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2_ELAR

Page history last edited by Judi Moreillon 5 years, 9 months ago

2nd-Grade English Language Arts and Reading TEKS

 

Contributor/Email: Joni Hill / joni.hill@byu.net

Date: 3/12/2012

TEKS #

Description

AASL Standard Indicator #

§110.13.

(3)

Reading/Beginning Reading/Strategies.

 

 

Students comprehend a variety of texts drawing on useful strategies as needed.

1.1.6

Link to Lesson Plan

(A)  use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions

2.1.3

Link to Lesson Plan 

(B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text

1.1.3

2.2.3

 

(C)  establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

1.1.2

1.1.3

§110.13.

(4)

Reading/Fluency

 

 

Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

1.1.6

4.1.2

§110.13.

(6)

Reading/Comprehension of Literary Text/Theme and Genre.

 

 

Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

1.1.6

 

(B)  compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

4.1.2

§110.13.

(7)

Reading/Comprehension of Literary Text/Poetry.

 

 

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.

1.1.6

2.2.3

4.1.3

§110.13.

(8)

Reading/Comprehension of Literary Text/Drama

 

 

Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.

1.1.6

2.2.3

4.1.3

§110.13.

(9)

Reading/Comprehension of Literary Text/Fiction

 

 

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

1.1.6

2.2.3

4.1.3

§110.13.

(10)

Reading/Comprehension of Literary Text/Literary Nonfiction.

 

 

Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction.

1.1.6

2.2.3

4.1.3

§110.13.

(11)

 Reading/Comprehension of Literary Text/Sensory Language

 

 

Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).

1.1.6

2.2.3

4.1.3

§110.13.

(12)

Reading/Comprehension of Text/Independent Reading

 

 

Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.

1.1.6

4.1.1

 

§110.13.

(13)

Reading/Comprehension of Informational Text/Culture and History.

 

 

Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text.

1.1.6

2.2.3

4.1.2

4.3.2

§110.13.

(14)

Reading/Comprehension of Informational Text/Expository Text

 

 

Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding.

1.1.6

2.2.3

 

(A)  identify the main idea in a text and distinguish it from the topic;

1.1.7

 

(D)  use text features (e.g., table of contents, index, headings) to locate specific information in text.

1.1.4

§110.13.

(15)

Reading/Comprehension of Informational Text/Procedural Text

 

 

Students understand how to glean and use information in procedural texts and documents.

1.1.6

§110.13.

(16)

Reading/Media Literacy

 

 

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts.

1.1.6

2.1.3

 

(A)  recognize different purposes of media (e.g., informational, entertainment)

4.3.2

§110.13.

(17)

Writing/Writing Process.

 

 

Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

2.1.2

2.1.6

3.1.3

§110.13.

(18)

Writing/Literary Texts

 

 

Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

3.1.3

§110.13.

(19)

Writing/Expository and Procedural Texts

 

 

Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

3.1.3

§110.13.

(20)

Writing/Persuasive Texts.

 

 

Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.

3.1.3

§110.13.

(24)

Research/Research Plan

 

 

Students ask open-ended research questions and develop a plan for answering them.

1.1.1

1.2.1

 

(A)  generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics

1.1.3

 

(B)  decide what sources of information might be relevant to answer these questions.

1.1.4

1.2.2

§110.13.

(25)

Research/Gathering Sources.

 

 

Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather

1.1.4

1.2.2

1.2.3

 

(A)  gather evidence from available sources (natural and personal) as well as from interviews with local experts

1.1.6

4.1.7

 

(B)  use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information

4.1.7

 

(C)  record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

2.1.2

4.1.6

§110.13.

(26)

Research/Synthesizing Information

 

 

Students clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a result of answers to initial research questions.

1.2.5

1.4.3

2.1.1

§110.13.

(27)

Research/Organizing and Presenting Ideas

 

 

Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.

2.1.6

2.2.4

3.1.1

4.1.8

§110.13.

(28)

Listening and Speaking/Listening.

 

 

Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity.

1.1.6

4.1.1

§110.13.

(29)

Listening and Speaking/Speaking

 

 

Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

3.1.3

4.1.3

§110.13.

(30)

Listening and Speaking/Teamwork

 

 

Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

2.1.5

3.1.2

3.2.3

 

Standards Descriptions Excerpted from the Texas Administrative Code (TAC), Title 19, Part II

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading

 

 

 

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