English Language Arts and Reading, Grade 2 1st Nine Weeks :: The student is expected to... • 2013-14 2nd Grade Writing Rubric • Narrative Rubric • Expository Rubric • Letter Writing Rubric • Academic Vocabulary • Discussion, Fluency, Glossary, Mental image, Purpose, Table of Contents, Captions • Weeks 1-4 • Essential Questions • How can you establish a purpose for reading? • How can you connect to self, other text and world? • How can you monitor your comprehension? • How do you make and confirm predictions? • TEKS: Reading • identify and read at least 300 high-frequency words from a commonly used list.[2G] • 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).[3C] • read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.[12A] • share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.[29A] • follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.[30A] • make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.[RCF] • TEKS: Language/ Writing/ Phonics/ Word Study/ Spelling • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including single letters (consonants and vowels).[2Ai] • use common syllabication patterns to decode words including closed syllable (CVC) (e.g., pic-nic, mon-ster). [2Bi] • use common syllabication patterns to decode words including vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape).[2Biv] • alphabetize a series of words and use a dictionary or a glossary to find words.[5D] • use phonological knowledge to match sounds to letters to construct unknown words.[23A] • Weeks 5-8 • Essential Questions • How do I monitor my comprehension? • How do I read with fluency? • How can I use text features? • How can I retell important events of a story? • How do I distinguish between fiction and non-fiction? • TEKS: Reading • use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions.[3A] • 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).[3C]

English Language Arts and Reading, Grade 2 • read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[4A] • use context to determine the relevant meaning of unfamiliar words or multiple-meaning words.[5B] • describe the order of events or ideas in a text.[14C] • establish purposes for reading selected texts based upon content to enhance comprehension.[RCA] • ask literal questions of text.[RCB] • make inferences about text and use textual evidence to support understanding.[RCD] • monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions).[RCC] • TEKS: Phonics/Word Study • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including consonant blends (e.g., thr, spl).[2Aii] • use common syllabication patterns to decode words including vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape).[2Biv] • monitor accuracy of decoding.[2H] • spell words with common orthographic patterns and rules complex consonants (e.g., hard and soft c and g, ck). [23Bi] • spell words with common orthographic patterns and rules long vowels (e.g., VCe-hope).[23Biii] • Writing (Weeks 1-8) • Essential Question • How do I plan a writing draft? • TEKS: Writing • distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).[1A] • plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).[17A] • develop drafts by sequencing ideas through writing sentences.[17B] • TEKS: Oral and Written Conventions • understand and use the following parts of speech in the context of reading, writing, and speaking verbs (past, present, and future).[21Ai] • understand and use the following parts of speech in the context of reading, writing, and speaking nouns (singular/plural, common/proper).[21Aii] • write legibly leaving appropriate margins for readability.[22A] • use capitalization for proper nouns.[22Bi] • use capitalization for months and days of the week.[22Bii] • recognize and use punctuation marks, including ending punctuation in sentences.[22Ci] • spell words with common orthographic patterns and rules complex consonants (e.g., hard and soft c and g, ck). [23Bi] • spell words with common orthographic patterns and rules long vowels (e.g., VCe-hope).[23Biii] • spell high-frequency words from a commonly used list.[23C] • use resources to find correct spellings.[23F] • listen attentively to speakers and ask relevant questions to clarify information.[28A] • follow, restate, and give oral instructions that involve a short related sequence of actions.[28B]

2nd Nine Weeks :: The student is expected to... • Academic Vocabulary • Character Traits, Differences, Fable, Facts, Index, Inference, Main character, Main idea, Plot, Similarities, Declarative, Interrogative • Weeks 9-12 • Essential Questions

