Year At A Glance English Language Arts
Grade: 2
Reading
 Identify and read at least 300 high-frequency
words (2G)
 Monitor accuracy of decoding (2H)
 Make Predictions, ask relevant questions,
locate facts and details about stories and other
texts, and establish purpose for
reading…(3A,B,C)
Ongoing
TEKS  Fluency (4)
 Vocabulary (5ABCDE)
 Independent reading (12)
 Establish purposes for reading (Fig 19A)
 Ask literal questions about texts (Fig 19B)
 Make inferences/ use textual (Fig 19D)
 Make connections (Fig. 19F)
Reading
Vocabulary Development
 Alphabetize a list of words (5D)
Literary Text/Comprehension of Literary
Text/Fiction
 Similarities and differences in the plots and
setting of several works by the same author
(9A)
 Describe the main characters in works of
fiction including their traits, motivations, and
feelings (9B)

Establish purpose for reading (Fig. 19A)
1st Nine
 Retell events (Fig. 19E)
Weeks
Literary Text/Literary Text/Literary non-fiction
 Students understand, make inferences and
draw conclusions about literary nonfiction
and respond by providing evidence to
support their understanding (10)
 Distinguish between fiction and nonfiction
(10)
 Establish purpose for reading (Fig. 19A)
 Retell events (Fig. 19E)
Literary Text/Sensory Language
Writing/OWC
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Writing Process (17 ABCDE)
Orally and written – use complete
sentences with correct subject-verb
agreement (21B)
Write legibly leaving appropriate margins
for readability (22A)
Write using appropriate ending
punctuations in sentences (22Ci)
Use resources to spell correctly (23F)
Use phonological knowledge to match
sounds to letters to construct unknown
words (23A)
Listening & Speaking
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Spelling/Vocabulary Quizzes (1 per
week=1 major grade per nine
weeks)
Listen attentively to others
(28A)
Follow, restate, & give oral
instructions (28B)
Speaks clearly and to the
point (29)
Participate productively in
teams (30)
Research
Writing/OWC
Writing/Literary Text
 Compose texts using the writing process
(17ABCDE)
 Write brief stories with a beginning,
middle, and end (18A)
OWC/Conventions
 Parts of a sentence (1, 21Ai, ii)
 Nouns – common and Proper, singular
and plural (21Aii)
 Capitalize proper nouns (22Bi)
 Pronouns – (21Avi)
 Verbs – (21Ai)
OWC/Spelling

CVC, VCe, blends, digraphs, final blends,
floss rule, double consonants (2Ai, 2Aii,
2Aiii, 2Bi, 2Biv, 23Bi, 23Biii, 23C)
Assessments
Research
 none
Common Assessments
Writing:

Writing Stories (18A)
Listening & Speaking
 listens attentively to
speakers and ask relevant
questions to clarify
Reading:
information (28A)

Book report focusing on
character – feelings, motivation,
and traits

Venn diagram comparing a work
of literary fiction and literary nonfiction
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Students understand, make inferences and
draw conclusions about how an author’s
sensory language creates imagery and
respond by providing evidence to support
their understanding (11)
Recognizes that some words and phrases
have literal and non-literal meaning (11)
Establish purpose for reading (Fig. 19A)
Monitor creating sensory images (Fig. 19C)
Vocabulary Development
 Making words into possessive form (22Ciii)
 Alphabetize a list of words (5D)
 Reading 3 letter blends such as thr and spl
(2Aii)
Literary Text/Poetry
 Describe how rhyme, rhythm, and repetition
interact to create images in poetry (7)
Informational Text/ Culture and History
 Analyze, make inferences and draw
conclusions about the author’s purpose (13)

Identify the topic and explain the author’s
nd
2 Nine
purpose in writing the text (13)
Weeks
Literary Text/Theme and Genre
 Compare different versions of the same story
in traditional and contemporary folktales
with respect to their characters, settings, and
plot (6B)
Retell important events in stories in logical order
(Fig. 19E)
Writing
Research
 Writing short poems that convey sensory  Formulate open ended
images (18B)
questions about 1 or 2
topics of interested
 Write brief comments on informational
created in a class list
texts –work on sentence structure –
(when reading
building better sentences (19C)
informational text about
 Write brief stories that include a
historical/cultural events
beginning middle and end (18A)
– have students create a
list of topics that they are
OWC/Conventions
interested in(24A)
 verbs (21Ai)
Listening
& Speaking
 adjectives (21Aiii)

listens
attentively to
including articles a, an, the
speakers
and ask relevant
 writing good sentences using verbs,
questions
to clarify
adjectives, nouns, pronouns
information (28A)
 distinguish among declarative and
interrogative sentences (21C)
OWC/Spelling
 Spell words with inflectional endings
(23D)
 Spell simple contractions (22Aii, 23E)
Make connections-literary & informational texts  Spell words with vowel digraphs(23Biv)
(Fig. 19F)
(-ay, -ai, -ee, -ea, -oa, -ow)
Writing:

