Grade 2 TEKS 0819

revised August 2019

Texas Essential Knowledge and Skills for Grade 2

§110.4. English Language Arts and Reading

§111.4. Mathematics

§112.13. Science

§113.13. Social Studies

§114.4. Languages Other Than English

§115.4. Health Education

§116.4. Physical Education

§117.108. Art

§117.109. Music

§117.110. Theatre

§126.6. Technology Applications

§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.

(a) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody

the interconnected nature of listening, speaking, reading, writing, and thinking through the seven

integrated strands of developing and sustaining foundational language skills; comprehension;

response; multiple genres; author's purpose and craft; composition; and inquiry and research. The

strands focus on academic oracy (proficiency in oral expression and comprehension), authentic

reading, and reflective writing to ensure a literate Texas. The strands are integrated and

progressive with students continuing to develop knowledge and skills with increased complexity

and nuance in order to think critically and adapt to the ever-evolving nature of language and

literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are

intended to be integrated for instructional purposes and are recursive in nature. Strands include

the four domains of language (listening, speaking, reading, writing) and their application in order

to accelerate the acquisition of language skills so that students develop high levels of social and

academic language proficiency. Although some strands may require more instructional time, each

strand is of equal value, may be presented in any order, and should be integrated throughout the

year. It is important to note that encoding (spelling) and decoding (reading) are reciprocal skills.

Decoding is internalized when tactile and kinesthetic opportunities (encoding) are provided.

Additionally, students should engage in academic conversations, write, read, and be read to on a

daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures,

nuanced text features, cognitively demanding content, and subtle relationships among ideas

(Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and

knowledge are obtained in each of the seven strands, students will continue to apply earlier

standards with greater depth to increasingly complex texts in multiple genres as they become self-

directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however,

their proficiency in English influences the ability to meet these standards. To demonstrate this

knowledge throughout the stages of English language acquisition, comprehension of text requires

additional scaffolds such as adapted text, translations, native language support, cognates,

summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of

revised August 2019

comprehensible input. ELLs can and should be encouraged to use knowledge of their first

language to enhance vocabulary development; vocabulary needs to be in the context of connected

discourse so that it is meaningful. Strategic use of the student's first language is important to

ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition

with quality content area education in order to ensure that ELLs acquire social and academic

language proficiency in English, learn the knowledge and skills, and reach their full academic

potential. Instruction must be linguistically accommodated in accordance with the English

Language Proficiency Standards (ELPS) and the student's English language proficiency levels to

ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further

understanding of second language acquisition needs, refer to the ELPS and proficiency-level

descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be

maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and

proficient speakers in science, social studies, mathematics, fine arts, language arts and reading,

and career and technical education, they must have multiple opportunities to practice and apply

the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and

thinking--oral language. The student develops oral language through listening, speaking, and

discussion. The student is expected to:

(A) listen actively, ask relevant questions to clarify information, and answer questions using

multi-word responses;

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

an appropriate pace and using the conventions of language;

(D) work collaboratively with others by following agreed-upon rules for discussion, including

listening to others, speaking when recognized, making appropriate contributions, and

building on the ideas of others; and

(E) develop social communication such as distinguishing between asking and telling.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--beginning reading and writing. The student develops word structure knowledge through

phonological awareness, print concepts, phonics, and morphology to communicate, decode, and

spell. The student is expected to:

(A) demonstrate phonological awareness by:

(i) producing a series of rhyming words;

(ii) distinguishing between long and short vowel sounds in one-syllable and multi-

syllable words;

(iii) recognizing the change in spoken word when a specified phoneme is added,

changed, or removed; and

(iv) manipulating phonemes within base words;

revised August 2019

(B) demonstrate and apply phonetic knowledge by:

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

(ii) decoding words with silent letters such as knife and gnat;

(iii) decoding multisyllabic words with closed syllables; open syllables; VCe

syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables;

and final stable syllables;

(iv) decoding compound words, contractions, and common abbreviations;

(v) decoding words using knowledge of syllable division patterns such as VCCV,

VCV, and VCCCV;

(vi) decoding words with prefixes, including un-, re-, and dis-, and inflectional

endings, including -s, -es, -ed, -ing, -er, and -est; and

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

(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;

(ii) spelling words with silent letters such as knife and gnat;

(iii) spelling compound words, contractions, and common abbreviations;

(iv) spelling multisyllabic words with multiple sound-spelling patterns;

(v) spelling words using knowledge of syllable division patterns, including words

with double consonants in the middle of the word; and

(vi) spelling words with prefixes, including un-, re-, and dis-, and inflectional

endings, including -s, -es, -ed, -ing, -er, and -est;

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

(E) develop handwriting by accurately forming all cursive letters using appropriate strokes

when connecting letters.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is

expected to:

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

(B) use context within and beyond a sentence to determine the meaning of unfamiliar words;

and superlative), and -ion/tion/sion; and

(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs

in context.

(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.

revised August 2019

(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.

(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly

complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding

and gain information;

structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

(G) evaluate details read to determine key ideas;

(H) synthesize information to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background

knowledge, checking for visual cues, and asking questions when understanding breaks

down.