English Language Arts and Reading, Grade 2 • How do I make inferences during reading? • How do I locate evidence from reading? • How do I monitor my comprehension? • How can I locate the main idea? • TEKS: Reading • ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.[3B] • 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).[3C] • distinguish between fiction and nonfiction.[10A] • recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).[11A] • identify the main idea in a text and distinguish it from the topic.[14A] • use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information.[25B] • TEKS: Phonics/Word Study • use common syllabication patterns to decode words including open syllable (CV) (e.g., ti-ger).[2Bii] • read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful).[2D] • spell base words with inflectional endings (e.g., -ing and -ed).[23D] • Weeks 13-16 • Essential Question • How do I make inferences about my reading? • How do I describe the main character? • How do I describe similarities and differences by the same author? • TEKS: Reading • describe similarities and differences in the plots and settings of several works by the same author.[9A] • describe main characters in works of fiction, including their traits, motivations, and feelings.[9B] • TEKS: Phonics/Word Study • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including consonant digraphs (e.g., ng, ck, ph).[2Aiii] • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou).[2Aiv] • Writing (Weeks 9-16) • Essential Questions • How do I write comments on literary or informational text? • How do I write stories with a beginning, middle, and end? • How do I revise my writing? • How do I edit my writing? • TEKS: Writing • revise drafts by adding or deleting words, phrases, or sentences.[17C] • edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.[17D] • write brief stories that include a beginning, middle, and end.[18A] • write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing).[19B] • write brief comments on literary or informational texts.[19C] • TEKS: Oral and Written Conventions • follow written multi-step directions.[15A]

English Language Arts and Reading, Grade 2 • understand and use the following parts of speech in the context of reading, writing, and speaking verbs (past, present, and future).[21Ai] • understand and use the following parts of speech in the context of reading, writing, and speaking pronouns (e.g., he, him).[21Avi] • understand and use the following parts of speech in the context of reading, writing, and speaking time-order transition words.[21Avii] • use complete sentences with correct subject-verb agreement.[21B] • distinguish among declarative and interrogative sentences.[21C] • use capitalization for the salutation and closing of a letter.[22Biii] • spell simple contractions (e.g., isn't, aren't, can't).[23E]

3rd Nine Weeks :: The student is expected to... • Academic Vocabulary • Dictionary, define, synonyms, antonym, dialogue, narrative • Weeks 17-19 • Essential Questions • How do I identify the main idea in a text? • How do I identify the author's purpose? • How do I describe the order of events in a story? • TEKS: Reading • identify the topic and explain the author's purpose in writing the text.[13A] • identify the main idea in a text and distinguish it from the topic.[14A] • retell important events in stories in logical order.[RCE] • TEKS: Phonics/Word Study • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou).[2Aiv] • TEKS: Writing • identify and read abbreviations (e.g., Mr., Ave.).[2E] • publish and share writing with others.[17E] • write brief compositions about topics of interest to the student.[19A] • write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing).[19B] • write brief comments on literary or informational texts.[19C] • write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.[20A] • Weeks 20-22 • Essential Questions • How do I use illustrations, titles, topic sentences, key words and foreshadowing to make and confirm predictions? • How do I use antonyms and synonyms? • TEKS: Reading • use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions.[3A] • identify the elements of dialogue and use them in informal plays.[8A] • TEKS: Phonics/Word Study • decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant).[2C] • read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful).[2D] • identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning.[5C]

English Language Arts and Reading, Grade 2 • alphabetize a series of words and use a dictionary or a glossary to find words.[5D] • Weeks 23-26 • Essential Questions • How can I determine the meaning of words using prefixes and suffixes or context? • How do rhyme, rhythm, and repetition interact to make images in poetry? • What are the different purposes of media? • TEKS: Reading • use context to determine the relevant meaning of unfamiliar words or multiple-meaning words.[5B] • describe how rhyme, rhythm, and repetition interact to create images in poetry.[7A] • recognize different purposes of media (e.g., informational, entertainment).[16A] • describe techniques used to create media messages (e.g., sound, graphics).[16B] • TEKS: Phonics/Word Study • use common syllabication patterns to decode words including r-controlled vowels (e.g., per-fect, cor-ner).[2Bv] • use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow).[5A] • identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning.[5C] • TEKS: Oral and Written Conventions • identify various written conventions for using digital media (e.g., e-mail, website, video game).[16C] • understand and use the following parts of speech in the context of reading, writing, and speaking adjectives (e.g., descriptive: old, wonderful; articles: a, an, the).[21Aiii] • understand and use the following parts of speech in the context of reading, writing, and speaking time-order transition words.[21Avii] • use capitalization for the salutation and closing of a letter.[22Biii] • recognize and use punctuation marks, including apostrophes and contractions.[22Cii] • spell words with common orthographic patterns and rules r-controlled vowels.[23Bii] • spell words with common orthographic patterns and rules vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy).[23Biv]

