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What's New: English Language Arts Worksheets and Study Guides

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Counting Syllables Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Retelling Stories Kindergarten English Language Arts
Counting Syllables Kindergarten English Language Arts
Nursery Rhymes Kindergarten English Language Arts

Texas TEKS Standards for Second Grade English Language Arts

TX.110.10(b) Figure 19 TAC, Reading/Comprehension Skills Second Grade

(2.1) Reading/Comprehension Skills. 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. The student is expected to:

2.1 (D) Make inferences about text using textual evidence to support understanding.
2.1 (E) Retell important events in stories in logical order.

TX.110.13. English Language Arts and Reading, Grade 2

(2.1) Reading/Beginning Reading Skills/Print Awareness. 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).

(2.10) 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.

(2.11) 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).

(2.13) 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.

(2.14) 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. Students are expected to:

2.14 (A) Identify the main idea in a text and distinguish it from the topic.
2.14 (B) Locate the facts that are clearly stated in a text.
2.14 (C) Describe the order of events or ideas in a text.
2.14 (D) Use text features (e.g., table of contents, index, headings) to locate specific information in text.

(2.15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

2.15 (A) Follow written multi-step directions.
2.15 (B) Use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

(2.17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

2.17 (A) Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).
2.17 (B) Develop drafts by sequencing ideas through writing sentences.

(2.2) Reading/Beginning Reading Skills/Phonics. 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. Students are expected to:

2.2 (A) Decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
2.2 (A) (i) Single letters (consonants and vowels)
2.2 (A) (ii) Consonant blends (e.g., thr, spl)
2.2 (A) (iii) Consonant digraphs (e.g., ng, ck, ph)
2.2 (A) (iv) Vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou)
2.2 (B) Use common syllabication patterns to decode words including:
2.2 (B) (iii) Final stable syllable (e.g., sta-tion, tum-ble)
2.2 (B) (iv) Vowel-consonant-silent ''e'' words (VCe) (e.g., in-vite, cape)
2.2 (B) (v) R-controlled vowels (e.g., per-fect, cor-ner)
2.2 (B) (vi) Vowel digraphs and diphthongs (e.g., boy-hood, oat-meal)
2.2 (C) Decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant).
2.2 (D) Read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful).
2.2 (E) Identify and read abbreviations (e.g., Mr., Ave.).
2.2 (F) Identify and read contractions (e.g., haven't, it's).
2.2 (H) Monitor accuracy of decoding.

(2.21) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

2.21 (A) Understand and use the following parts of speech in the context of reading, writing, and speaking:
2.21 (A) (i) Verbs (past, present, and future)
2.21 (A) (ii) Nouns (singular/plural, common/proper)
2.21 (A) (iii) Adjectives (e.g., descriptive: old, wonderful; articles: a, an, the)
2.21 (A) (iv) Adverbs (e.g., time: before, next; manner: carefully, beautifully)
2.21 (A) (v) Prepositions and prepositional phrases
2.21 (A) (vi) Pronouns (e.g., he, him)
2.21 (B) Use complete sentences with correct subject-verb agreement.

(2.22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

2.22 (B) Use capitalization for:
2.22 (B) (i) Proper nouns
2.22 (C) Recognize and use punctuation marks, including:
2.22 (C) (i) Ending punctuation in sentences
2.22 (C) (ii) Apostrophes and contractions
2.22 (C) (iii) Apostrophes and possessives..

(2.23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

2.23 (A) Use phonological knowledge to match sounds to letters to construct unknown words.
2.23 (B) Spell words with common orthographic patterns and rules:
2.23 (B) (ii) R-controlled vowels
2.23 (B) (iii) Long vowels (e.g., VCe-hope)
2.23 (B) (iv) Vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy)
2.23 (C) Spell high-frequency words from a commonly used list.
2.23 (D) Spell base words with inflectional endings (e.g., -ing and -ed).
2.23 (E) Spell simple contractions (e.g., isn't, aren't, can't).

(2.25) 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. Students are expected to:

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

(2.3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

2.3 (A) Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions.
2.3 (B) Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

(2.5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

2.5 (A) Use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow).
2.5 (B) Use context to determine the relevant meaning of unfamiliar words or multiple-meaning words.
2.5 (C) Identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning.
2.5 (D) Alphabetize a series of words and use a dictionary or a glossary to find words.

(2.6) 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. Students are expected to:

2.6 (A) Identify moral lessons as themes in well-known fables, legends, myths, or stories.

(2.7) 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 describe how rhyme, rhythm, and repetition interact to create images in poetry.

(2.8) 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.

(2.9) 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. Students are expected to:

2.9 (B) Describe main characters in works of fiction, including their traits, motivations, and feelings.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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