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Texas Essential Knowledge and Skills – Second Grade
§110.4.
English Language Arts and Reading, Grade 2.
(a) Introduction.
(1) In Grade
2, students read and write independently. Students have many opportunities to
use spoken language. Second grade students understand that there are different
purposes for speaking and listening. Students know how to attract and hold the
attention of their classmates when they make announcements or share a story.
Second grade students recognize a large number of words automatically and use a
variety of word identification strategies to figure out words they do not
immediately recognize. Students read regularly for understanding and fluency in
a variety of genres, including selections from classic and contemporary works.
Students read texts from which they acquire new information. Students summarize
what they read and represent ideas gained from reading with story maps, charts,
and drawings. Students use references, including dictionaries and glossaries, to
build word meanings and confirm pronunciation. Second grade students revise and
edit their own writing to make ideas more clear and precise. Students use
appropriate capitalization and punctuation. Students use singular and plural
nouns and adjust verbs for agreement. In Grade 2, students' penmanship is
characterized by letters that are properly formed, words that are properly
spaced, and overall compositions that are legible. Students begin to take simple
notes and compile notes into outlines.
(2) For second grade students whose
first language is not English, the students' native language serves as a
foundation for English language acquisition.
(3) The essential knowledge and
skills as well as the student expectations for Grade 2 are described in
subsection (b) of this section. Following each statement of a student
expectation is a parenthetical notation that indicates the additional grades at
which these expectations are demonstrated at increasingly sophisticated
levels.
(4) To meet Public Education Goal 1 of the Texas Education Code,
§4.002, which states, 'The students in the public education system will
demonstrate exemplary performance in the reading and writing of the English
language,' students will accomplish the essential knowledge and skills as well
as the student expectations for Grade 2 as described in subsection (b) of this
section.
(5) To meet Texas Education Code, §28.002(h), which states, '. . .
each school district shall foster the continuation of the tradition of teaching
United States and Texas history and the free enterprise system in regular
subject matter and in reading courses and in the adoption of textbooks,'
students will be provided oral and written narratives as well as other
informational texts that can help them to become thoughtful, active citizens who
appreciate the basic democratic values of our state and nation.
§111.14.
Mathematics, Grade 2.
(a) Introduction.
(1) Within a well-balanced
mathematics curriculum, the primary focal points at Grade 2 are developing an
understanding of the base-ten place value system, comparing and ordering whole
numbers, applying addition and subtraction, and using measurement
processes.
(2) Throughout mathematics in Kindergarten-Grade 2, students build
a foundation of basic understandings in number, operation, and quantitative
reasoning; patterns, relationships, and algebraic thinking; geometry and spatial
reasoning; measurement; and probability and statistics. Students use numbers in
ordering, labeling, and expressing quantities and relationships to solve
problems and translate informal language into mathematical language and symbols.
Students use objects to create and identify patterns and use those patterns to
express relationships, make predictions, and solve problems as they build an
understanding of number, operation, shape, and space. Students progress from
informal to formal language to describe two- and three-dimensional geometric
figures and likenesses in the physical world. Students begin to develop
measurement concepts as they identify and compare attributes of objects and
situations. Students collect, organize, and display data and use information
from graphs to answer questions, make summary statements, and make informal
predictions based on their experiences.
(3) Throughout mathematics in
Kindergarten-Grade 2, students develop numerical fluency with conceptual
understanding and computational accuracy. Students in Kindergarten-Grade 2 use
basic number sense to compose and decompose numbers in order to solve problems
requiring precision, estimation, and reasonableness. By the end of Grade 2,
students know basic addition and subtraction facts and are using them to work
flexibly, efficiently, and accurately with numbers during addition and
subtraction computation.
(4) Problem solving, language and communication,
connections within and outside mathematics, and formal and informal reasoning
underlie all content areas in mathematics. Throughout mathematics in
Kindergarten-Grade 2, students use these processes together with technology and
other mathematical tools such as manipulative materials to develop conceptual
understanding and solve meaningful problems as they do
mathematics.
§112.4. Science, Grade 2.
(a) Introduction.
(1) In
Grade 2, the study of science includes planning and conducting simple classroom
and field investigations to help students develop the skills of making
measurements using standard and non-standard units, using common tools such as
rulers and clocks to collect information, classifying and sequencing objects and
events, and identifying patterns. Students also use computers and information
technology tools to support their investigations.