(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The

student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

The student is expected to:

(A) describe personal connections to a variety of sources;

(B) write brief comments on literary or informational texts that demonstrate an understanding

of the text;

(D) retell and paraphrase texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as illustrating or writing; and

(F) respond using newly acquired vocabulary as appropriate.

(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary

elements. The student recognizes and analyzes literary elements within and across increasingly

complex traditional, contemporary, classical, and diverse literary texts. The student is expected

to:

(A) discuss topics and determine theme using text evidence with adult assistance;

(B) describe the main character's (characters') internal and external traits;

resolution, for texts read aloud and independently; and

(D) describe the importance of the setting.

(9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes

revised August 2019

within and across increasingly complex traditional, contemporary, classical, and diverse texts.

The student is expected to:

(A) demonstrate knowledge of distinguishing characteristics of well-known children's

literature such as folktales, fables, and fairy tales;

(B) explain visual patterns and structures in a variety of poems;

(D) recognize characteristics and structures of informational text, including:

(i) the central idea and supporting evidence with adult assistance;

(ii) features and graphics to locate and gain information; and

(iii) organizational patterns such as chronological order and cause and effect stated

explicitly;

(E) recognize characteristics of persuasive text, including:

(i) stating what the author is trying to persuade the reader to think or do; and

(ii) distinguishing facts from opinion; and

(F) recognize characteristics of multimodal and digital texts.

(10) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple

texts. The student uses critical inquiry to analyze the authors' choices and how they influence and

communicate meaning within a variety of texts. The student analyzes and applies author's craft

purposefully in order to develop his or her own products and performances. The student is

expected to:

(A) discuss the author's purpose for writing text;

(B) discuss how the use of text structure contributes to the author's purpose;

(D) discuss the use of descriptive, literal, and figurative language;

(E) identify the use of first or third person in a text; and

(F) identify and explain the use of repetition.

(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing

process. The student uses the writing process recursively to compose multiple texts that are

legible and uses appropriate conventions. The student is expected to:

(A) plan a first draft by generating ideas for writing such as drawing and brainstorming;

(B) develop drafts into a focused piece of writing by:

(i) organizing with structure; and

(ii) developing an idea with specific and relevant details;

(D) edit drafts using standard English conventions, including:

(i) complete sentences with subject-verb agreement;

(ii) past, present, and future verb tense;

revised August 2019

(iii) singular, plural, common, and proper nouns;

(iv) adjectives, including articles;

(v) adverbs that convey time and adverbs that convey place;

(vi) prepositions and prepositional phrases;

(vii) pronouns, including subjective, objective, and possessive cases;

(viii) coordinating conjunctions to form compound subjects and predicates;

(ix) capitalization of months, days of the week, and the salutation and conclusion of a

letter;

(x) end punctuation, apostrophes in contractions, and commas with items in a series

and in dates; and

(xi) correct spelling of words with grade-appropriate orthographic patterns and rules

and high-frequency words; and

(E) publish and share writing.

(12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The

student uses genre characteristics and craft to compose multiple texts that are meaningful. The

student is expected to:

(A) compose literary texts, including personal narratives and poetry;

(B) compose informational texts, including procedural texts and reports; and

(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The

student engages in both short-term and sustained recursive inquiry processes for a variety of

purposes. The student is expected to:

(A) generate questions for formal and informal inquiry with adult assistance;

(B) develop and follow a research plan with adult assistance;

(D) identify primary and secondary sources;

(E) demonstrate understanding of information gathered;

(F) cite sources appropriately; and

(G) use an appropriate mode of delivery, whether written, oral, or multimodal, to present

results.

§111.4. Mathematics, Grade 2, Adopted 2012.

(a) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential

knowledge and skills for mathematics, guided by the college and career readiness standards. By

embedding statistics, probability, and finance, while focusing on computational thinking,

revised August 2019

mathematical fluency, and solid understanding, Texas will lead the way in mathematics education

and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The

placement of the process standards at the beginning of the knowledge and skills listed for each

grade and course is intentional. The process standards weave the other knowledge and skills

together so that students may be successful problem solvers and use mathematics efficiently and

effectively in daily life. The process standards are integrated at every grade level and course.

When possible, students will apply mathematics to problems arising in everyday life, society, and

the workplace. Students will use a problem-solving model that incorporates analyzing given

information, formulating a plan or strategy, determining a solution, justifying the solution, and

evaluating the problem-solving process and the reasonableness of the solution. Students will

select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and

technology and techniques such as mental math, estimation, number sense, and generalization and

abstraction to solve problems. Students will effectively communicate mathematical ideas,

reasoning, and their implications using multiple representations such as symbols, diagrams,

graphs, computer programs, and language. Students will use mathematical relationships to

generate solutions and make connections and predictions. Students will analyze mathematical

relationships to connect and communicate mathematical ideas. Students will display, explain, or

justify mathematical ideas and arguments using precise mathematical language in written or oral

communication.

(3) For students to become fluent in mathematics, students must develop a robust sense of number.

The National Research Council's report, "Adding It Up," defines procedural fluency as "skill in

carrying out procedures flexibly, accurately, efficiently, and appropriately." As students develop

procedural fluency, they must also realize that true problem solving may take time, effort, and

perseverance. Students in Grade 2 are expected to perform their work without the use of

calculators.

