldie Locks and the Three Bears page 6
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 5
Magazine Shared Reading:
Make a Dragon Puppet page 19
Just for Fun/Advertisement page 32
Festival Mix-Up page
Audience Responses
1.4 describe how different
audiences might respond to
specific media texts
Teacher prompt: "Who do
you think is the main
audience for Saturday
morning cartoons? Do your
parents watch them? Who
watches sporting events on
television in your or your
friends' families? Who
seems most interested in car
advertisements? Do you
think some of these things
are interesting to various
groups of people?"
Reading Guide: pages 150 – 152
Shared Reading:
3-2-1 Blast Off! page 6
Goldie Locks and the Three Bears page
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 2
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Point of View
1.5 identify, initially with
support and direction,
whose point of view (e.g.,
that of the hero, the villain,
the narrator) is presented in
a simple media text and
suggest how the text might
change if a different point of
view were used
Teacher prompt: "Who is
telling this story? How
would the story be different
if another character were
telling the story?"
Reading Guide: pages 150 – 152
Shared Reading:
Goldie Locks and the Three Bears page 3
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Production Perspectives
1.6 identify, initially with
support and direction, who
makes some of the simple
media texts with which they
are familiar, and why those
texts are produced (e.g., film
production companies
produce movies to entertain
audiences and to make
money; companies produce
advertisements to persuade
consumers to buy their
products) Teacher prompt:
"How do we know who
produces the T-shirts with
logos or slogans that we
wear, or the dolls we like to
play with?"
Reading Guide: pages 150 – 152
Guided Reading:
The Kids’ Guide to Summer Camps page 2
Shared Reading:
3-2-1 Blast Off! page 4
2. Understanding Media Forms, Conventions, and Techniques
By the end of Grade 2, students will:
Form
2.1 identify some of the
elements and characteristics
of selected media forms
(e.g., a television com-
mercial uses speech, sound
effects, and moving images
to sell a product or service;
a print advertisement uses
words and pictures to sell a
product or service; in a
television news broadcast,
an anchor and reporters
report information about
events that have actually
happened, and use film or
video clips from real
locations around the world
to illustrate those events)
Reading Guide: pages 150 – 152
Guided Reading:
Keep Us Clean page 2
What Does Your Dog Know? page 2
Winter Wonderland page 2
The Game of Go page 2
Shared Reading:
3-2-1 Blast Off! page 7
Goldie Locks and the Three Bears page 3
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 2
Magazine Shared Reading:
Let’s Celebrate Introduction page 2
Canada Celebrates page 7
Invitation page 11
Light It Up page 15
Make a Dragon Puppet page 19
Just for Fun/Advertisement page 31
Festival Mix-Up page 35
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Conventions and
Techniques
2.2 identify the conventions
and techniques used in some
familiar media forms (e.g.,
cartoons use animation and
sound to make fantasy char-
acters seem real; cereal box-
es use bright, strong colours,
bold type, and inviting pic-
tures of servings of the
cereal to attract customers'
attention) Teacher prompt:
"What do you notice about
the colours, images, and
print on the cereal boxes?
How might the message be
different if the colours or
images were changed?"
Reading Guide: pages 150 – 152
Guided Reading:
Keep Us Clean page 2
What Does Your Dog Know? page 2
Winter Wonderland page 2
Roadside Giants page 2
The Game of Go page 2
Kids’ Guide to Summer Camps page 2
Shared Reading:
3-2-1 Blast Off! page 7
Goldie Locks and the Three Bears page 3
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 3
Magazine Shared Reading:
Let’s Celebrate Introduction pages 2, 3
Canada Celebrates page 7
Invitation pages 11, 12
Make a Dragon Puppet page 19
Journey From the Past page 27
Just for Fun/Advertisement page 31
3. Creating Media Texts
By the end of Grade 2, students will:
Purpose and Audience
3.1 identify the topic, pur-
pose, and audience for me-
dia texts they plan to create
(e.g., an advertisement to
interest both boys and girls
in buying an action toy)
Reading Guide: pages 150 – 152
Guided Reading:
Keep Us Clean page 3
What Does Your Dog Know? page 2
Winter Wonderland page 3
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the Three
Bears pages 2, 4
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Form
3.2 identify an appropriate
form to suit the purpose and
audience for a media text
they plan to create (e.g., a
photo essay or collage to
commemorate a class event
or celebration) Teacher
prompt: "Would a photo
essay or a collage tell the
story best? How else could
we keep a record of the
event?"
