C1. Knowledge About Texts
In this strand, students will apply their foundational knowledge and skills to understand what they read.
In Grade 1 texts that students read are often short and simple. By Grade 2, with the support of strong foundational skills, students will start to read with more independence, and the texts they read will become more complex as the year progresses. Students will continue to grow their ability to look beyond the words of the text and begin to include various elements, features, and patterns and build their understanding of how these features impact their overall reading comprehension.
The curriculum expectations between Grade 1 and Grade 2 in this strand do not differ significantly, and specifics that pop up for the first time in Grade 2 are noted.
During Grade 1, the focus was on:
- Reading short, simple texts
- Identifying simple fiction and non-fiction texts
- Sequencing and chronological order
- Text features:
-Illustrations, symbols, and titles
-How these text features help readers, listeners, and viewers understand the text - How illustrations, images, and graphics are related to the text
- Describe how word choice, word patterns, and sentence structure help communicate meaning
- Identify the narrator’s point of view (POV) and suggest an alternative POV to tell the story
New for Grade 2:
Continuing to consolidate learning from Grade 1, plus:
- Reading increasingly complex texts
- Describing characteristics of fiction and non-fiction texts
- Chronological order and journal entry
- Text features:
-Table of contents, charts, icons
-How these text features help readers, listeners, and viewers understand the text - How images, graphics, and design contribute to the meaning of the text
- Explain how word choice, word patterns, and sentence structure help communicate meaning
- Identify whether the narrator’s POV is first or third person, and suggest an alternative POV to tell the story
These expectations do not change from Grade 1 to Grade 2:
- Read, listen to, and view various forms of text by diverse First Nations, Metis, and Inuit creators to help build understanding and knowledge of the various aspects of First Nation, Metis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
Note: This is not an exhaustive list of all expectations in this strand. For a more detailed view, please see the official Ontario curriculum.
Further Reading
- See resources on the C. Reading Comprehension page
Suggested Resources
- See resources on the C. Reading Comprehension page