(4) The primary focal areas in Grade 2 are making comparisons within the base-10 place value

system, solving problems with addition and subtraction within 1,000, and building foundations

for multiplication.

(A) Students develop an understanding of the base-10 place value system and place value

concepts. The students' understanding of base-10 place value includes ideas of counting

in units and multiples of thousands, hundreds, tens, and ones and a grasp of number

relationships, which students demonstrate in a variety of ways.

(B) Students identify situations in which addition and subtraction are useful to solve

problems. Students develop a variety of strategies to use efficient, accurate, and

generalizable methods to add and subtract multi-digit whole numbers.

represent the addition or subtraction of equivalent sets, which builds a strong foundation

for multiplication and division.

(b) Knowledge and skills.

revised August 2019

(1) Mathematical process standards. The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating

a plan or strategy, determining a solution, justifying the solution, and evaluating the

problem-solving process and the reasonableness of the solution;

appropriate, and techniques, including mental math, estimation, and number sense as

appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise

mathematical language in written or oral communication.

(2) Number and operations. The student applies mathematical process standards to understand how to

represent and compare whole numbers, the relative position and magnitude of whole numbers,

and relationships within the numeration system related to place value. The student is expected to:

(A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in

more than one way as a sum of so many thousands, hundreds, tens, and ones;

(B) use standard, word, and expanded forms to represent numbers up to 1,200;

(D) use place value to compare and order whole numbers up to 1,200 using comparative

language, numbers, and symbols (>, <, or =);

(E) locate the position of a given whole number on an open number line; and

(F) name the whole number that corresponds to a specific point on a number line.

(3) Number and operations. The student applies mathematical process standards to recognize and

represent fractional units and communicates how they are used to name parts of a whole. The

student is expected to:

(A) partition objects into equal parts and name the parts, including halves, fourths, and

eighths, using words;

revised August 2019

(B) explain that the more fractional parts used to make a whole, the smaller the part; and the

fewer the fractional parts, the larger the part;

recognize how many parts it takes to equal one whole; and

(D) identify examples and non-examples of halves, fourths, and eighths.

(4) Number and operations. The student applies mathematical process standards to develop and use

strategies and methods for whole number computations in order to solve addition and subtraction

problems with efficiency and accuracy. The student is expected to:

(A) recall basic facts to add and subtract within 20 with automaticity;

(B) add up to four two-digit numbers and subtract two-digit numbers using mental strategies

and algorithms based on knowledge of place value and properties of operations;

1,000 using a variety of strategies based on place value, including algorithms; and

(D) generate and solve problem situations for a given mathematical number sentence

involving addition and subtraction of whole numbers within 1,000.

(5) Number and operations. The student applies mathematical process standards to determine the

value of coins in order to solve monetary transactions. The student is expected to:

(A) determine the value of a collection of coins up to one dollar; and

(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection

of coins.

(6) Number and operations. The student applies mathematical process standards to connect repeated

addition and subtraction to multiplication and division situations that involve equal groupings and

shares. The student is expected to:

(A) model, create, and describe contextual multiplication situations in which equivalent sets

of concrete objects are joined; and

(B) model, create, and describe contextual division situations in which a set of concrete

objects is separated into equivalent sets.

(7) Algebraic reasoning. The student applies mathematical process standards to identify and apply

number patterns within properties of numbers and operations in order to describe relationships.

The student is expected to:

(A) determine whether a number up to 40 is even or odd using pairings of objects to represent

the number;

revised August 2019

(B) use an understanding of place value to determine the number that is 10 or 100 more or

less than a given number up to 1,200; and

one of the terms in the problem.

(8) Geometry and measurement. The student applies mathematical process standards to analyze

attributes of two-dimensional shapes and three-dimensional solids to develop generalizations

about their properties. The student is expected to:

(A) create two-dimensional shapes based on given attributes, including number of sides and

vertices;

(B) classify and sort three-dimensional solids, including spheres, cones, cylinders,

rectangular prisms (including cubes as special rectangular prisms), and triangular prisms,

based on attributes using formal geometric language;

identifying the number of sides and number of vertices;

(D) compose two-dimensional shapes and three-dimensional solids with given properties or

attributes; and

(E) decompose two-dimensional shapes such as cutting out a square from a rectangle,

dividing a shape in half, or partitioning a rectangle into identical triangles and identify the

resulting geometric parts.

(9) Geometry and measurement. The student applies mathematical process standards to select and

use units to describe length, area, and time. The student is expected to:

(A) find the length of objects using concrete models for standard units of length;

(B) describe the inverse relationship between the size of the unit and the number of units

needed to equal the length of an object;

(D) determine the length of an object to the nearest marked unit using rulers, yardsticks,

meter sticks, or measuring tapes;

(E) determine a solution to a problem involving length, including estimating lengths;

(F) use concrete models of square units to find the area of a rectangle by covering it with no

gaps or overlaps, counting to find the total number of square units, and describing the

measurement using a number and the unit; and

revised August 2019

(G) read and write time to the nearest one-minute increment using analog and digital clocks

and distinguish between a.m. and p.m.