Reading Guide: pages 150 – 152
Guided Reading:
Keep Us Clean page 3
What Does Your Dog Know? page 6
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 7
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Conventions and
Techniques
3.3 identify conventions and
techniques appropriate to
the form chosen for a media
text they plan to create (e.g.,
a book cover with
appropriate lettering for the
title and author's name and a
cover illustration depicting a
scene or artifact from the
story; sound effects or a
sound-track for a
dramatization of a poem)
Reading Guide: pages 150 – 152
Writing Guide: pages 20, 27, 40, 41, 50, 53, 55, 70, 80,
82, 84, 94, 98, 109, 111, 123, 125, 138, 140, 222, 243
Guided Reading:
Emergency! Paramedics to the Rescue page 3
Messy Is Nice page 6
A Most Unusual Pet page 3
Keep Us Clean page 3
Big Cousin Harold page 6
Dominic’s Aquarium page 3
Mr. Bert’s Story Time page 6
Winter Wonderland page 3
The Desk page 6
The Kids’ Guide to Summer Camps page 3
Shared Reading:
Goldie Locks and the Three Bears page 7
Magazine Shared Reading:
How Does a Trick Candle Work? page 24
Journey From the Past page 28
Festival Mix-Up page 36
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
Producing Media Texts
3.4 produce media texts for
specific purposes and
audiences, using a few
simple media forms and
appropriate conventions and
techniques (e.g.,
• an advertisement for a
healthy snack food
• a board game based on the
plot and characters of a
favourite book or television
show
• a sequence of pictures
and/or photographs telling
the story of a class event or
celebration
• a story illustrated with
diagrams and digital images
• a weather report with
illustrations and captions
• a selection of background
music and sound effects to
accompany a picture book
that will be read aloud to the
class
• a role play of an interview
between a reporter and a
fictional character in a
movie)
Reading Guide: pages 150 – 152
Guided Reading:
The Country Mouse and the Town Mouse page 3
Emergency! Paramedics to the Rescue page 3
Messy Is Nice page 6
A Most Unusual Pet page 3
Keep Us Clean page 3
Big Cousin Harold page 6
Dominic’s Aquarium page 3
Happy New Year! Page 3
Dr. Bufflehead Explores Energy page 3
Mr. Bert’s Story Time page 6
A Playground for Lisa page 7
Winter Wonderland page 3
Flying Acrobats page 6
Rag Doll Rescue page 6
Joe’s Big Surprise page 7
Journey of a Water Drop page 7
Slam Dunk Robot page 7
Why Snow Is White: A Story for Holi page 6
The Desk page 6
The Kids’ Guide to Summer Camps page 3
Shared Reading:
3-2-1 Blast Off! page 7
Goldie Locks and the Three Bears page 8
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 7
Magazine Shared Reading:
Let’s Celebrate Introduction page 3
Invitation page 12
Make a Dragon Puppet page 20
How Does a Trick Candle Work? page 24
Journey From the Past page 28
Just for Fun/Advertisement page 33
Festival Mix-Up page 36
Correlation --- The Ontario Language Curriculum to Scholastic Literacy Place for the Early Years (Grade 2)
Specific Expectations Scholastic Literacy Place for the Early Years Grade 2
4. Reflecting on Media Literacy
Skills and Strategies
By the end of Grade 2, students will:
Metacognition
4.1 identify, initially with
support and direction, what
strategies they found most
helpful in making sense of
and creating media texts
Teacher prompt: "How did
choosing music to go with
the story help you
understand the story or
poem better? Would you
choose to do this again?
Why? Why not?"
Reading Guide: pages 150 - 152
Writing Guide: pages 54, 69, 83, 97, 110, 124, 134
Guided Reading:
Keep Us Clean page 3
Shared Reading:
Little Cubs Theatre Presents Goldie Locks and the Three
Bears page 6
Magazine Shared Reading:
Let’s Celebrate page 8
Light It Up page 15
Interconnected Skills
4.2 explain, initially with
support and direction, how
their skills in listening,
speaking, reading, and
writing help them to make
sense of and produce media
texts
Teacher prompt: "Think
about your project. How
many different language
skills did you use?"
Reading Guide: pages 150 – 152
Writing Guide: pages 57, 72, 86, 100, 113, 127, 142