English Language Arts, grade 2, mapped

40 claims across 12 strands · 91 of 122 skills in grades 1-2 appear here

Pick a skill to light what it rests on.

Other

  1. 1.5 leans on 1.4 sustaining independent reading time leans on being able to read the words without a struggle
  2. 2.5 leans on 2.4 reading independently for a sustained stretch leans on fluency that already carries the words
  3. 2.5 leans on 1.5 reading independently for a sustained period grows out of a year spent choosing and sticking with text

The student develops oral language through listening, speaking, and discussion.

  1. 1.1.D leans on 1.1.A waiting your turn in a group leans on already listening actively to one other speaker
  2. 2.1.D rests on 1.1.D adding on to a classmate's idea rests on already following the turn-taking rules of a discussion

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

  1. 1.2.B leans on 1.2.A matching a letter to a sound leans on already hearing that sound apart from the word it lives in
  2. 1.2.C leans on 1.2.B spelling a sound-spelling pattern leans on already reading a word that carries it
  3. 2.2.E rests on 1.2.F forming a connected cursive letter rests on already printing that same letter legibly
  4. 2.2.D rests on 1.2.E sorting a full list of words rests on already sorting by just the first two letters
  5. 1.3.A leans on 1.2.E from another strand finding a word in a dictionary leans on already knowing how alphabetical order works
  6. 2.3.A leans on 2.2.D from another strand finding a word's meaning in a resource leans on already knowing how to alphabetize to it
  7. 1.3.C leans on 1.2.B from another strand naming what -ed changes about a word leans on already sounding that word out
  8. 2.3.C leans on 2.2.B from another strand picking apart what re- adds to a word leans on already reading a word that starts with it

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  1. 1.13.B rests on 1.13.A planning how to research something takes a question already in hand to research
  2. 1.13.C rests on 1.13.B gathering sources follows a plan that already says what to look for
  3. 1.13.D rests on 1.13.C making sense of what was found needs information already gathered to make sense of
  4. 1.13.E rests on 1.13.D presenting a finding comes after working out what that finding actually means
  5. 2.13.B rests on 2.13.A a research plan still starts from a question already generated to chase
  6. 2.13.C rests on 2.13.B gathering sources still follows a plan for where to look first
  7. 2.13.E rests on 2.13.C understanding what a source says takes the source already gathered in hand
  8. 2.13.G rests on 2.13.E sharing the research with an audience comes after its meaning is already sorted out
  9. 2.13.C leans on 1.13.C gathering sources without help follows a year of gathering them with help nearby
  10. 2.13.E leans on 1.13.D explaining findings without help follows a year of explaining them with help nearby

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

  1. 2.9.C rests on 1.9.C discussing dialogue as a drama element assumes characters and setting are already noticed
  2. 2.9.E leans on 1.9.E recognizing persuasive text without help leans on a year already spent doing it with help
  3. 1.6.C leans on 1.9.A from another strand predicting from the characteristics of a genre leans on already knowing what marks that genre
  4. 2.6.C leans on 2.9.A from another strand predicting from genre characteristics leans on already sorting folktales from fables and fairy tales
  5. 1.10.A leans on 1.9.E from another strand discussing an author's purpose sometimes leans on the persuasion-spotting work said more narrowly
  6. 1.10.B rests on 1.9.D from another strand discussing what a text structure is for assumes the structure has already been recognized
  7. 2.10.B rests on 2.9.D from another strand explaining what a text structure achieves assumes the structure itself is already recognized
  8. 2.10.F leans on 1.9.B from another strand explaining an author's use of repetition leans on already noticing it as a feature of poems

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

  1. 2.8.B rests on 1.8.B sorting a character's traits into internal and external assumes their reasons are already noticed
  2. 2.8.D rests on 1.8.D explaining why a setting matters assumes a setting can already be named
  3. 1.12.A leans on 1.8.C from another strand shaping a story around a problem and its resolution rests on naming those same parts while reading one

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

  1. 2.7.D rests on 1.7.D paraphrasing in the right order assumes retelling without losing the meaning is already solid
  2. 1.7.A rests on 1.6.E from another strand describing a personal connection to a source is the connection-making already named as a comprehension move
  3. 2.7.A rests on 2.6.E from another strand putting a personal connection into words draws on the connection-making comprehension already does
  4. 1.7.C rests on 1.6.F from another strand pointing to text evidence for a response is the evidence-based inferring comprehension already does
  5. 2.7.C rests on 2.6.F from another strand supporting a response with text evidence reuses the evidence a child already gathers to understand