(10) Data analysis. The student applies mathematical process standards to organize data to make it

useful for interpreting information and solving problems. The student is expected to:

(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph

represents the number of data points for a given category;

(B) organize a collection of data with up to four categories using pictographs and bar graphs

with intervals of one or more;

represented within pictographs and bar graphs with intervals of one; and

(D) draw conclusions and make predictions from information in a graph.

(11) Personal financial literacy. The student applies mathematical process standards to manage one's

financial resources effectively for lifetime financial security. The student is expected to:

(A) calculate how money saved can accumulate into a larger amount over time;

(B) explain that saving is an alternative to spending;

(D) identify examples of borrowing and distinguish between responsible and irresponsible

borrowing;

(E) identify examples of lending and use concepts of benefits and costs to evaluate lending

decisions; and

(F) differentiate between producers and consumers and calculate the cost to produce a simple

item.

§112.13. Science, Grade 2, Adopted 2017.

(a) Introduction.

(1) In Grade 2, careful observation and investigation are used to learn about the natural world and

reveal patterns, changes, and cycles. Students should understand that certain types of questions

can be answered by using observation and investigations and that the information gathered in

these investigations may change as new observations are made. As students participate in

investigation, they develop the skills necessary to do science as well as develop new science

concepts.

revised August 2019

(A) A central theme throughout the study of scientific investigation and reasoning; matter and

energy; force, motion, and energy; Earth and space; and organisms and environment is

active engagement in asking questions, creating a method to answer those questions,

answering those questions, communicating ideas, and exploring with scientific tools.

Scientific investigation and reasoning involves practicing safe procedures, asking

questions about the natural world, and seeking answers to those questions through simple

observations used in descriptive investigations.

(B) Within the physical environment, students expand their understanding of the properties of

objects such as temperature, shape, and flexibility then use those properties to compare,

classify, and then combine the objects to do something that they could not do before.

Students manipulate objects to demonstrate a change in motion and position.

well as predictable patterns that occur on Earth and in the sky. The students understand

that those patterns are used to make choices in clothing, activities, and transportation.

(D) Within the living environment, students explore patterns, systems, and cycles by

investigating characteristics of organisms, life cycles, and interactions among all the

components within their habitat. Students examine how living organisms depend on each

other and on their environment.

(2) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct

testable explanations and predictions of natural phenomena, as well as the knowledge generated

through this process."

(3) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend

disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(4) The study of elementary science includes planning and safely implementing classroom and

outdoor investigations using scientific processes, including inquiry methods, analyzing

information, making informed decisions, and using tools to collect and record information, while

addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.

Districts are encouraged to facilitate classroom and outdoor investigations for at least 60% of

instructional time.

(5) Statements containing the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations

following home and school safety procedures. The student is expected to:

(A) identify, describe, and demonstrate safe practices as outlined in Texas Education Agency-

approved safety standards during classroom and outdoor investigations, including

wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and

using materials appropriately; and

(B) identify and demonstrate how to use, conserve, and dispose of natural resources and

materials such as conserving water and reuse or recycling of paper, plastic, and metal.

(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific

inquiry in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events during observations and

investigations;

revised August 2019

(B) plan and conduct descriptive investigations;

(D) record and organize data using pictures, numbers, and words;

(E) communicate observations and justify explanations using student-generated data from

simple descriptive investigations; and

(F) compare results of investigations with what students and scientists know about the world.

(3) Scientific investigation and reasoning. The student knows that information and critical thinking,

scientific problem solving, and the contributions of scientists are used in making decisions. The

student is expected to:

(A) identify and explain a problem and propose a task and solution for the problem;

(B) make predictions based on observable patterns; and

(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to

investigate the natural world. The student is expected to:

(A) collect, record, and compare information using tools, including computers, hand lenses,

rulers, plastic beakers, magnets, collecting nets, notebooks, and safety goggles or

chemical splash goggles, as appropriate; timing devices; weather instruments such as

thermometers, wind vanes, and rain gauges; and materials to support observations of

habitats of organisms such as terrariums and aquariums; and

(B) measure and compare organisms and objects.

(5) Matter and energy. The student knows that matter has physical properties and those properties

determine how it is described, classified, changed, and used. The student is expected to:

(A) classify matter by physical properties, including relative temperature, texture, flexibility,

and whether material is a solid or liquid;

(B) compare changes in materials caused by heating and cooling;

melting to change their physical properties; and

(D) combine materials that when put together can do things that they cannot do by themselves

such as building a tower or a bridge and justify the selection of those materials based on

their physical properties.

(6) Force, motion, and energy. The student knows that forces cause change and energy exists in many

forms. The student is expected to:

(A) investigate the effects on objects by increasing or decreasing amounts of light, heat, and

sound energy such as how the color of an object appears different in dimmer light or how

heat melts butter;

(B) observe and identify how magnets are used in everyday life; and

over time.