4th Nine Weeks :: The student is expected to... • Academic Vocabulary • Prefix, Suffix, Dialogue, Letter Writing, Text Features • Weeks 27-29 • Essential Questions • How do I prepare a visual display to show the results of my research? • How can I record basic information in a visual format? • How do I decide what information is relevant? • TEKS: Reading • generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics.[24A] • decide what sources of information might be relevant to answer these questions.[24B] • gather evidence from available sources (natural and personal) as well as from interviews with local experts. [25A] • use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information.[25B] • record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).[25C] • revise the topic as a result of answers to initial research questions.[26A] • to create a visual display or dramatization to convey the results of the research (with adult assistance). [27A] • TEKS: Phonics/Word Study

English Language Arts and Reading, Grade 2 • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou).[2Aiv] • use common syllabication patterns to decode words including vowel digraphs and diphthongs (e.g., boy-hood, oat-meal). [2Bvi] • spell words with common orthographic patterns and rules vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy).[23Biv] • Weeks 30-32 • Essential Questions • How do I locate the facts that are stated in a text? • How do I use table of contents, index and headings to locate specific information in a text? • TEKS: Reading • locate the facts that are clearly stated in a text.[14B] • use text features (e.g., table of contents, index, headings) to locate specific information in text.[14D] • use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).[15B] • record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).[25C] • TEKS: Phonics/Word Study • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou).[2Aiv] • use common syllabication patterns to decode words including vowel digraphs and diphthongs (e.g., boy-hood, oat-meal). [2Bvi] • identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning.[5C] • spell words with common orthographic patterns and rules vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy).[23Biv] • Weeks 33-36 • Essential Questions • How do I identify morals and themes in well-known stories, fables, legends or myths. • How can I compare different versions of the same story? • TEKS: Reading • identify moral lessons as themes in well-known fables, legends, myths, or stories.[6A] • compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.[6B] • identify the elements of dialogue and use them in informal plays.[8A] • TEKS: Phonics/Word Study • use common syllabication patterns to decode words including final stable syllable (e.g., sta-tion, tum-ble).[2Biii] • decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant).[2C] • identify and read contractions (e.g., haven't, it's).[2F] • TEKS: Writing • write short poems that convey sensory details.[18B] • write brief compositions about topics of interest to the student.[19A] • write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing).[19B] • write brief comments on literary or informational texts.[19C] • TEKS: Oral and Written Conventions • read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful).[2D] • understand and use the following parts of speech in the context of reading, writing, and speaking prepositions and prepositional phrases.[21Av]

English Language Arts and Reading, Grade 2 • understand and use the following parts of speech in the context of reading, writing, and speaking adverbs (e.g., time: before, next; manner: carefully, beautifully).[21Aiv] • recognize and use punctuation marks, including apostrophes and contractions.[22Cii] • recognize and use punctuation marks, including apostrophes and possessives.[22Ciii]

Spanish Language Arts (SLA) and English as a Second Language (ESL), Grade 2 :: The student is expected to... • determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3).[1A] • respond appropriately and courteously to directions and questions (K-3).[1B] • participate in rhymes, songs, conversations, and discussions (K-3).[1C] • listen critically to interpret and evaluate (K-3).[1D] • listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3/ESL); or listen responsively to stories and other texts read aloud, including selections from classic and contemporary works in Spanish (K-3/SLA).[1E] • identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia (2-3).[1F] • distinguish and produce sounds and intonation patterns of English (K-8/ESL).[1G] • infer meaning by making associations of utterances with actions, visuals, and the context of the situation (K-3/ESL).[1H] • connect experiences and ideas with those of others through speaking and listening (K-3).[2A] • compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).[2B] • choose and adapt newly acquired spoken language appropriate to the audience, purpose, and occasion in the new culture, including use of appropriate volume and rate (K-3/ESL); or choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3/SLA).[3A] • use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3/ESL); or use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions, including using Spanish conventions such as formal and informal pronouns (t?/usted) (K-3/SLA).[3B] • ask and answer relevant questions and make contributions in small or large group discussions (K-3).[3C] • present dramatic interpretations of experiences, stories, poems, or plays (K-3).[3D] • gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).[3E] • employ English content area vocabulary in context (K-8/ESL).[3F] • use vocabulary to describe clearly ideas, feelings, and experiences (K-3).[4A] • clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3).[4B] • retell a spoken message by summarizing or clarifying (K-3).[4C] • decode by using all letter-sound correspondences within a word (1-3).[5A] • blend initial letter-sounds with common vowel spelling patterns to read words (1-3/ESL); or decode words using knowledge of all Spanish sounds, letters, and syllables, including consonants, vowels, blends and stress (1-3/SLA).[5B] • recognize high frequency irregular words such as said, was, where, and is (1-2/ESL).[5C] • identify multisyllabic words by using common syllable patterns (1-3).[5D] • use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing (1-2/ESL); or use structural cues to recognize words such as compounds, base words, and inflections such as -mente, -ito, -ada, and -ando (1-3/SLA).[5E] • use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2/ESL); or use structural cues such as prefixes and suffixes to recognize words, for example, des- and -able (2/SLA).[5F] • use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3).[5G] • read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3/ESL); or develop automatic recognition of words that use specific spelling patterns such as r/rr, y/ll, s/c/z, q/c/k, g/j, j/x, b/v, ch, h, i/y, gue, and gui (1-3/SLA).[5H]