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

  1. 2.10.C leans on 1.10.C naming print and graphic features without help leans on a year already spent naming them with help
  2. 2.10.D rests on 1.10.D naming descriptive and figurative language grows out of noticing words that made a reader visualize
  3. 1.10.A leans on 1.9.E from another strand discussing an author's purpose sometimes leans on the persuasion-spotting work said more narrowly
  4. 1.10.B rests on 1.9.D from another strand discussing what a text structure is for assumes the structure has already been recognized
  5. 2.10.B rests on 2.9.D from another strand explaining what a text structure achieves assumes the structure itself is already recognized
  6. 1.10.D rests on 1.6.D from another strand discussing words that help a reader visualize assumes a reader already forms mental images
  7. 2.10.F leans on 1.9.B from another strand explaining an author's use of repetition leans on already noticing it as a feature of poems

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  1. 2.12.A leans on 1.12.A writing a personal narrative down yourself leans on a year of dictating the same kind of story
  2. 2.12.B leans on 1.12.B writing a report yourself leans on a year of dictating how-to steps before
  3. 2.12.C leans on 1.12.C writing a thank-you note in your own hand leans on dictating the same note before
  4. 1.12.A leans on 1.8.C from another strand shaping a story around a problem and its resolution rests on naming those same parts while reading one

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

  1. 2.6.F leans on 1.6.F making an inference without help leans on a year already spent making one with help
  2. 1.7.A rests on 1.6.E from another strand describing a personal connection to a source is the connection-making already named as a comprehension move
  3. 2.7.A rests on 2.6.E from another strand putting a personal connection into words draws on the connection-making comprehension already does
  4. 1.7.C rests on 1.6.F from another strand pointing to text evidence for a response is the evidence-based inferring comprehension already does
  5. 2.7.C rests on 2.6.F from another strand supporting a response with text evidence reuses the evidence a child already gathers to understand
  6. 1.6.C leans on 1.9.A from another strand predicting from the characteristics of a genre leans on already knowing what marks that genre
  7. 2.6.C leans on 2.9.A from another strand predicting from genre characteristics leans on already sorting folktales from fables and fairy tales
  8. 1.10.D rests on 1.6.D from another strand discussing words that help a reader visualize assumes a reader already forms mental images

The student uses newly acquired vocabulary expressively.

  1. 2.3.B rests on 1.3.B pulling a word's meaning from its sentence rests on already pulling one from a picture or story
  2. 2.3.C leans on 1.3.C naming what un- or re- changes about a word leans on already naming what -ed or -ing changes
  3. 1.3.A leans on 1.2.E from another strand finding a word in a dictionary leans on already knowing how alphabetical order works
  4. 2.3.A leans on 2.2.D from another strand finding a word's meaning in a resource leans on already knowing how to alphabetize to it
  5. 1.3.C leans on 1.2.B from another strand naming what -ed changes about a word leans on already sounding that word out
  6. 2.3.C leans on 2.2.B from another strand picking apart what re- adds to a word leans on already reading a word that starts with it

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  1. 1.11.B rests on 1.11.A turning ideas into a draft needs ideas already generated to turn into one
  2. 1.11.C rests on 1.11.B adding detail to a draft takes a draft already down on the page to add it to
  3. 1.11.D leans on 1.11.C cleaning up conventions goes easier once the content of a revision has settled
  4. 1.11.E leans on 1.11.D sharing a piece usually follows fixing up its conventions, though not always
  5. 2.11.B rests on 2.11.A shaping a draft into something focused starts from ideas already brainstormed
  6. 2.11.C rests on 2.11.B moving words and sentences around takes a draft already down to rearrange
  7. 2.11.D leans on 2.11.C checking conventions is steadier work once the wording of a revision is settled
  8. 2.11.E leans on 2.11.D sharing a piece with others usually comes after its conventions are cleaned up

Back to english language arts, grade 2 · the grade 3 map

Texas Essential Knowledge and Skills · CC BY 3.0 US · D2L Corporation · verified 2026-08-05

What that means, and what this is not

The standards text is adopted by the Texas State Board of Education and published as rules in Title 19 of the Texas Administrative Code. We retrieved it through the Common Standards Project. The licence above covers that project's compiled dataset, not the rule text itself, which is Texas law.

Coverage requirements from New York 8 NYCRR §100.10: what the law requires. Nothing here is legal advice, and Texas standards do not apply in your state. Check your own state's department of education.