Grade 2
Texas Essential Knowledge and Skills (TEKS) · TEKS 2017
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language (1)
Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.
Follow, restate, and give oral instructions that involve a short, related sequence of actions.
Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.
Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others.
Develop social communication such as distinguishing between asking and telling.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing (2)
Demonstrate and apply phonetic knowledge by:: (i) Decoding multisyllabic words; Page 14 August 2019 Update. (ii) Decoding words with multiple sound spelling patterns such as c, k, and q and s, z, soft c, and x. (iii) Decoding words with silent h and words that use the syllables que-, qui-, gue-, gui-, güe-, and güi-. (iv) Decoding words with diphthongs and hiatus. (v) Decoding common abbreviations. (vi) Decoding words with prefixes and suffixes.
Demonstrate and apply spelling knowledge by:: (i) Spelling multisyllabic words. (ii) Spelling words with diphthongs and hiatus. (iii) Spelling common abbreviations. (iv) Spelling words with prefixes and suffixes. (v) Spelling words with silent h and words that use the syllables que-, qui-, gue-, gui-, güe-, and güi-.
Alphabetize a series of words and use a dictionary or glossary to find words.
Develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary (3)
Use print or digital resources to determine meaning and pronunciation of unknown words.
Use context within and beyond a sentence to determine the meaning of unfamiliar words.
Use affixes, including re-, pre-, -ción, and ísimo/ísima, to determine the meaning of words and subsequently use the newly acquired words.
Identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
Differentiate between and use homographs, homophones, and commonly confused terms such as porque/porqué/por qué/por que, sino/si no, and también/tan bien.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency (4)
Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading (5)
Self-select text and read independently for a sustained period of time.
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts (6)
Establish purpose for reading assigned and self-selected texts.
Generate questions about text before, during, and after reading to deepen understanding and gain information.
Make and correct or confirm predictions using text features, characteristics of genre, and structures.
Create mental images to deepen understanding; August 2019 Update Page 15 §128.A. Elementary.
Make connections to personal experiences, ideas in other texts, and society.
Make inferences and use evidence to support understanding.
Evaluate details read to determine key ideas.
Synthesize information to create new understanding.
Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
Response skills: listening, speaking, reading, writing, and thinking using multiple texts (7)
Describe personal connections to a variety of sources.
Write brief comments on literary or informational texts that demonstrate an understanding of the text.
Use text evidence to support an appropriate response.
Retell and paraphrase texts in ways that maintain meaning and logical order.
Interact with sources in meaningful ways such as illustrating or writing.
Respond using newly acquired vocabulary as appropriate.
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements (8)
Discuss topics and determine theme using text evidence with adult assistance.
Describe the main character's (characters') internal and external traits.
Describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently.
Describe the importance of the setting.
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres (9)
Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales.
Explain visual patterns and structures in a variety of poems.
Discuss elements of drama such as characters, dialogue, and setting.
Recognize characteristics and structures of informational text, including:: (i) The central idea and supporting evidence with adult assistance. (ii) Features and graphics to locate and gain information. (iii) Organizational patterns such as chronological order and cause and effect stated explicitly.
Recognize characteristics of persuasive text, including:: (i) Stating what the author is trying to persuade the reader to think or do. (ii) Distinguishing facts from opinion; and Page 16 August 2019 Update.
Recognize characteristics of multimodal and digital texts.
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts (10)
Discuss the author's purpose for writing text.
Discuss how the use of text structure contributes to the author's purpose.
Discuss the author's use of print and graphic features to achieve specific purposes.
Discuss the use of descriptive, literal, and figurative language.
Identify the use of first or third person in a text.
Identify and explain the use of repetition.
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process (11)
Plan a first draft by generating ideas for writing such as drawing and brainstorming.
Develop drafts into a focused piece of writing by:: (i) Organizing with structure. (ii) Developing an idea with specific and relevant details.
Revise drafts by adding, deleting, or rearranging words, phrases, or sentences.
Edit drafts using standard Spanish conventions, including:: (i) Complete sentences with subject-verb agreement. (ii) Past, present, and future verb tense, including the difference between ser and estar. (iii) Singular, plural, common, and proper nouns, including gender-specific articles. (iv) Adjectives, including articles. (v) Adverbs that convey time and adverbs that convey place. (vi) Prepositions and prepositional phrases. (vii) Pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun tú. (viii) Coordinating conjunctions to form compound subjects and predicates. (ix) Capitalization of proper nouns and the salutation and closing of a letter. (x) Punctuation marks at the end of declarative sentences and the beginning and end of exclamatory and interrogative sentences; and (xi) correct spelling of words with grade-appropriate orthographic patterns and rules.
Publish and share writing.
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres (12)
Compose literary texts, including personal narratives and poetry; August 2019 Update Page 17 §128.A. Elementary.
Compose informational texts, including procedural texts and reports.
Compose correspondence such as thank you notes or letters.
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts (13)
Generate questions for formal and informal inquiry with adult assistance.
Develop and follow a research plan with adult assistance.
Identify and gather relevant sources and information to answer the questions.
Identify primary and secondary sources.
Demonstrate understanding of information gathered.
Cite sources appropriately.
Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.