English Language Arts and Reading, Grade 2 • read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (2).[6A] • read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm) (2). [6B] • read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2).[6C] • self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3).[6D] • read silently for increasing periods of time (2-3).[6E] • read classic and contemporary works (2-8).[7A] • read from a variety of genres for pleasure and to acquire information from both print and electronic formats (2-3).[7B] • read to accomplish a variety of purposes, both assigned and self-selected (2-3).[7C] • discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2).[8A] • develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3).[8B] • develop vocabulary through reading (2-3).[8C] • use resources and references such as beginners' dictionaries, bilingual dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words (2-3/ESL); or use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings (2-3/SLA).[8D] • use prior knowledge to anticipate meaning and make sense of texts (K-3).[9A] • establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3).[9B] • retell or act out the order of important events in stories (K-3).[9C] • monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, translating, and asking for help (1-3/ESL); or monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help (1-3/SLA).[9D] • draw and discuss visual images based on text descriptions (1-3).[9E] • make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3).[9F] • identify similarities and differences across texts such as in topics, characters, and problems (1-2).[9G] • produce summaries of text selections (2-3).[9H] • represent text information in different ways including story maps, graphs, and charts (2-3).[9I] • respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3).[10A] • demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3).[10B] • support interpretations or conclusions with examples drawn from text (2-3).[10C] • connect ideas and themes across texts (1-3).[10D] • distinguish different forms of texts including lists, newsletters, and signs and the functions they serve (K-3).[11A] • identify text as written for entertainment (narrative) or for information (expository) (2).[11B] • distinguish fiction from nonfiction including fact and fantasy (K-3).[11C] • recognize the distinguishing features of familiar genres including stories, poems, and informational texts (1-3). [11D] • compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8).[11E] • understand and identify simple literary terms such as title, author, and illustrator across a variety of literary forms (texts) (2).[11F]

English Language Arts and Reading, Grade 2 • understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2).[11G] • analyze characters including their traits, relationships, and changes (1-3).[11H] • identify the importance of the setting to a story's meaning (1-3).[11I] • recognize the story problem(s) or plot (1-3).[11J] • identify relevant questions for inquiry, such as "Why do birds build different kinds of nests?" (K-3).[12A] • use alphabetical order to locate information (1-3).[12B] • recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3).[12C] • use multiple sources including print, such as an encyclopedia, technology, and experts to locate information that addresses questions (2-3).[12D] • interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3).[12E] • locate and use important areas of the library media center (2-3).[12F] • demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3).[12G] • draw conclusions from information gathered (K-3).[12H] • connect life experiences with the life experiences, language, customs, and culture of others (K-3).[13A] • compare experiences of characters across cultures (K-3).[13B] • write to record ideas and reflections (K-3).[14A] • write to discover, develop, and refine ideas (1-3).[14B] • write to communicate with a variety of audiences (1-3).[14C] • write in different forms for different purposes including lists to record, letters to invite or thank, and stories or poems to entertain (1-3).[14D] • gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2).[15A] • use word and letter spacing and margins to make messages readable (1-2).[15B] • use basic capitalization and punctuation correctly, including capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2/ESL); or use basic capitalization and punctuation rules in Spanish including capitalizing names and first letters in sentences and proper nouns and using periods, question marks, and exclamation points (1-2/SLA).[15C] • use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks (2/ESL); or use more complex capitalization and punctuation with increasing accuracy such as commas, hyphens, proper nouns, and abbreviations (2/SLA).[15D] • use resources to find correct spellings, synonyms, and replacement words (1-3).[16A] • write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3/ESL); or write with more proficient spelling using silent letters in syllables, dieresis marks, written accents, and spelling patterns using q/c/k, b/v, r/rr, y/ll, c/h/g or ch, g/j, j/x, i/.[16B] • write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2).[16C] • write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i (2/ESL); or write with more proficient use of orthographic patterns and rules such as qu together, use of n before v, m before b, m before p, and changing z to c when adding -es (2/SLA).[16D] • use singular and plural forms of regular nouns (2).[17A] • compose complete sentences in written texts and use the appropriate end punctuation (1-2).[17B] • compose sentences with interesting, elaborated subjects (2-3).[17C] • edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3/ESL); or edit writing in preparing for standard grammar and usage, including subject-verb agreement/conjugation, number and gender agreement, pronoun agreement, appropriate verb tenses, and a.[17D] • use verb tenses such as present, preterite, and future appropriately and consistently (2-6/SLA).[17E]