(7) Earth and space. The student knows that the natural world includes earth materials. The student is

expected to:

revised August 2019

(A) observe, describe, and compare rocks by size, texture, and color;

(B) identify and compare the properties of natural sources of freshwater and saltwater; and

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and

among objects in the sky. The student is expected to:

(A) measure, record, and graph weather information, including temperature, wind conditions,

precipitation, and cloud coverage, in order to identify patterns in the data;

(B) identify the importance of weather and seasonal information to make choices in clothing,

activities, and transportation; and

the Moon.

(9) Organisms and environments. The student knows that living organisms have basic needs that

must be met for them to survive within their environment. The student is expected to:

(A) identify the basic needs of plants and animals;

(B) identify factors in the environment, including temperature and precipitation, that affect

growth and behavior such as migration, hibernation, and dormancy of living things; and

as through food chains.

(10) Organisms and environments. The student knows that organisms resemble their parents and have

structures and processes that help them survive within their environments. The student is

expected to:

(A) observe, record, and compare how the physical characteristics and behaviors of animals

help them meet their basic needs;

(B) observe, record, and compare how the physical characteristics of plants help them meet

their basic needs such as stems carry water throughout the plant; and

butterflies undergo during their life cycle.

§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.

(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. 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 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.

revised August 2019

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material

such as nonfiction texts, primary sources, biographies, folklore, poetry, songs, and artworks is

encouraged. Motivating resources are available from museums, historical sites, presidential

libraries, online tours, 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 social studies skills strand 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. Statements that contain the word "including" reference content that must be

mastered, while those containing the phrase "such as" are intended as possible illustrative

examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course

and understand that this system may also be referenced as capitalism or the free market system.

(5) 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 (TEC),

§28.002(h).

(6) Students understand that a constitutional republic is a representative form of government whose

representatives derive their authority from the consent of the governed, serve for an established

tenure, and are sworn to uphold the constitution.

(7) Students must demonstrate learning performance related to any federal and state mandates

regarding classroom instruction. Although Grade 2 is not required to participate in Celebrate

Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent

learning. As a result, Grade 2 Texas essential knowledge and skills include standards related to

this patriotic observance.

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal

governments have either met or failed to meet the ideals espoused in the founding documents.

(b) Knowledge and skills.

(1) History. The student understands the historical significance of landmarks and celebrations in the

community, state, and nation. The student is expected to:

(A) explain the significance of various community, state, and national celebrations such as

Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and

(B) identify and explain the significance of various community, state, and national landmarks

such as monuments and government buildings.

revised August 2019

(2) History. The student understands the concepts of time and chronology. The student is expected to:

(A) describe the order of events by using designations of time periods such as historical and

present times;

(B) apply vocabulary related to chronology, including past, present, and future; and

(3) History. The student understands how various sources provide information about the past and

present. The student is expected to:

(A) identify several sources of information about a given period or event such as reference

materials, biographies, newspapers, and electronic sources; and

(B) describe various evidence of the same time period using primary sources such as

photographs, journals, and interviews.

(4) History. The student understands how historical figures, patriots, and good citizens helped shape

the community, state, and nation. The student is expected to:

(A) identify contributions of historical figures, including Thurgood Marshall, Irma Rangel,

John Hancock, and Theodore Roosevelt, who have influenced the community, state, and

nation;

(B) identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and

George Washington Carver who have exhibited individualism and inventiveness; and

(5) Geography. The student uses simple geographic tools such as maps and globes. The student is

expected to:

(A) interpret information on maps and globes using basic map elements such as title,

orientation (north, south, east, west), and legend/map keys; and

(B) create maps to show places and routes within the home, school, and community.

(6) Geography. The student understands the locations and characteristics of places and regions in the

community, state, and nation. The student is expected to:

(A) identify major landforms and bodies of water, including each of the continents and each

of the oceans, on maps and globes;

(B) locate places of significance, including the local community, Texas, the state capital, the

U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United

States on maps and globes; and

revised August 2019

(7) Geography. The student understands how physical characteristics of places and regions affect

people's activities and settlement patterns. The student is expected to:

(A) describe how weather patterns and seasonal patterns affect activities and settlement

patterns;

(B) describe how natural resources and natural hazards affect activities and settlement

patterns;

basic needs; and

(D) identify the characteristics of different communities, including urban, suburban, and

rural, and how they affect activities and settlement patterns.

(8) Geography. The student understands how humans use and modify the physical environment. The

student is expected to:

(A) identify ways in which people have modified the physical environment such as building

roads, clearing land for urban development and agricultural use, and drilling for oil;

(B) identify positive and negative consequences of human modification of the physical

environment such as the use of irrigation to improve crop yields; and

(9) Economics. The student understands the value of work. The student is expected to:

(A) explain how work provides income to purchase goods and services; and

(B) explain the choices people in the U.S. free enterprise system can make about earning,

spending, and saving money and where to live and work.

(10) Economics. The student understands the roles of producers and consumers in the production of

goods and services. The student is expected to:

(A) distinguish between producing and consuming;

(B) identify ways in which people are both producers and consumers; and

(11) Government. The student understands the purpose of governments. The student is expected to:

(A) identify functions of governments such as establishing order, providing security, and

managing conflict;

(B) identify governmental services in the community such as police and fire protection,

libraries, schools, and parks and explain their value to the community; and

revised August 2019

(12) Government. The student understands the role of public officials. The student is expected to:

(A) name current public officials, including mayor, governor, and president;

(B) compare the roles of public officials, including mayor, governor, and president;

office; and

(D) identify how citizens participate in their own governance through staying informed of

what public officials are doing, providing input to them, and volunteering to participate in

government functions.

