Texas Essential Knowledge and Skills (TEKS): Grade 2
Skills available for Texas second-grade language arts standards
Strand
Print skill plan
1-5
Developing and sustaining foundational language skills
1 Listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
A listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
A listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
B follow, restate, and give oral instructions that involve a short, related sequence of actions;
B follow, restate, and give oral instructions that involve a short, related sequence of actions;
C share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
C share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
D 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
D 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
E develop social communication such as distinguishing between asking and telling.
E develop social communication such as distinguishing between asking and telling.
2 Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
A demonstrate phonological awareness by:
A demonstrate phonological awareness by:
i: producing a series of rhyming words;
i: producing a series of rhyming words;
ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words;
ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words;
iii: recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
iii: recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
iv: manipulating phonemes within base words;
iv: manipulating phonemes within base words;
B demonstrate and apply phonetic knowledge by:
B demonstrate and apply phonetic knowledge by:
i: decoding words with short, long, or variant vowels, trigraphs, and blends;
Short vowels
Long vowels
Short and long vowels
Silent e
Vowel teams
Variant vowels
Consonant blends
Trigraphs
Decodable texts
i: decoding words with short, long, or variant vowels, trigraphs, and blends;
Short vowels
Long vowels
Short and long vowels
Silent e
Vowel teams
Variant vowels
Consonant blends
Trigraphs
Decodable texts
ii: decoding words with silent letters such as knife and gnat;
ii: decoding words with silent letters such as knife and gnat;
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
Open and closed syllables
Long vowels, variant vowels, r-controlled vowels
Final stable syllables
Decodable texts
Two-syllable words: mixed
Multisyllabic words
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
Open and closed syllables
Long vowels, variant vowels, r-controlled vowels
Final stable syllables
Decodable texts
Two-syllable words: mixed
Multisyllabic words
iv: decoding compound words, contractions, and common abbreviations;
Compound words
Two-syllable words
Contractions
iv: decoding compound words, contractions, and common abbreviations;
Compound words
Two-syllable words
Contractions
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
vii: identifying and reading high-frequency words from a research-based list;
vii: identifying and reading high-frequency words from a research-based list;
C demonstrate and apply spelling knowledge by:
C demonstrate and apply spelling knowledge by:
i: 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;
Short vowels
Open and closed syllables
Silent e
Vowel teams
Long vowels
R-controlled vowels
Diphthongs
Variant vowels
Two-syllable words
Final stable syllables
Multisyllabic words
i: 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;
Short vowels
Open and closed syllables
Silent e
Vowel teams
Long vowels
R-controlled vowels
Diphthongs
Variant vowels
Two-syllable words
Final stable syllables
Multisyllabic words
ii: spelling words with silent letters such as knife and gnat;
ii: spelling words with silent letters such as knife and gnat;
iii: spelling compound words, contractions, and common abbreviations;
Compound words
Contractions
Abbreviations
iii: spelling compound words, contractions, and common abbreviations;
Compound words
Contractions
Abbreviations
iv: spelling multisyllabic words with multiple sound-spelling patterns;
Two-syllable words
Final stable syllables
Multisyllabic words
iv: spelling multisyllabic words with multiple sound-spelling patterns;
Two-syllable words
Final stable syllables
Multisyllabic words
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
Two-syllable words
Final stable syllables
Multisyllabic words
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
Two-syllable words
Final stable syllables
Multisyllabic words
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
Prefixes
Plurals
Past tense
Inflectional endings
Comparative adjectives
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
Prefixes
Plurals
Past tense
Inflectional endings
Comparative adjectives
D alphabetize a series of words and use a dictionary or glossary to find words; and
Alphabetical order
Dictionary skills
Glossary skills
D alphabetize a series of words and use a dictionary or glossary to find words; and
Alphabetical order
Dictionary skills
Glossary skills
E develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
E develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
3 Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A use print or digital resources to determine meaning and pronunciation of unknown words;
Reference skills
Dictionary skills
Thesaurus skills
A use print or digital resources to determine meaning and pronunciation of unknown words;
Reference skills
Dictionary skills
Thesaurus skills
B use context within and beyond a sentence to determine the meaning of unfamiliar words;
Synonyms
Antonyms
Multiple-meaning words
Vocabulary in context
B use context within and beyond a sentence to determine the meaning of unfamiliar words;