Student selects poem,
comments on informational
texts or their brief story to
edit for grammar,
punctuation, and spelling
Reading:
 Teacher selected
informational text relating to
culture/history – student
identifies the topic and the
author’s purpose in writing
the text.
 Compare/Contrast using a
graphic organizer the
characters, settings, and plot
of different versions of the
same story in folktales
Vocabulary Development
 Antonyms and synonyms (5C)
 Words with ph (2Aiii)
 Suffixes (5A)
Literary Text/ Theme and Genre
 Identify moral lessons as themes in wellknown fables, legends, myths, or stories (6A)
Informational Text/Expository Text
 Identify the main idea in the text (14A)
 Locate the facts that are clearly stated in the
text(14B)
 Describe the order of events or ideas in a text
(14C)
3rd Nine
 Use text features(14D)
Weeks
Media Literacy
 Recognize different purposes of media(16A)
 Describe techniques used to create media
messages (16B)
 Identify various written conventions for using
digital media (16C)
Literary Text/Fiction
 Author’s study review (9A)
Make connections across literary and
informational text (Fig. 19F)
Make connections with own experiences to
media literacy (Fig. 19F)
Ask literal questions of the texts (Fig. 19B)
Vocabulary Development
 Prefixes (5A)
 Words with final stable syllables (-tion, -ble)
(2Biii)
Informational/Expository text(Research project)
4th Nine  Identify the main idea in the text (14A)
Weeks  Locate the facts that are clearly stated in the
text(14B)
 Describe the order of events or ideas in a text
(14C)
Use text features(14D)
Informational Text/Procedural Texts
Writing
Research
 Write brief stories that have a beginning,  use text features in agemiddle, and end (18A)
appropriate reference
works to locate
 Expository – write brief compositions
information (25B)
about topics of interest ((19A)
 Letter writing (19B)
Listening & Speaking
 listens attentively to
OWC/Conventions
speakers and ask relevant
 Capitalize the months and days of the
questions to clarify
week (22Bii)
information (28A)
 Capitalize the salutation and closing of a
 Students work
letter (22Biii)
productively with others in
 Prepositions and prepositional phrases
teams. (30)
(21Av)
 Identify and read abbreviations (e.g., Mr.,
Ave.) (2E)
OWC/Spelling
 Spell words with inflectional endings
(23D)
 Decode words by applying knowledge of
common spelling patterns (2C, 23A)
 Spell words with common orthographic
patterns (23B)
 r-controlled words (2Bv, 23Bii)
 closed syllable (2Bi)
 open syllable (2Bii)
 vowel digraphs and diphthongs (2Bvi)
 common suffixes (2D)
Writing:
 Write an expository
composition about a topic of
interest and edits and revises
the composition for grammar,
punctuation, and spelling.
Reading:
 Read an expository text and

sequence the order of events or
ideas in the text.
Read an informational piece and
have students fill out a chart
listing at least 4 types of text and
or graphic features and their
purposes.
Writing
Research
Writing/Research:
 Research project (25C, 26, 27)
 Generate a list of topics of
class-wide interest and
 Research representation –
 Procedural text – write brief composition
formulate open-ended
suggested grade
about topics of interest to the student
questions about one or
considerations:
(19A) – (could be a “how to”)
two
of
the
topics
(24A)
1. Process for selecting
 Write persuasive statements about issues
topic

Decide
what
sources
can
that are important to the student (20)
2. Focused question
be used to answer the
and how it is
questions (24B)
OWC/Conventions
answered
 Gather evidence from
 Adverbs of time and manner (21Aiv)
3.
Text/graphic
available sources (25A)
 Time-order transition words (21Avii)
features /2
 Use text features to locate
4. Text/graphic
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Follow written multi-step directions (15A)
Use common graphic features to assist in the OWC/Spelling
 Prefixes (2D)
interpretation of text (15B)
 Decode words by applying knowledge of
Literary Text/Fiction (persuasive texts)
common spelling patterns (2C)
 Describe main characters in works of fiction  Vowel digraphs and diphthongs (2Aiv,
including traits, motivations, and feelings (9B
23Bvi)
 Hard and soft g, c (23Bi)
Literary Text/Drama
 Identify the elements of dialogue and use
them in informal plays (8)
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information (25B)
features bring
meaning to the topic
Record basic information
5. Sentence structure
in simple visual formats
(25C)
Revise the topic as a result
of answers to initial
research questions (26)
Create a visual display or Reading:
dramatization to convey  Cold read (teacher made) reading
passage with questions that cover
the results of the research
Listening & Speaking
 Follow, restate, and give
oral instructions that
involve a short related
sequence of actions (28B)
making connections across
literary and informational text
(Fig. 19F); also include questions
from TEKS 5.6AB, Fig. 19E both
fiction and expository, 5.11ACDE)