(13) Citizenship. The student understands characteristics of good citizenship as exemplified by

historical figures and other individuals. The student is expected to:

(A) identify characteristics of good citizenship, including truthfulness, justice, equality,

respect for oneself and others, responsibility in daily life, and participation in government

by educating oneself about the issues, respectfully holding public officials to their word,

and voting;

(B) identify historical figures such as Paul Revere, Abigail Adams, World War II Women

Airforce Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who

have exemplified good citizenship;

(D) identify ways to actively practice good citizenship, including involvement in community

service.

(14) Citizenship. The student identifies customs, symbols, and celebrations that represent American

beliefs and principles that contribute to our national identity. The student is expected to:

(A) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas

Flag;

(B) identify selected patriotic songs, including "The Star Spangled Banner" and "America the

Beautiful";

symbols such as the U.S. and Texas flags and Uncle Sam; and

(D) identify how selected customs, symbols, and celebrations reflect an American love of

individualism, inventiveness, and freedom.

(15) Culture. The student understands the significance of works of art in the local community. The

student is expected to:

revised August 2019

(A) identify selected stories, poems, statues, paintings, and other examples of the local

cultural heritage; and

(B) explain the significance of selected stories, poems, statues, paintings, and other examples

of the local cultural heritage.

(16) Culture. The student understands ethnic and/or cultural celebrations. The student is expected to:

(A) identify the significance of various ethnic and/or cultural celebrations; and

(B) compare ethnic and/or cultural celebrations.

(17) Science, technology, and society. The student understands how science and technology have

affected life, past and present. The student is expected to:

(A) describe how science and technology change communication, transportation, and

recreation; and

(B) explain how science and technology change the ways in which people meet basic needs.

(18) Social studies skills. The student applies critical-thinking skills to organize and use information

acquired from a variety of valid sources, including electronic technology. The student is expected

to:

(A) obtain information about a topic using a variety of valid oral sources such as

conversations, interviews, and music;

(B) obtain information about a topic using a variety of valid visual sources such as pictures,

maps, electronic sources, literature, reference sources, and artifacts;

as keyword Internet searches to locate information;

(D) sequence and categorize information; and

(E) interpret oral, visual, and print material by identifying the main idea, predicting, and

comparing and contrasting.

(19) Social studies skills. The student communicates in written, oral, and visual forms. The student is

expected to:

(A) express ideas orally based on knowledge and experiences; and

(B) create written and visual material such as stories, poems, maps, and graphic organizers to

express ideas.

(20) Social studies skills. The student uses problem-solving and decision-making skills, working

independently and with others, in a variety of settings. The student is expected to:

revised August 2019

(A) use a problem-solving process to identify a problem, gather information, list and consider

options, consider advantages and disadvantages, choose and implement a solution, and

evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather

information, generate options, predict outcomes, take action to implement a decision, and

reflect on the effectiveness of that decision.

§114.4. Languages Other Than English, Elementary, Adopted 2014.

(a) According to the National Standards for Foreign Language Learning, advanced level language proficiency is

necessary for college and career readiness. To that end, students should have uninterrupted, consistent access to

early standards-based learning experiences in languages other than English. School districts are strongly

encouraged to offer languages other than English in the elementary grades in immersion or Foreign Language in

Elementary Schools (FLES) settings with consistent and frequent exposure. For districts that offer languages in

elementary school, the expected student outcomes are the same as those designated at levels I-IV in Subchapter C

of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than English).

(b) Districts may offer a level of a language in a variety of scheduling arrangements that may extend or reduce

the traditional schedule when careful consideration is given to the instructional time available on a campus and

the language ability, access to programs, and motivation of students.

§115.4. Health Education, Grade 2.

(a) Introduction

(1) In health education, students acquire the health information and skills necessary to become healthy

adults and learn about behaviors in which they should and should not participate. To achieve that

goal, students will understand the following: students should first seek guidance in the area of

health from their parents; personal behaviors can increase or reduce health risks throughout the

lifespan; health is influenced by a variety of factors; students can recognize and utilize health

information and products; and personal/interpersonal skills are needed to promote individual,

family, and community health.

(2) In Grade 2, students learn age-appropriate skills to help them stay healthy and safe. Students are

taught, in a basic way, that there are external factors that influence our health, and that the students

can take responsibility for protecting their health. Students are taught ways to communicate in a

healthy way with friends, families, and classmates.

(b) Knowledge and skills.

(1) Health behaviors. The student understands that personal health decisions and behaviors affect

health throughout the life span. The student is expected to:

revised August 2019

(A) explain actions an individual can take when not feeling well;

(B) describe and demonstrate personal health habits such as brushing and flossing teeth and

exercise;

knowing that sugar causes dental cavities;

(D) identify healthy and unhealthy food choices such as a healthy breakfast and snacks and

fast food choices;

(E) define stress and describe healthy behaviors that reduce stress such as exercise;

(F) describe the importance of individual health maintenance activities such as regular

medical and dental checkups; and

(G) describe how a healthy diet can help protect the body against some diseases.