English Language Arts and Reading, Grade 2 • generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3).[18A] • develop drafts (1-3).[18B] • revise selected drafts for varied purposes including to achieve a sense of audience, precise word choices, and vivid images (1-3).[18C] • edit for appropriate grammar, spelling, punctuation, and features of polished writings (2-3).[18D] • use available technology for aspects of writing including word processing, spell checking, and printing) (2-3). [18E] • demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2-3).[18F] • identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3). [19A] • respond constructively to others' writing (1-3).[19B] • determine how his/her own writing achieves its purposes (1-3).[19C] • use published pieces as models for writing (2-3).[19D] • review a collection of his/her own written work to monitor growth as a writer (2-3).[19E] • write or dictate questions for investigating (2-3).[20A] • record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).[20B] • take simple notes from relevant sources such as classroom guests, information, books, and media sources (2-3).[20C] • compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).[20D] • develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing expressions (K-3/ESL).[21A] • use prior knowledge and experiences to understand meanings in English (K-8/ESL).[21B] • monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL).[21C] • use strategic learning techniques such as semantic mapping, imagery, memorization, and reviewing (K-3/ESL). [21D] • use learning strategies such as circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL).[21E] • make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL) and.[21F] • use accessible language and learn new and essential language in the process (K-8/ESL).[21G] • use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes (K-3/ESL).[22A] • understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (K-8/ESL).[22B] • recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL).[22C] • listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (K-8/ESL).[22D] • analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL).[22E] • identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (K-8/ESL).[23A] • share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL).[23B] • ask and give information such as directions and address as well as name, age, and nationality (K-8/ESL).[23C] • initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (K-3/ESL).[23D] • express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL).[23E] • describe the immediate surroundings such as classroom, school, or home (K-8/ESL).[23F]

English Language Arts and Reading, Grade 2 • arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL).[23G] • produce phonological elements of simple vocabulary and phrases (K-3/ESL).[23H] • produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL).[23I] • learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL).[24A] • recognize directionality of English reading such as left to right and top to bottom (K-8/ESL).[24B] • read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (K-8/ESL).[24C] • participate in shared reading (K-8/ESL).[24D] • develop basic sight vocabulary (K-8/ESL).[24E] • use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL).[24F] • read silently with increasing ease for longer periods (K-8/ESL).[24G] • use print from the environment to derive meaning (K-8/ESL).[24H] • use graphic organizers as pre-reading activities to prepare for reading text (K-3/ESL).[24I] • use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (2-8/ESL).[25A] • write with more proficient use of orthographic patterns and rules such as qu together consonant doubling, dropping final e, and changing y to i (2-8/ESL).[25B] • edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (2-8/ESL).[25C] • employ increasingly complex grammatical structures in writing, as follows demonstrate knowledge of verbs, tenses and auxiliaries, wh- words, and pronouns/antecedents (2-8/ESL); demonstrate knowledge of nominative, objective, and possessive case (2-8/ESL); demonstrate knowledge of parts of speech (2-8/ESL); and demonstrate knowledge of negatives and contractions (2-8/ESL).[25D] • construct correct sentences, including a variety of sentence types and styles (2-8/ESL).[25E] • combine multiple sentences into a unified sentence (2-8/ESL).[25F] • develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (2-8/ESL).[25G]

