Texas TEKS – 2nd Grade

Texas Essential Knowledge and Skills

Grade 2 — All Subjects

Revised June 2024

§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 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.

(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:

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
follow, restate, and give oral instructions that involve a short, related sequence of actions;
share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
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
develop social communication such as distinguishing between asking and telling.

(2) 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:

demonstrate phonological awareness by: (i) producing a series of rhyming words; (ii) distinguishing between long and short vowel sounds in one-syllable and multisyllable words; (iii) recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and (iv) manipulating phonemes within base words;
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;
demonstrate and apply spelling knowledge by: (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;
alphabetize a series of words and use a dictionary or glossary to find words; and
develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

(3) Vocabulary

The student uses newly acquired vocabulary expressively. The student is expected to:

use print or digital resources to determine meaning and pronunciation of unknown words;
use context within and beyond a sentence to determine the meaning of unfamiliar words;
identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

(4) 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.

(5) 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

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

establish purpose for reading assigned and self-selected texts;
generate questions about text before, during, and after reading to deepen understanding and gain information;
make and correct or confirm predictions using text features, characteristics of genre, and structures;
create mental images to deepen understanding;
make connections to personal experiences, ideas in other texts, and society;
make inferences and use evidence to support understanding;
evaluate details read to determine key ideas;
synthesize information to create new understanding; and
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

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

describe personal connections to a variety of sources;
write brief comments on literary or informational texts that demonstrate an understanding of the text;
use text evidence to support an appropriate response;
retell and paraphrase texts in ways that maintain meaning and logical order;
interact with sources in meaningful ways such as illustrating or writing; and
respond using newly acquired vocabulary as appropriate.

(8) Multiple Genres: 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:

discuss topics and determine theme using text evidence with adult assistance;
describe the main character’s (characters’) internal and external traits;
describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
describe the importance of the setting.

(9) Multiple Genres: Genre Characteristics

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

demonstrate knowledge of distinguishing characteristics of well-known children’s literature such as folktales, fables, and fairy tales;
explain visual patterns and structures in a variety of poems;
discuss elements of drama such as characters, dialogue, and setting;
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;
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
recognize characteristics of multimodal and digital texts.

(10) Author’s Purpose and Craft

The student uses critical inquiry to analyze the authors’ choices and how they influence and communicate meaning within a variety of texts. The student is expected to:

discuss the author’s purpose for writing text;
discuss how the use of text structure contributes to the author’s purpose;
discuss the author’s use of print and graphic features to achieve specific purposes;
discuss the use of descriptive, literal, and figurative language;
identify the use of first or third person in a text; and
identify and explain the use of repetition.

(11) Composition: 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:

plan a first draft by generating ideas for writing such as drawing and brainstorming;
develop drafts into a focused piece of writing by: (i) organizing with structure; and (ii) developing an idea with specific and relevant details;
revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
edit drafts using standard English conventions, including: (i) complete sentences with subject-verb agreement; (ii) past, present, and future verb tense; (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
publish and share writing.

(12) Composition: Genres

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

compose literary texts, including personal narratives and poetry;
compose informational texts, including procedural texts and reports; and
compose correspondence such as thank you notes or letters.

(13) Inquiry and Research

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

generate questions for formal and informal inquiry with adult assistance;
develop and follow a research plan with adult assistance;
identify and gather relevant sources and information to answer the questions;
identify primary and secondary sources;
demonstrate understanding of information gathered;
cite sources appropriately; and
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, 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.

(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.” 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.

(b) Knowledge and Skills

(1) Mathematical Process Standards

The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

apply mathematics to problems arising in everyday life, society, and the workplace;
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;
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
create and use representations to organize, record, and communicate mathematical ideas;
analyze mathematical relationships to connect and communicate mathematical ideas; and
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(2) Number and Operations: Place Value

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:

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;
use standard, word, and expanded forms to represent numbers up to 1,200;
generate a number that is greater than or less than a given whole number up to 1,200;
use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);
locate the position of a given whole number on an open number line; and
name the whole number that corresponds to a specific point on a number line.

