ELA.2.2.B.i | TEKS Guide

ENGLISH LANGUAGE ARTS AND READING.2.2.B.i — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

ELA.K.2.B.i

demonstrate and apply phonetic knowledge by:

identifying and matching the common sounds that letters represent;

ELA.1.2.B.i

demonstrate and apply phonetic knowledge by:

decoding words in isolation and in context by applying common letter sound correspondences;

ELA.2.2.B.i

demonstrate and apply phonetic knowledge by:

decoding words with short, long, or variant vowels, trigraphs, and blends;

ELA.3.2.A.i

demonstrate and apply phonetic knowledge by:

decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;

ELA.4.2.A.i

demonstrate and apply phonetic knowledge by:

decoding words with specific orthographic patterns and rules, including regular and irregular plurals;

ELA.5.2.A.i

demonstrate and apply phonetic knowledge by:

decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;

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ENGLISH LANGUAGE ARTS AND READING.2.2.B.i — Breakout of skills

Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.

The student is expected to

demonstrate phonetic knowledge by decoding words with

short, long, or variant vowels

trigraphs

blends

apply phonetic knowledge by decoding words with

short, long, or variant vowels

trigraphs

blends

ENGLISH LANGUAGE ARTS AND READING.2.2.B.i — Focal Points

Foundational Skills

Students develop and sustain basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.

ELA.2.1.A

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

ELA.2.1.B

follow, restate, and give oral instructions that involve a short, related sequence of actions;

ELA.2.2.A.i

producing a series of rhyming words;

ELA.2.2.A.ii

distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;

ELA.2.2.A.iii

recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and

ELA.2.2.A.iv

manipulating phonemes within base words;

ELA.2.2.B.i

decoding words with short, long, or variant vowels, trigraphs, and blends;

ELA.2.2.B.ii

decoding words with silent letters such as knife and gnat;

ELA.2.2.B.iii

decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

ELA.2.2.B.iv

decoding compound words, contractions, and common abbreviations;

ELA.2.2.B.v

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

ELA.2.2.B.vi

decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and

ELA.2.2.B.vii

identifying and reading high-frequency words from a research-based list;

ELA.2.2.C.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;

ELA.2.2.C.ii

spelling words with silent letters such as knife and gnat;

ELA.2.2.C.iii

spelling compound words, contractions, and common abbreviations;

ELA.2.2.C.iv

spelling multisyllabic words with multiple sound-spelling patterns;

ELA.2.2.C.v

spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and

ELA.2.2.C.vi

spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

ELA.2.2.D

alphabetize a series of words and use a dictionary or glossary to find words; and

ELA.2.3.A

use print or digital resources to determine meaning and pronunciation of unknown words;

ELA.2.3.C

identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and

ELA.2.4

Developing and sustaining foundational language skills: 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.

ELA.2.5

Developing and sustaining foundational language skills: 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.

ELA.2.6.I

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

ELA.2.7.F

respond using newly acquired vocabulary as appropriate.

ELA.2.11.D.i

complete sentences with subject-verb agreement;

ELA.2.11.D.ii

past, present, and future verb tense;

ELA.2.11.D.iii

singular, plural, common, and proper nouns;

ELA.2.11.D.iv

adjectives, including articles;

ELA.2.11.D.v

adverbs that convey time and adverbs that convey place;