(2) Health behaviors. The student understands that safe, unsafe, and/or harmful behaviors result in

positive and negative consequences throughout the life span. The student is expected to:

(A) identify and describe the harmful effects of alcohol, tobacco, and other drugs on the

body;

(B) identify ways to avoid deliberate and accidental injuries;

activities such as skateboarding, rollerblading, cycling, and swimming;

(D) explain the importance of avoiding dangerous substances;

(E) explain ways to avoid weapons and report the presence of weapons to an adult; and

(F) identify a trusted adult such as a parent, teacher, or law enforcement officer and identify

ways to react when approached and made to feel uncomfortable or unsafe by another

person/adult.

(3) Health information. The student understands the basic structures and functions of the human body

and how they relate to personal health throughout the life span. The student is expected to:

(A) describe behaviors that protect the body structure and organs such as wearing a seat belt

and wearing a bicycle helmet;

(B) identify the major organs of the body such as the heart, lungs, and brain and describe

their primary function; and

(4) Health information. The student understands the difference between sickness and health in

persons of all ages. The student is expected to:

(A) explain ways in which germs are transmitted, methods of preventing the spread of germs,

and the importance of immunization;

(B) identify causes of disease other than germs such as allergies and heart disease;

revised August 2019

(D) apply practices to control spread of germs in daily life such as hand washing and skin

care.

(5) Health information. The student recognizes factors that influence the health of an individual. The

student is expected to:

(A) identify hazards in the environment that affect health and safety such as having loaded

guns in the home and drinking untreated water;

(B) describe strategies for protecting the environment and the relationship between the

environment and individual health such as air pollution and ultra-violet rays; and

behaviors.

(6) Health information. The student understands how to recognize health information. The student is

expected to:

(A) identify people who can provide health information; and

(B) identify various media that provide health information.

(7) Influencing factors. The student recognizes the influence of media and technology on personal

health. The student is expected to:

(A) describe how the media can influence an individual's health choices such as television ads

for fast foods and breakfast cereals; and

(B) discuss how personal health care products have been improved by technology such as

sunblock and safety equipment.

(8) Influencing factors. The student understands how relationships influence personal health. The

student is expected to:

(A) describe how friends can influence a person's health; and

(B) recognize unsafe requests made by friends such as playing in the street.

(9) Personal/interpersonal skills. The student comprehends the skills necessary for building and

maintaining healthy relationships. The student is expected to:

(A) identify characteristics needed to be a responsible family member or friend;

(B) list and demonstrate good listening skills; and

(10) Personal/interpersonal skills. The student understands healthy and appropriate ways to

communicate consideration and respect for self, family, friends, and others. The student is

expected to:

(A) describe how to effectively communicate;

(B) express needs, wants, and emotions in healthy ways;

revised August 2019

(D) describe how to effectively respond to bullying of oneself or others; and

(E) explain the benefits of treating friends, teachers, family members, and peers with respect.

(11) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goal-

setting and problem-solving skills for making health-promoting decisions. The student is

expected to:

(A) explain steps in the decision-making process and the importance of following the steps;

(B) describe how personal-health decisions affect self and others;

(D) explain why obtaining help, especially from parents/trusted adults, can be helpful when

making decisions about personal health.

(12) Personal/interpersonal skills. The student understands that bullying behaviors result in negative

consequences throughout the life span. The student is expected to:

(A) identify negative consequences that result from bullying behaviors; and

(B) identify ways to respond when made to feel uncomfortable or unsafe.

§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.

(b) Knowledge and skills.

(1) Movement. The student demonstrates competency in fundamental movement patterns and

proficiency in a few specialized movement forms. The student is expected to:

(A) travel independently in a large group while safely and quickly changing speed and

direction;

(B) demonstrate skills of chasing, fleeing, and dodging to avoid or catch others;

revised August 2019

(D) demonstrate mature form in walking, hopping, and skipping;

(E) demonstrate balance in symmetrical and non-symmetrical shapes from different basis of

support;

(F) demonstrate a variety of relationships in dynamic movement situations such as under,

over, behind, next to, through, right, left, up, or down;

(G) demonstrate simple stunts that exhibit personal agility such as jumping-one and two foot

takeoffs and landing with good control;

(H) demonstrate smooth transition from one body part to the next in rolling activities such as

side roll, log roll, balance/curl, and roll/balance in a new position;

(I) demonstrate control weight transfers such as feet to hands with controlled landing and

feet to back;

(J) demonstrate the ability to mirror a partner;

(K) walk in time to a 4/4 underlying beat;

(L) perform rhythmical sequences such as simple folk, creative, and ribbon routines;

(M) jump a self-turned rope repeatedly; and

(N) demonstrate on cue key elements of hand dribble, foot dribble, kick and strike such as

striking balloon or ball with hand.

(2) Movement. The student applies movement concepts and principles to the learning and

development of motor skills. The student is expected to:

(A) recognize that attention to the feeling of movement is important in motor skill

development; and

(B) identify similar movement concepts and terms in a variety of skills such as straddle

position, ready position, and bending knees to absorb force.

