Reading Objectives (Grade 2)

Reading Objectives (Grade 2)


By the end of grade 2, most students read and understand a variety of grade-level appropriate narrative and expository texts. They read and respond to a wide variety of works of children's literature including legends, traditional stories, folk tales, poetry, environmental print, and predictable books. Most grade 2 students have the interest and ability to read orally and silently for enjoyment and information. They begin to comprehend beyond the literal level by seeing relationships, and drawing inferences and conclusions. Students identify main ideas. Students read for meaning by using all cueing systems. They self-correct and reread when their reading does not make sense. They read aloud with fluency, expression, and comprehension any familiar text that is appropriate for the first half of grade 2.

Most grade 2 students understand the basic features of reading. They recognize basic sight vocabulary (e.g., 250 basic words). They select letter patterns and know how to translate them into spoken language by using knowledge of letter sound relationships and word parts. Students apply this knowledge to achieve fluent oral and silent reading. Students recognize and use knowledge of spelling patterns when reading (e.g., dipthongs), begin to decode two-syllable words, and know the meaning of simple prefixes and suffixes. They use knowledge of individual words in unknown compound words to predict their meaning.

Most students at this grade level draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from different sources). Most grade 2 students state their purpose for reading (e.g., to find information) and use titles, tables of contents, and chapter headings to locate information in expository text. Students ask clarifying questions about essential textual elements of exposition (e.g., why, what, how), and restate facts and details in the text to clarify and organize ideas. By the end of grade 2, students are beginning to recognize cause and effect relationships in text and interpret information from diagrams, charts, and graphs. Students follow two-step written instructions. Students are beginning to compare plots, settings, and characters presented by different authors and different versions of the same stories. Students generate alternative endings to plots and identify the reason or reasons. Students identify the use of rhythm and rhyme in poetry. They respond with confidence to various types of literature. Students become familiar with the library; locate different kinds of books in the library (e.g., picture books, easy reads, nonfiction, fiction); identify part of a book (e.g., author, title, illustrator, cover, title page); and begin to use grade-appropriate magazines, atlases, encyclopedias, multimedia, and computer resources. Most grade 2 students can detect similarities and differences among cultures, lifestyles, and experiences.


By the end of grade 2, most students will:

Foundational Objective: Read a range of grade-level appropriate texts in a variety of situations for a variety of purposes.

* participate in a variety of shared, guided, and independent reading experiences
* read a range of grade-appropriate texts for enjoyment and information, including predictable books, stories, folk tales, directions, letters, how-to books, humorous verse, rhyming poetry, songs, life cycle books, legends, traditional stories, and plays
* experience the work of Saskatchewan and other Canadian authors, including Aboriginal authors
* discuss similarities and differences in stories and informational texts
* locate different kinds of books in resource centres (e.g., picture books, easy reads, nonfiction, fiction)
* state and explain preferences for a variety of texts
* read aloud with fluency, accuracy, and expression

Foundational Objective: Learn about and practise the skills and strategies of effective readers.

Before Reading:

* activate and build upon prior knowledge and experiences
* predict what text is about based on text features, visuals, and text type
* set a purpose for reading

During Reading:

* connect new texts with prior knowledge and experiences
* predict what will happen next based on previously read material and background experiences
* use the cueing systems to construct meaning: pragmatic (e.g., "a long, long times ago"), textual (e.g., main point and examples), syntactic (e.g., word order, punctuation), semantic (e.g., context clues), and graphophonic (e.g., sound-symbol relationships to identify initial and final consonants, letter clusters, blends, digraphs, vowels, familiar and unfamiliar words and intonation, phrasing)
* form sensory images
* read expository materials for answers to specific questions
* make inferences
* interpret the traits of main characters
* recognize that reading must make sense and follow appropriate steps to self-correct when it does not (e.g., read on to gain meaning, reread to search for more information and confirm ideas)
* self-monitor own difficulty in decoding and comprehending text
* read accurately most high frequency words (about 150) and many irregularly spelled words in texts
* begin to interpret diagrams, maps, and charts
* pose how, why, and what questions to understand and/or interpret text
* recognize cause-effect relationships and draw conclusions
* use knowledge of commonalities in word families to increase vocabulary in a variety of contexts

After Reading:

* respond to literary texts by discussing, asking questions, storytelling, creating artistic expressions, and contributing to shared writing
* discuss accuracy of predictions
* recall facts and details from texts
* discuss similarities and differences in events and characters across stories
* connect and compare information from texts to experience and knowledge
* explain and describe new ideas and information in own words
* retell story in own words including setting, characters, and sequence of important events
* discuss and compare authors and illustrators
* express preferences for a variety of oral, print, and other media texts

Foundational Objective: Assess personal strengths and set goals for future growth.

* reflect upon own reading behaviours, skills, and strategies by asking questions such as "What did I do that helped me be a better reader?"

Assessment Techniques for Reading (Grade 2)
Sample assessment techniques include:

* observation and developmental checklists (p. 143-144)
* anecdotal records
* reading conference record (p. 159)
* graphophonic and sight word assessments (p. 157-158)
* reading interview (p. 145)
* reading strategies monitoring form (p. 154)
* interest inventory (p. 146)
* running records and reading inventories (p. 148-151)
* retelling assessment (p. 152)
* reading records (p. 160-161).

Instructional Suggestions for Reading (Grade 2)
Sample instructional activities include:

* model and discuss reading strategies (including identifying unknown words)
* help students build their sight vocabulary by drawing attention to high frequency words and those with personal meaning (during shared reading activities, through the development and use of word walls and personal word banks)
* demonstrate the use of problem-solving strategies (e.g., use of picture clues; use of pragmatic, semantic, syntactic, and graphophonic cueing systems; reading ahead; rereading)
* provide daily opportunities for students to read independently at their own level, and support their approximations of reading behaviours
* model and discuss proper care of library books, locating books appropriate to individual level and needs, and borrowing books
* read to and discuss with students a range of different text types (e.g., familiar settings, imaginary worlds, traditional tales, patterned language, stimulating illustrations, and information books)
* provide a wide range of information sources including technology, encyclopedias, and magazines
* model ways to find and obtain information from a variety of texts
* provide texts that include hypertextual elements, multiple perspectives, and meaning beyond words
* demonstrate and encourage the use of a wide variety of ways to respond to reading experiences
* model critical reading of and response to texts (e.g., by pointing out stereotypes and discussing personal preferences in texts)
* engage students in discussion of their own reading strategies
* encourage students to read daily at school and independently for 10-15 minutes
* provide opportunities for students to reflect upon their reading behaviours, skills, and strategies
* support students in setting realistic goals to develop personal reading skills and strategies
* use activities such as:
o shared reading, guided reading, and buddy reading
o think alouds
o directed reading-thinking
o BDA (before, during, and after reading)
o independent reading and reading at home.