(3) Number and Operations: Fractions

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:

partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;
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;
use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
identify examples and non-examples of halves, fourths, and eighths.

(4) Number and Operations: Addition and Subtraction

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:

recall basic facts to add and subtract within 20 with automaticity;
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;
solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and
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: Money

The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to:

determine the value of a collection of coins up to one dollar; and
use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.

(6) Number and Operations: Multiplication and Division Foundations

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:

model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and
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:

determine whether a number up to 40 is even or odd using pairings of objects to represent the number;
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
represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.

(8) Geometry and Measurement: Two- and Three-Dimensional Figures

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:

create two-dimensional shapes based on given attributes, including number of sides and vertices;
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;
classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;
compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and
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: Length, Area, and Time

The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to:

find the length of objects using concrete models for standard units of length;
describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;
represent whole numbers as distances from any given location on a number line;
determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;
determine a solution to a problem involving length, including estimating lengths;
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
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:

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;
organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;
write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and
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:

calculate how money saved can accumulate into a larger amount over time;
explain that saving is an alternative to spending;
distinguish between a deposit and a withdrawal;
identify examples of borrowing and distinguish between responsible and irresponsible borrowing;
identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and
differentiate between producers and consumers and calculate the cost to produce a simple item.

§112.4. Science, Grade 2, Adopted 2021

(a) Introduction

(1) In Kindergarten through Grade 5 Science, content is organized into recurring strands. The concepts within each grade level build on prior knowledge, prepare students for the next grade level, and establish a foundation in science. In Grade 2, the following concepts will be addressed in each strand: Scientific and engineering practices; Matter and its properties; Force, motion, and energy; Earth and space; and Organisms and environments.

(2) Nature of science. 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) Scientific observations, inferences, hypotheses, and theories. Students are expected to know that: (A) observations are active acquisition of either qualitative or quantitative information from a primary source through the senses; (B) inferences are conclusions reached on the basis of observations or reasoning supported by relevant evidence; (C) hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence; and (D) scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers.

(4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world involving its own set of ethical standards about how the process of science should be carried out.

(5) Recurring themes and concepts. Science consists of recurring themes and making connections between overarching concepts. Recurring themes include structure and function, systems, models, and patterns.

(b) Knowledge and Skills

(1) Scientific and Engineering Practices: Planning and Conducting Investigations

The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations. The student is expected to:

ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
use scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems;
identify, describe, and demonstrate safe practices during classroom and field investigations;
use tools, including hand lenses, goggles, thermometers, rain gauges, flashlights, ramps, balls, tuning forks, magnets, and Sun-Moon-Earth models to observe, measure, test, and compare;
collect observations and measurements as evidence;
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

(2) Scientific and Engineering Practices: Analyzing and Interpreting Data

The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

identify basic advantages and limitations of models such as their size, properties, and materials;
analyze data by identifying significant features and patterns;
use mathematical concepts to compare two objects with common attributes; and
evaluate a design or object using criteria to determine if it works as intended.

(3) Scientific and Engineering Practices: Communicating Findings

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

develop explanations and propose solutions supported by data and models;
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
listen actively to others’ explanations to identify important evidence and engage respectfully in scientific discussion.

(4) Contributions of Scientists

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

explain how science or an innovation can help others; and
identify scientists and engineers such as Alexander Graham Bell, Marie Daly, Mario Molina, and Jane Goodall and explore what different scientists and engineers do.

(5) Recurring Themes and Concepts

The student uses recurring themes and concepts to make connections across disciplines. The student is expected to:

identify and use patterns to describe phenomena or design solutions;
investigate and predict cause-and-effect relationships in science;
measure and describe the properties of objects in terms of size and quantity;
examine the parts of a whole to define or model a system;
identify forms of energy and properties of matter;
describe the relationship between structure and function of objects, organisms, and systems; and
describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same.

