English Language Arts, grade 2

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

19 TAC §110.4

Part of the speaking and listening topic

follow, restate, and give oral instructions that involve a short, related sequence of actions;

19 TAC §110.4

share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

19 TAC §110.4

Part of the speaking and listening topic

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; and

19 TAC §110.4

Part of the speaking and listening topic

develop social communication such as distinguishing between asking and telling.

19 TAC §110.4

demonstrate phonological awareness by:

1. producing a series of rhyming words;
2. distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
3. recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
4. manipulating phonemes within base words;

19 TAC §110.4

Part of the phonics and sounds topic

demonstrate and apply phonetic knowledge by:

1. decoding words with short, long, or variant vowels, trigraphs, and blends;
2. decoding words with silent letters such as knife and gnat;
3. decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
4. decoding compound words, contractions, and common abbreviations;
5. decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
6. decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
7. identifying and reading high-frequency words from a research-based list;

19 TAC §110.4

Part of the phonics and sounds topic

demonstrate and apply spelling knowledge by:

1. spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
2. spelling words with silent letters such as knife and gnat;
3. spelling compound words, contractions, and common abbreviations;
4. spelling multisyllabic words with multiple sound-spelling patterns;
5. spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
6. spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

19 TAC §110.4

Part of the phonics and sounds topic

what we did

alphabetize a series of words and use a dictionary or glossary to find words; and

19 TAC §110.4

develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

19 TAC §110.4

Part of the handwriting topic

use print or digital resources to determine meaning and pronunciation of unknown words;

19 TAC §110.4

what we did

use context within and beyond a sentence to determine the meaning of unfamiliar words;

19 TAC §110.4

Part of the vocabulary topic

what we did

identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and

19 TAC §110.4

Part of the vocabulary topic

identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

19 TAC §110.4

Part of the vocabulary topic

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

19 TAC §110.4

Part of the comprehension topic

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

19 TAC §110.4

establish purpose for reading assigned and self-selected texts;

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generate questions about text before, during, and after reading to deepen understanding and gain information;

19 TAC §110.4

make and correct or confirm predictions using text features, characteristics of genre, and structures;

19 TAC §110.4

Part of the comprehension topic

create mental images to deepen understanding;

19 TAC §110.4

make connections to personal experiences, ideas in other texts, and society;

19 TAC §110.4

make inferences and use evidence to support understanding;

19 TAC §110.4

Part of the comprehension topic

evaluate details read to determine key ideas;

19 TAC §110.4

synthesize information to create new understanding; and

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monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

19 TAC §110.4

Part of the comprehension topic

describe personal connections to a variety of sources;

19 TAC §110.4

Part of the research topic

write brief comments on literary or informational texts that demonstrate an understanding of the text;

19 TAC §110.4

Part of the informational text topic

use text evidence to support an appropriate response;

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retell and paraphrase texts in ways that maintain meaning and logical order;

19 TAC §110.4

Part of the comprehension topic

interact with sources in meaningful ways such as illustrating or writing; and

19 TAC §110.4

Part of the research topic

respond using newly acquired vocabulary as appropriate.

19 TAC §110.4

Part of the vocabulary topic

what we did

discuss topics and determine theme using text evidence with adult assistance;

19 TAC §110.4

Part of the characters and plot topic

describe the main character's (characters') internal and external traits;

19 TAC §110.4

Part of the characters and plot topic

describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and

19 TAC §110.4

Part of the characters and plot topic

describe the importance of the setting.

19 TAC §110.4

Part of the characters and plot topic

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;

19 TAC §110.4

explain visual patterns and structures in a variety of poems;

19 TAC §110.4

Part of the poetry topic

discuss elements of drama such as characters, dialogue, and setting;

19 TAC §110.4

Part of the characters and plot topic

recognize characteristics and structures of informational text, including:

1. the central idea and supporting evidence with adult assistance;
2. features and graphics to locate and gain information; and
3. organizational patterns such as chronological order and cause and effect stated explicitly;

19 TAC §110.4

Part of the informational text topic

recognize characteristics of persuasive text, including:

1. stating what the author is trying to persuade the reader to think or do; and
2. distinguishing facts from opinion; and

19 TAC §110.4

Part of the persuasive writing topic

recognize characteristics of multimodal and digital texts.

19 TAC §110.4

discuss the author's purpose for writing text;

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discuss how the use of text structure contributes to the author's purpose;

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discuss the author's use of print and graphic features to achieve specific purposes;

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discuss the use of descriptive, literal, and figurative language;

19 TAC §110.4

identify the use of first or third person in a text; and

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identify and explain the use of repetition.

19 TAC §110.4

plan a first draft by generating ideas for writing such as drawing and brainstorming;

19 TAC §110.4

Part of the writing a draft topic

develop drafts into a focused piece of writing by:

1. organizing with structure; and
2. developing an idea with specific and relevant details;

19 TAC §110.4

Part of the writing a draft topic

revise drafts by adding, deleting, or rearranging words, phrases, or sentences;

19 TAC §110.4

Part of the writing a draft topic

edit drafts using standard English conventions, including:

1. complete sentences with subject-verb agreement;
2. past, present, and future verb tense;
3. singular, plural, common, and proper nouns;
4. adjectives, including articles;
5. adverbs that convey time and adverbs that convey place;
6. prepositions and prepositional phrases;
7. pronouns, including subjective, objective, and possessive cases;
8. coordinating conjunctions to form compound subjects and predicates;
9. capitalization of months, days of the week, and the salutation and conclusion of a letter;
10. end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and
11. correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

19 TAC §110.4

Part of the grammar and punctuation topic

publish and share writing.

19 TAC §110.4

Part of the writing a draft topic

compose literary texts, including personal narratives and poetry;

19 TAC §110.4

Part of the poetry topic

compose informational texts, including procedural texts and reports; and

19 TAC §110.4

Part of the informational text topic

compose correspondence such as thank you notes or letters.

19 TAC §110.4

generate questions for formal and informal inquiry with adult assistance;

19 TAC §110.4

Part of the research topic

develop and follow a research plan with adult assistance;

19 TAC §110.4

Part of the research topic

identify and gather relevant sources and information to answer the questions;

19 TAC §110.4

Part of the research topic

identify primary and secondary sources;

19 TAC §110.4

Part of the research topic

demonstrate understanding of information gathered;

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cite sources appropriately; and

19 TAC §110.4

Part of the research topic

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

19 TAC §110.4