ELA.2.2.D | TEKS Guide

ENGLISH LANGUAGE ARTS AND READING.2.2.D — Focal Points

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;