Longview ISD 2nd Grade ELA Unit 2-1-6

2nd Grade TEKS with Specificities
2.5 Reading/Word Identification. The student uses a variety of word identification strategies.
2.5F Use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2).
Including:
• Determines the meaning of words with the prefixes re and un
• Determines the meaning of words with the suffixes –er, -ful, -less, -ly, -ness,
• Uses the comparative and superlative forms of adjectives in sentences (e.g., I am taller than you. Jimmy is the tallest boy in the class.)
2.9 Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently.
2.9C Retell or act out the order of important events in stories (K-3). (D)
At every grade level students will read increasingly complex and sophisticated narrative and expository texts in all of the following ways:
Including:
• Recalls literal details found explicitly in the text
• Identifies main idea of entire expository passage (e.g. what the passage is mainly/mostly about?”
• Identifies main idea of a single or multiple paragraph(s) in narrative and expository text
2.9D Monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help (1-3).
Including
• Takes independent action when he or she has trouble understanding text (e.g., rereads, asks for help)
• Uses contextual, syntactic, and structural analysis strategies to understand the meaning of unfamiliar words
2.9E Draw and discuss visual images based on text descriptions (1-3).
Including:
• Responds appropriately on a personal level, both orally and in writing, to fiction and poetry selections (e.g. writing a note to one of the characters, telling the story from one character’s point of view, creating a Venn diagram to compare and contrast two characters, imagining a new ending, drawing a story map and/or time line,
writing a newspaper column about an event that occurs, giving advice to one of the characters, speculating and asking questions) / 2.9G Identify similarities and differences across texts such as in topics, characters, and problems (1-2).
Including compares and contrasts:
Contrast/treatment of characters or texts:
• What is one difference between the sultan and the king?
• How are the (two characters/themes/problems, etc) alike?
TAKS note: All of the 3rd grade items available for analysis ask to compare/contrast elements within a single text. The emphasis is predominantly comparing characters.
2.9H Produce summaries of text selections (2-3).
Including:
Writes and identifies best summary that includes:
• 3-5 sentences
• the main idea of the passage
• multiple, accurate details that support that main idea, or
• details that come from the beginning, middle, and end of the passage
TAKS note: Sometimes the test will give students one to three sentences of the summary and ask “Which sentence(s) best complete(s) the summary?
2.10 Reading/literary responses. The student responds to various texts.
2.10A Respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3).
Including:
• Participates constructively in classroom discussions, dramatic activities, and oral reading experiences
• Creates questions at the literal, interpretive, and evaluative levels to assess his or her comprehension of complex information in fiction and nonfiction poetry selections
• Describe a character orally, dictating a note to a character, drawing a map of the setting, drawing a picture that depicts the events in a story)
2.12 Reading/inquiry/research. The student generates questions and conducts research about topics using information from various sources.
2.12D Use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3).
Including uses pictures, print, and informal interviews to gather information in response to self-, peer-, and teacher generated questions. / 2.12F Locate and use important areas of the library media center (2-3).
Including:
• Check-out desk
• Location of reference books/information books
• Location on fiction
• Location of Internet access and resources
2.12G Demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3).
2.19 Writing/evaluation. The student evaluates his/her own writing and the writing of others.
2.19E Review a collection of his/her own written work to monitor growth as a writer (2-3).
Including:
• Reviews student journals
• Reviews writing portfolios
2.20 Writing/inquiry/research. The student uses writing as a tool for learning and research.
2.20C Take simple notes from relevant sources (2-3)
Including as classroom guests, information books, and media sources

8/27/2007 DRAFT