Technology Applications, Kindergarten-Grade 2, Beginning with School Year 2012-2013 Imported Standards :: The student is expected to... • apply prior knowledge to develop new ideas, products, and processes.[1A] • create original products using a variety of resources.[1B] • explore virtual environments, simulations, models, and programming languages to enhance learning.[1C] • create and execute steps to accomplish a task.[1D] • evaluate and modify steps to accomplish a task.[1E] • use communication tools that allow for anytime, anywhere access to interact, collaborate, or publish with peers locally and globally.[2A] • participate in digital environments to develop cultural understanding by interacting with learners of multiple cultures.[2B] • format digital information, including font attributes, color, white space, graphics, and animation, for a defined audience and communication medium.[2C] • select, store, and deliver products using a variety of media, formats, devices, and virtual environments.[2D] • use search strategies to access information to guide inquiry.[3A] • use research skills to build a knowledge base regarding a topic, task, or assignment.[3B] • evaluate the usefulness of acquired digital content.[3C] • identify what is known and unknown and what needs to be known regarding a problem and explain the steps to solve the problem.[4A] • evaluate the appropriateness of a digital tool to achieve the desired product.[4B] • evaluate products prior to final submission.[4C]

English Language Arts and Reading, Grade 2 • collect, analyze, and represent data using tools such as word processing, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages.[4D] • adhere to acceptable use policies reflecting appropriate behavior in a digital environment.[5A] • comply with acceptable digital safety rules, fair use guidelines, and copyright laws.[5B] • practice the responsible use of digital information regarding intellectual property, including software, text, images, audio, and video.[5C] • use appropriate terminology regarding basic hardware, software applications, programs, networking, virtual environments, and emerging technologies.[6A] • use appropriate digital tools and resources for storage, access, file management, collaboration, and designing solutions to problems.[6B] • perform basic software application functions, including opening an application and creating, modifying, printing, and saving files.[6C] • use a variety of input, output, and storage devices.[6D] • use proper keyboarding techniques such as ergonomically correct hand and body positions appropriate for Kindergarten-Grade 2 learning.[6E] • demonstrate keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys appropriate for Kindergarten-Grade 2 learning.[6F] • use the help feature online and in applications.[6G]

English Language Proficiency Standards :: The student is expected to... • Learning Strategies • use prior knowledge and experiences to understand meanings in English (Use what they know about _____ to predict the meaning of _____).[1A] • monitor oral and written language production and employ self-corrective techniques or other resources (Check how well they are able to say.... ).[1B] • use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary (Use _____ to learn new vocabulary about... ).[1C] • speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) (Use strategies such as _____ to discuss...).[1D] • internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (Use and reuse the words/phrases _____ in a discussion/writing activity about.... ).[1E] • use accessible language and learn new and essential language in the process (Use the phrase _____ to learn the meaning of... ).[1F] • demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations (Use formal/informal English to describe... ).[1G] • develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations (Use strategies such as _____ to learn the meaning of... ).[1H] • Listening • distinguish sounds and intonation patterns of English with increasing ease (Recognize correct pronunciation of... ).[2A] • recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (Recognize sounds used in the words... ).[2B] • learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (Identify words and phrases heard in a discussion about... ).[2C] • monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed (Check for understanding by... /Seek help by... ).[2D] • use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language (Use ___ (media source) to learn/review... ).[2E] • listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.[2F]

English Language Arts and Reading, Grade 2 • understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (Describe general meaning, main points, and details heard in... ).[2G] • understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations (Identify implicit ideas and information heard in... ).[2H] • demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (Demonstrate listening comprehension by... ).[2I] • Speaking • practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible (Pronounce the words _____ correctly).[3A] • expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication (Use new vocabulary about _____ in stories, pictures, descriptions, and/or classroom communication...).[3B] • speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (Speak using a variety of types of sentence stems about...).[3C] • speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency (Speak using the words ___ about...).[3D] • share information in cooperative learning interactions (Share in cooperative groups about...).[3E] • ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments (Ask and give information using the words...).[3F] • express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics (Express opinions, ideas, and feelings about _____ using the words/phrases...).[3G] • narrate, describe, and explain with increasing specificity and detail as more English is acquired (Narrate, describe, and explain...).[3H] • adapt spoken language appropriately for formal and informal purposes (Use formal/informal English to say...). [3I] • respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment (Respond orally to information from a variety of media sources about...).[3J] • Reading • learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words (Identify relationships between sounds and letters by...).[4A] • recognize directionality of English reading such as left to right and top to bottom (Recognize directionality of English text.).[4B] • develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (Recognize the words/phrases...).[4C] • use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text (Use prereading supports such as _____ to understand..).[4D] • read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned (Read materials about _____ with support of simplified text/visuals/word banks as needed).[4E] • use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (Use visual and contextual supports to read...).[4F]