(6) Matter and Its Properties

The student knows that matter has physical properties that determine how it is described, classified, and used. The student is expected to:

classify matter by observable physical properties, including texture, flexibility, and relative temperature, and identify whether a material is a solid or liquid;
conduct a descriptive investigation to explain how physical properties can be changed through processes such as cutting, folding, sanding, melting, or freezing; and
demonstrate that small units such as building blocks can be combined or reassembled to form new objects for different purposes and explain the materials chosen based on their physical properties.

(7) Force, Motion, and Energy: Forces and Motion

The student knows that forces cause changes in motion and position in everyday life. The student is expected to:

explain how objects push on each other and may change shape when they touch or collide; and
plan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes an object’s motion.

(8) Force, Motion, and Energy: Sound

The student knows that energy is everywhere and can be observed in everyday life. The student is expected to:

demonstrate and explain that sound is made by vibrating matter and that vibrations can be caused by a variety of means, including sound;
explain how different levels of sound are used in everyday life such as a whisper in a classroom or a fire alarm; and
design and build a device using tools and materials that uses sound to solve the problem of communicating over a distance.

(9) Earth and Space: Sky Objects

The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

describe the Sun as a star that provides light and heat and explain that the Moon reflects the Sun’s light; and
observe objects in the sky using tools such as a telescope and compare how objects in the sky are more visible and can appear different with a tool than with an unaided eye.

(10) Earth and Space: Weather and Landforms

The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to:

investigate and describe how wind and water move soil and rock particles across the Earth’s surface such as wind blowing sand into dunes on a beach or a river carrying rocks as it flows;
measure, record, and graph weather information, including temperature and precipitation; and
investigate different types of severe weather events such as a hurricane, tornado, or flood and explain that some events are more likely than others in a given region.

(11) Earth and Space: Natural and Manmade Resources

The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to:

distinguish between natural and manmade resources; and
describe how human impact can be limited by making choices to conserve and properly dispose of materials such as reducing use of, reusing, or recycling paper, plastic, and metal.

(12) Organisms and Environments: Ecosystems

The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to:

describe how the physical characteristics of environments, including the amount of rainfall, support plants and animals within an ecosystem;
create and describe food chains identifying producers and consumers to demonstrate how animals depend on other living things; and
explain and demonstrate how some plants depend on other living things, wind, or water for pollination and to move their seeds around.

(13) Organisms and Environments: Structures, Behaviors, and Life Cycles

The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. The student is expected to:

identify the roots, stems, leaves, flowers, fruits, and seeds of plants and compare how those structures help different plants meet their basic needs for survival;
record and compare how the structures and behaviors of animals help them find and take in food, water, and air;
record and compare how being part of a group helps animals obtain food, defend themselves, and cope with changes; and
investigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies and frogs.

§113.13. Social Studies, Grade 2, Adopted 2022

(b) 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.

(c) Knowledge and Skills

(1) History: Landmarks and Celebrations

explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and
identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.

(2) History: Historical Figures

identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, who have influenced the state and nation; and
describe how people and events have influenced local community history.

(3) Geography: Geographic Tools

identify and use information on maps and globes using basic map elements such as title, cardinal directions, and legend; and
create maps to show places and routes within the home, school, and community.

(4) Geography: Location of Places

identify major landforms and bodies of water, including each of the seven continents and each of the oceans, on maps and globes; and
locate places, including the local community, Texas, the United States, the state capital, the U.S. capital, and the bordering countries of Canada and Mexico on maps and globes.

(5) Geography: Human Modification of the Environment

identify ways in which people have modified the physical environment such as clearing land, building roads, using land for agriculture, and drilling for oil;
identify consequences of human modification of the physical environment; and
identify ways people can conserve and replenish Earth’s resources.

(6) Economics: Value of Work

explain how work provides income to purchase goods and services; and
explain the choices people can make about earning, spending, and saving money.

(7) Economics: Producers and Consumers

distinguish between producing and consuming;
identify ways in which people are both producers and consumers; and
trace the development of a product from a natural resource to a finished product.

