Texas 2nd Grade ELA Standards in Reading

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2 Reading

• RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • A establish purposes for reading selected texts based upon content to enhance comprehension;
  • B ask literal questions of text;
  • C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions);
  • D make inferences about text using textual evidence to support understanding;
  • E retell important events in stories in logical order; and
  • F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
• 1 Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).
• 2 Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
  • A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
    • i single letters (consonants and vowels);
    • ii consonant blends (e.g., thr, spl);
    • iii consonant digraphs (e.g., ng, ck, ph); and
    • iv vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);
  • B use common syllabication patterns to decode words including:
    • i closed syllable (CVC) (e.g., pic-nic, mon-ster);
    • ii open syllable (CV) (e.g., ti-ger);
    • iii final stable syllable (e.g., sta-tion, tum-ble);
    • iv vowel-consonant-silent “e” words (VCe) (e.g., in-vite, cape);
    • v r-controlled vowels (e.g., per-fect, cor-ner); and
    • vi vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);
  • C decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);
  • D read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);
  • E identify and read abbreviations (e.g., Mr., Ave.);
  • F identify and read contractions (e.g., haven’t, it’s);
  • G identify and read at least 300 high-frequency words from a commonly used list; and
  • H monitor accuracy of decoding.
• 3 Students comprehend a variety of texts drawing on useful strategies as needed.
  • A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;
  • B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and
  • 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).
• 4 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.
• 5 Students understand new vocabulary and use it when reading and writing.
  • A use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);
  • B use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;
  • C identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and
  • D alphabetize a series of words and use a dictionary or a glossary to find words.
• 6 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.
  • A identify moral lessons as themes in well-known fables, legends, myths, or stories; and
  • B compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.
• 7 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 describe how rhyme, rhythm, and repetition interact to create images in poetry.
• 8 Students understand, and make inferences and draw conclusions about the structure and elements of drama provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.
• 9 Students understand, make inferences and draw conclusions about the structure and elements of fiction provide evidence from text to support their understanding.
  • A describe similarities and differences in the plots and settings of several works by the same author; and
  • B describe main characters in works of fiction, including their traits, motivations, and feelings.
• 10 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.
• 11 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).
• 12 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.
• 13 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.
• 14 Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding.
  • A identify the main idea in a text and distinguish it from the topic;
  • B locate the facts that are clearly stated in a text;
  • C describe the order of events or ideas in a text; and
  • D use text features (e.g., table of contents, index, headings) to locate specific information in text.
• 15 Students understand how to glean and use information in procedural texts and documents.
  • A follow written multi-step directions; and
  • B use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).
• 16 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.
  • A recognize different purposes of media (e.g., informational, entertainment);
  • B describe techniques used to create media messages (e.g., sound, graphics); and
  • C identify various written conventions for using digital media (e.g., e-mail, website, video game).