Synonyms
Antonyms
Multiple-meaning words
Vocabulary in context
C identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
Prefixes
Suffixes
Prefixes and suffixes
Comparative and superlative adjectives
C identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
Prefixes
Suffixes
Prefixes and suffixes
Comparative and superlative adjectives
D identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
Synonyms
Antonyms
Idioms
Homographs
D identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
Synonyms
Antonyms
Idioms
Homographs
4 Listening, speaking, reading, writing, and thinking--fluency. 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.
Decodable sentences
Decodable text
Read-alone informational texts
Read-alone literary texts
5 Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Informational texts
Literary texts
6
Comprehension skills
6 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A establish purpose for reading assigned and self-selected texts;
A establish purpose for reading assigned and self-selected texts;
B generate questions about text before, during, and after reading to deepen understanding and gain information;
B generate questions about text before, during, and after reading to deepen understanding and gain information;
C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
D create mental images to deepen understanding;
D create mental images to deepen understanding;
E make connections to personal experiences, ideas in other texts, and society;
E make connections to personal experiences, ideas in other texts, and society;
F make inferences and use evidence to support understanding;
Inference and analysis
Theme
Read-along texts
Read-alone texts
F make inferences and use evidence to support understanding;
Inference and analysis
Theme
Read-along texts
Read-alone texts
G evaluate details read to determine key ideas;
G evaluate details read to determine key ideas;
H synthesize information to create new understanding; and
H synthesize information to create new understanding; and
I monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
I monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
7
Response skills
7 Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A describe personal connections to a variety of sources;
A describe personal connections to a variety of sources;
B write brief comments on literary or informational texts that demonstrate an understanding of the text;
Read-along informational texts
Read-alone informational texts
Read-along literary texts
Read-alone literary texts
B write brief comments on literary or informational texts that demonstrate an understanding of the text;
Read-along informational texts
Read-alone informational texts
Read-along literary texts
Read-alone literary texts
C use text evidence to support an appropriate response;
Inference and analysis
Opinions, reasons and examples
C use text evidence to support an appropriate response;
Inference and analysis
Opinions, reasons and examples
D retell and paraphrase texts in ways that maintain meaning and logical order;
D retell and paraphrase texts in ways that maintain meaning and logical order;
E interact with sources in meaningful ways such as illustrating or writing; and
E interact with sources in meaningful ways such as illustrating or writing; and
F respond using newly acquired vocabulary as appropriate.
Adjectives
Adjectives and adverbs
Prepositions
Homophones
Compound words
Synonyms and antonyms
Vocabulary in context
F respond using newly acquired vocabulary as appropriate.
Adjectives
Adjectives and adverbs
Prepositions
Homophones
Compound words
Synonyms and antonyms
Vocabulary in context
8-9
Multiple genres
8 Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A discuss topics and determine theme using text evidence with adult assistance;
A discuss topics and determine theme using text evidence with adult assistance;
B describe the main character's (characters') internal and external traits;
B describe the main character's (characters') internal and external traits;
C describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
C describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
D describe the importance of the setting.
D describe the importance of the setting.
9 Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;
A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;
B explain visual patterns and structures in a variety of poems;
B explain visual patterns and structures in a variety of poems;
C discuss elements of drama such as characters, dialogue, and setting;
C discuss elements of drama such as characters, dialogue, and setting;
D recognize characteristics and structures of informational text, including:
D recognize characteristics and structures of informational text, including:
i: the central idea and supporting evidence with adult assistance;
Central idea
Read-along texts
Read-alone texts
i: the central idea and supporting evidence with adult assistance;
Central idea
Read-along texts
Read-alone texts
ii: features and graphics to locate and gain information; and
ii: features and graphics to locate and gain information; and
iii: organizational patterns such as chronological order and cause and effect stated explicitly;
iii: organizational patterns such as chronological order and cause and effect stated explicitly;
E recognize characteristics of persuasive text, including:
E recognize characteristics of persuasive text, including:
i: stating what the author is trying to persuade the reader to think or do; and
i: stating what the author is trying to persuade the reader to think or do; and
ii: distinguishing facts from opinion; and
ii: distinguishing facts from opinion; and
F recognize characteristics of multimodal and digital texts.
F recognize characteristics of multimodal and digital texts.
10
Author's purpose and craft
10 Listening, speaking, reading, writing, and thinking using multiple texts. 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.
A discuss the author's purpose for writing text;
A discuss the author's purpose for writing text;
B discuss how the use of text structure contributes to the author's purpose;
B discuss how the use of text structure contributes to the author's purpose;
C discuss the author's use of print and graphic features to achieve specific purposes;
C discuss the author's use of print and graphic features to achieve specific purposes;
D discuss the use of descriptive, literal, and figurative language;
Sensory details
Idioms
Similes and metaphors
D discuss the use of descriptive, literal, and figurative language;
Sensory details
Idioms
Similes and metaphors
E identify the use of first or third person in a text; and
E identify the use of first or third person in a text; and
F identify and explain the use of repetition.