(2) As students learn
science skills, they identify components and processes of the natural world
including the water cycle and the use of resources. They observe melting and
evaporation, weathering, and the pushing and pulling of objects as examples of
change. In addition, students distinguish between characteristics of living
organisms and nonliving objects, compare lifelong needs of plants and animals,
understand how living organisms depend on their environments, and identify
functions of parts of plants and animals.
(3) Science is a way of learning
about the natural world. Students should know how science has built a vast body
of changing and increasing knowledge described by physical, mathematical, and
conceptual models, and also should know that science may not answer all
questions.
(4) A system is a collection of cycles, structures, and processes
that interact. Students should understand a whole in terms of its components and
how these components relate to each other and to the whole. All systems have
basic properties that can be described in terms of space, time, energy, and
matter. Change and constancy occur in systems and can be observed and measured
as patterns. These patterns help to predict what will happen next and can change
over time.
(5) Investigations are used to learn about the natural world.
Students should understand that certain types of questions can be answered by
investigations, and that methods, models, and conclusions built from these
investigations change as new observations are made. Models of objects and events
are tools for understanding the natural world and can show how systems work.
They have limitations and based on new discoveries are constantly being modified
to more closely reflect the natural world.
§113.4. Social Studies, Grade
2.
(a) Introduction.
(1) In Grade 2, students focus on a study of their
local community by examining the impact of significant individuals and events on
the history of the community as well as on the state and nation. Students begin
to develop the concepts of time and chronology by measuring calendar time by
days, weeks, months, and years. The relationship between the physical
environment and human activities is introduced as are the concepts of consumers
and producers. Students identify functions of government as well as services
provided by the local government. Students continue to acquire knowledge of
important customs, symbols, and celebrations that represent American beliefs and
principles. Students identify the significance of works of art in the local
community and explain how technological innovations have changed transportation
and communication. Students communicate what they have learned in written, oral,
and visual forms.
(2) To support the teaching of the essential knowledge and
skills, the use of a variety of rich material such as biographies; folktales,
myths, and legends; and poetry, songs, and artworks is encouraged. Selections
may include the legend of the bluebonnet. Motivating resources are also
available from museums, historical sites, presidential libraries, and local and
state preservation societies.
(3) The eight strands of the essential
knowledge and skills for social studies are intended to be integrated for
instructional purposes. Skills listed in the geography and social studies skills
strands in subsection (b) of this section should be incorporated into the
teaching of all essential knowledge and skills for social studies. A greater
depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and
critical-thinking skills are taught together.
(4) Throughout social studies
in Kindergarten-Grade 12, students build a foundation in history; geography;
economics; government; citizenship; culture; science, technology, and society;
and social studies skills. The content, as appropriate for the grade level or
course, enables students to understand the importance of patriotism, function in
a free enterprise society, and appreciate the basic democratic values of our
state and nation as referenced in the Texas Education Code,
§28.002(h).
§116.4. Physical Education, Grade 2.
(a)
Introduction.
(1) In Physical Education, students acquire the knowledge and
skills for movement that provide the foundation for enjoyment, continued social
development through physical activity, and access to a physically-active
lifestyle. The student exhibits a physically-active lifestyle and understands
the relationship between physical activity and health throughout the
lifespan.
(2) Second grade students learn to demonstrate key elements of
fundamental movement skills and mature form in locomotive skills. Students learn
to describe the function of the heart, lungs, and bones as they relate to
movement. Students are introduced to basic concepts of health promotion such as
the relationship between a physically-active lifestyle and the health of the
heart. Students learn to work in a group and demonstrate the basic elements of
socially responsible conflict resolution.
§126.2. Technology
Applications, Grade 2.
(a) Introduction.
(1) The technology
applications curriculum has four strands: foundations, information acquisition,
work in solving problems, and communication.
(2) Through the study of
technology applications foundations, including technology-related terms,
concepts, and data input strategies, students learn to make informed decisions
about technologies and their applications. The efficient acquisition of
information includes the identification of task requirements; the plan for using
search strategies; and the use of technology to access, analyze, and evaluate
the acquired information. By using technology as a tool that supports the work
of individuals and groups in solving problems, students will select the
technology appropriate for the task, synthesize knowledge, create a solution,
and evaluate the results. Students communicate information in different formats
and to diverse audiences. A variety of technologies will be used. Students will
analyze and evaluate the results. |