(3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle

that improves health and provides opportunities for enjoyment and challenge. The student is

expected to:

(A) describe and select physical activities that provide opportunities for enjoyment and

challenge;

revised August 2019

(B) participate in moderate to vigorous physical activities on a daily basis that cause

increased heart rate, breathing rate, and perspiration;

(D) lift and support his/her weight in selected activities that develop muscular strength and

endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and

jumping.

(4) Physical activity and health. The student knows the benefits from involvement in daily physical

activity and factors that affect physical performance. The student is expected to:

(A) identify how regular physical activity strengthens the heart, lungs, and muscular system;

(B) describe how the blood carries oxygen and nutrients through the body;

(D) explain the need for foods as a source of nutrients that provide energy for physical

activity;

(E) describe the negative effects of smoking on the lungs and the ability to exercise; and

(F) describe the need for rest and sleep in caring for the body.

(5) Physical activity and health. The student knows and applies safety practices associated with

physical activities. The student is expected to:

(A) use equipment and space safely and properly;

(B) select and use appropriate protective equipment in preventing injuries such as helmets,

elbow/knee pads, wrist guards, proper shoes, and clothing;

sunscreen, hat, and long sleeves;

(D) list water safety rules and describe their importance;

(E) identify safe cycling and road practices; and

(F) describe appropriate reactions to emergency situations common to physical activity

settings such as universal safety precautions and dialing 911.

(6) Social development. The student understands basic components such as strategies and rules of

structured physical activities including, but not limited to, games, sports, dance, and gymnastics.

The student is expected to:

revised August 2019

(A) identify goals to be accomplished during simple games such as not getting tagged; and

(B) identify strategies in simple games and activities such as dodging to avoid being tagged.

(7) Social development. The student develops positive self-management and social skills needed to

work independently and with others in physical activity settings. The student is expected to:

(A) display good sportsmanship; and

(B) treat others with respect during play.

§117.108. Art, Grade 2, Adopted 2013.

(a) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique

experiences and empower students to explore realities, relationships, and ideas. These disciplines

engage and motivate all students through active learning, critical thinking, and innovative

problem solving. The fine arts develop cognitive functioning and increase student academic

achievement, higher-order thinking, communication, and collaboration skills, making the fine arts

applicable to college readiness, career opportunities, workplace environments, social skills, and

everyday life. Students develop aesthetic and cultural awareness through exploration, leading to

creative expression. Creativity, encouraged through the study of the fine arts, is essential to

nurture and develop the whole child.

(2) Four basic strands--foundations: observation and perception; creative expression; historical and

cultural relevance; and critical evaluation and response--provide broad, unifying structures for

organizing the knowledge and skills students are expected to acquire. Each strand is of equal

value and may be presented in any order throughout the year. Students rely on personal

observations and perceptions, which are developed through increasing visual literacy and

sensitivity to surroundings, communities, memories, imaginings, and life experiences, as sources

for thinking about, planning, and creating original artworks. Students communicate their thoughts

and ideas with innovation and creativity. Through art, students challenge their imaginations,

foster critical thinking, collaborate with others, and build reflective skills. While exercising

meaningful problem-solving skills, students develop the lifelong ability to make informed

judgments.

(3) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual literacy skills

using critical thinking, imagination, and the senses to observe and explore the world by learning

about, understanding, and applying the elements of art, principles of design, and expressive

revised August 2019

qualities. The student uses what the student sees, knows, and has experienced as sources for

examining, understanding, and creating artworks. The student is expected to:

(A) compare and contrast variations in objects and subjects from the environment using the

senses; and

(B) identify the elements of art, including line, shape, color, texture, form, and space, and the

principles of design, including emphasis, repetition/pattern, movement/rhythm, and

balance.

(2) Creative expression. The student communicates ideas through original artworks using a variety of

media with appropriate skills. The student expresses thoughts and ideas creatively while

challenging the imagination, fostering reflective thinking, and developing disciplined effort and

progressive problem-solving skills. The student is expected to:

(A) express ideas and feelings in personal artworks using a variety of lines, shapes, colors,

textures, forms, and space;

(B) create compositions using the elements of art and principles of design; and

constructions, and sculpture, including modeled forms, using a variety of materials.

(3) Historical and cultural relevance. The student demonstrates an understanding of art history and

culture by analyzing artistic styles, historical periods, and a variety of cultures. The student

develops global awareness and respect for the traditions and contributions of diverse cultures. The

student is expected to:

(A) interpret stories, content, and meanings in a variety of artworks;

(B) examine historical and contemporary artworks created by men and women, making

connections to various cultures;

(D) relate visual art concepts to other disciplines.

(4) Critical evaluation and response. The student responds to and analyzes artworks of self and

others, contributing to the development of lifelong skills of making informed judgments and

reasoned evaluations. The student is expected to:

(A) support reasons for preferences in personal artworks;

(B) compare and contrast ideas found in collections such as real or virtual art museums,

galleries, portfolios, or exhibitions using original artworks created by artists or peers; and

revised August 2019

or portfolios for the purposes of self evaluations or exhibitions.

§117.109. Music, Grade 2, Adopted 2013.