English Language Arts and Reading, Grade 2 • demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (Show comprehension of English text about...).[4G] • read silently with increasing ease and comprehension for longer periods. (Demonstrate comprehension of text read silently by...)[4H] • demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs (Show comprehension of text about _____ through basic reading skills such as...).[4I] • demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs (Show comprehension of text/graphic sources about _____ through inferential skills such as...).[4J] • demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs (Show comprehension of text about _____ through analytical skills such as...).[4K] • Writing • learn relationships between sounds and letters of the English language to represent sounds when writing in English.(Learn relationships between sounds and letters when writing about...)[5A] • write using newly acquired basic vocabulary and content-based grade-level vocabulary (Write using newly acquired vocabulary about...).[5B] • spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired (Spell English words such as...).[5C] • edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired (Edit writing about...).[5D] • employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as using correct verbs, tenses, and pronouns/antecedents (Use simple and complex sentences to write about...).[5Ei] • employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as using possessive case (apostrophe s) correctly (Use simple and complex sentences to write about...).[5Eii] • employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as using negatives and contractions correctly (Use simple and complex sentences to write about...).[5Eiii] • write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (Write using a variety of sentence frames and selected vocabulary about...).[5F] • narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired (Narrate, describe, and explain in writing about...).[5G]

Social Studies and English Language Arts Integrated Project Based Learning :: The student is expected to... • The Social Studies and ELA integrated projects provide students an opportunity to make connections between subjects through project based learning and technology integrati

4th Nine Weeks :: The student is expected to... • Academic Vocabulary • Prefix, Suffix, Dialogue, Letter Writing, Text Features • Weeks 27-29 • Essential Questions • How do I prepare a visual display to show the results of my research? • How can I record basic information in a visual format? • How do I decide what information is relevant? • TEKS: Reading

English Language Arts and Reading, Grade 2 • generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics.[24A] • decide what sources of information might be relevant to answer these questions.[24B] • gather evidence from available sources (natural and personal) as well as from interviews with local experts. [25A] • use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information.[25B] • record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).[25C] • revise the topic as a result of answers to initial research questions.[26A] • to create a visual display or dramatization to convey the results of the research (with adult assistance). [27A] • TEKS: Phonics/Word Study • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou).[2Aiv] • use common syllabication patterns to decode words including vowel digraphs and diphthongs (e.g., boy-hood, oat-meal). [2Bvi] • spell words with common orthographic patterns and rules vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy).[23Biv] • Weeks 30-32 • Essential Questions • How do I locate the facts that are stated in a text? • How do I use table of contents, index and headings to locate specific information in a text? • TEKS: Reading • locate the facts that are clearly stated in a text.[14B] • use text features (e.g., table of contents, index, headings) to locate specific information in text.[14D] • use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).[15B] • record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).[25C] • TEKS: Phonics/Word Study • decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou).[2Aiv] • use common syllabication patterns to decode words including vowel digraphs and diphthongs (e.g., boy-hood, oat-meal). [2Bvi] • identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning.[5C] • spell words with common orthographic patterns and rules vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy).[23Biv] • Weeks 33-36 • Essential Questions • How do I identify morals and themes in well-known stories, fables, legends or myths. • How can I compare different versions of the same story? • TEKS: Reading • identify moral lessons as themes in well-known fables, legends, myths, or stories.[6A] • compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.[6B] • identify the elements of dialogue and use them in informal plays.[8A] • TEKS: Phonics/Word Study • use common syllabication patterns to decode words including final stable syllable (e.g., sta-tion, tum-ble).[2Biii] • decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant).[2C] • identify and read contractions (e.g., haven't, it's).[2F]

English Language Arts and Reading, Grade 2 • TEKS: Writing • write short poems that convey sensory details.[18B] • write brief compositions about topics of interest to the student.[19A] • write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing).[19B] • write brief comments on literary or informational texts.[19C] • TEKS: Oral and Written Conventions • read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful).[2D] • understand and use the following parts of speech in the context of reading, writing, and speaking prepositions and prepositional phrases.[21Av] • understand and use the following parts of speech in the context of reading, writing, and speaking adverbs (e.g., time: before, next; manner: carefully, beautifully).[21Aiv] • recognize and use punctuation marks, including apostrophes and contractions.[22Cii] • recognize and use punctuation marks, including apostrophes and possessives.[22Ciii]