F identify and explain the use of repetition.
11-12
Composition
11 Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A plan a first draft by generating ideas for writing such as drawing and brainstorming;
A plan a first draft by generating ideas for writing such as drawing and brainstorming;
B develop drafts into a focused piece of writing by:
B develop drafts into a focused piece of writing by:
i: organizing with structure; and
Organization
Sequence
Topic sentences
i: organizing with structure; and
Organization
Sequence
Topic sentences
ii: developing an idea with specific and relevant details;
Descriptive details
Supporting details
ii: developing an idea with specific and relevant details;
Descriptive details
Supporting details
C revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
Sequence
Descriptive details
Linking words
Relevant details
Sentence variety
C revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
Sequence
Descriptive details
Linking words
Relevant details
Sentence variety
D edit drafts using standard English conventions, including:
D edit drafts using standard English conventions, including:
i: complete sentences with subject-verb agreement;
Complete sentences
Subject-verb agreement
i: complete sentences with subject-verb agreement;
Complete sentences
Subject-verb agreement
ii: past, present, and future verb tense;
Regular past tense
Irregular past tense
To be and to have
Future tense
Past, present, and future tenses
ii: past, present, and future verb tense;
Regular past tense
Irregular past tense
To be and to have
Future tense
Past, present, and future tenses
iii: singular, plural, common, and proper nouns;
Nouns
Singular and plural nouns
Regular plural nouns
Irregular plural nouns
Common and proper nouns
iii: singular, plural, common, and proper nouns;
Nouns
Singular and plural nouns
Regular plural nouns
Irregular plural nouns
Common and proper nouns
iv: adjectives, including articles;
Adjectives
Comparative and superlative adjectives
Articles
iv: adjectives, including articles;
Adjectives
Comparative and superlative adjectives
Articles
v: adverbs that convey time and adverbs that convey place;
v: adverbs that convey time and adverbs that convey place;
vi: prepositions and prepositional phrases;
vi: prepositions and prepositional phrases;
vii: pronouns, including subjective, objective, and possessive cases;
Personal pronouns
Reflexive pronouns
Personal and reflexive pronouns
Subject and object pronouns
Possessive pronouns
vii: pronouns, including subjective, objective, and possessive cases;
Personal pronouns
Reflexive pronouns
Personal and reflexive pronouns
Subject and object pronouns
Possessive pronouns
viii: coordinating conjunctions to form compound subjects and predicates;
viii: coordinating conjunctions to form compound subjects and predicates;
ix: capitalization of months, days of the week, and the salutation and conclusion of a letter;
ix: capitalization of months, days of the week, and the salutation and conclusion of a letter;
x: end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and
End punctuation
Apostrophes
Commas
x: end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and
End punctuation
Apostrophes
Commas
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
Consonant blends
Digraphs, trigraphs, qu, and x
Silent letters
Short vowels
Long vowels
Vowel teams
Soft g and c
Two-syllable words
Final stable syllables
Open and closed syllables
Sight words
Homophones
Plurals
Past tense
Contractions
Rhyming words
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
Consonant blends
Digraphs, trigraphs, qu, and x
Silent letters
Short vowels
Long vowels
Vowel teams
Soft g and c
Two-syllable words
Final stable syllables
Open and closed syllables
Sight words
Homophones
Plurals
Past tense
Contractions
Rhyming words
E publish and share writing.
E publish and share writing.
12 Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A compose literary texts, including personal narratives and poetry;
Descriptive details
Topic sentences
A compose literary texts, including personal narratives and poetry;
Descriptive details
Topic sentences
B compose informational texts, including procedural texts and reports; and
B compose informational texts, including procedural texts and reports; and
C compose correspondence such as thank you notes or letters.
C compose correspondence such as thank you notes or letters.
13
Inquiry and research
13 Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A generate questions for formal and informal inquiry with adult assistance;
A generate questions for formal and informal inquiry with adult assistance;
B develop and follow a research plan with adult assistance;
B develop and follow a research plan with adult assistance;
C identify and gather relevant sources and information to answer the questions;
C identify and gather relevant sources and information to answer the questions;
D identify primary and secondary sources;
D identify primary and secondary sources;
E demonstrate understanding of information gathered;
Central idea
Read-along informational texts
Read-alone informational texts
E demonstrate understanding of information gathered;
Central idea
Read-along informational texts
Read-alone informational texts
F cite sources appropriately; and
F cite sources appropriately; and
G use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
G use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.