(8) Government: Purpose of Government

identify functions of governments such as establishing order, providing security, and managing conflict; and
identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.

(9) Government: Role of Public Officials

name current public officials, including mayor, governor, and president;
compare the roles of public officials, including mayor, governor, and president;
identify ways that public officials are selected, including election and appointment to office; and
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.

(10) Citizenship: Characteristics and Exemplars

identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government;
identify historical figures and other individuals who have exemplified good citizenship such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs), Navajo Code Talkers, and Sojourner Truth; and
identify ways to actively practice good citizenship, including involvement in community service.

(11) Citizenship: Symbols, Customs, and Celebrations

recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
sing, recite, or identify selected patriotic songs, including “The Star-Spangled Banner” and “America the Beautiful”;
use voting as a method for group decision making;
identify symbols such as state and national birds and flowers and Uncle Sam; and
identify how selected symbols, customs, and celebrations reflect an American love of individualism, inventiveness, and freedom.

(12) Culture: Ethnic and Cultural Celebrations

identify the significance of various ethnic and/or cultural celebrations; and
compare ethnic and/or cultural celebrations.

(13) Science, Technology, and Society: Effects on Daily Life

describe how science and technology have affected communication, transportation, and recreation; and
explain how science and technology have affected the ways in which people meet basic needs.

(14) Science, Technology, and Society: Individualism and Inventiveness

The student identifies individuals who exhibited individualism and inventiveness such as Amelia Earhart and George Washington Carver.

(15) Social Studies Skills: Critical Thinking

identify and state facts based on relevant evidence;
identify different kinds of historical sources and artifacts and explain how they can be used to study the past;
gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, maps, and artifacts; and
interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and contrasting.

(16) Social Studies Skills: Communication

describe the order of events by using designations of time periods such as historical and present times;
apply vocabulary related to chronology, including past, present, and future;
create and interpret timelines for events in the past and present;
use social studies terminology correctly;
communicate information visually, orally, or in writing based on knowledge and experiences in social studies;
create written and visual material such as stories, maps, and graphic organizers to express ideas; and
apply and practice classroom rules and procedures for listening and responding respectfully.

(17) Social Studies Skills: Problem-Solving and Decision-Making

use democratic procedures to collaborate with others when making decisions on issues in the classroom, school, or community; and
use problem-solving and decision-making processes 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.

§115.14. Health Education, Grade 2, Adopted 2020

(a) Introduction

(1) The goal of health education is to provide instruction that allows youth to develop and sustain health-promoting behaviors throughout their lives. The health education knowledge and skills should be presented to students in a positive manner to support the development of a healthy self-concept and responsible decision making.

(2) In Kindergarten-Grade 3, students gain an understanding of health information and skills through five strands: physical health and hygiene; mental health and wellness; healthy eating and physical activity; injury and violence prevention and safety; and alcohol, tobacco, and other drugs.

(b) Knowledge and Skills

(1) Physical Health and Hygiene: Body Systems

The student examines the structure, function, and relationships of body systems and their relevance to personal health. The student is expected to describe ways to protect the five senses such as wearing sunglasses or using a safe volume setting on audio devices.

(2) Physical Health and Hygiene: Personal Health and Hygiene

The student understands health literacy, preventative health behaviors, and how to access and evaluate health care information to make informed decisions. The student is expected to:

describe the importance of individual health maintenance activities such as regular medical checkups, dental exams, and vision and hearing screenings;
explain actions an individual should take when not feeling well;
discuss the importance of practicing personal hygiene and health habits;
explain ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization;
identify common illnesses and diseases, including asthma, diabetes, and epilepsy, and their symptoms; and
discuss the signs and symptoms of illness that may occur after contact with biting insects, including ticks and mosquitos.

(3) Mental Health and Wellness: Social and Emotional Health

The student identifies and applies strategies to develop socio-emotional health, self-regulation, and healthy relationships. The student is expected to:

communicate needs, wants, and emotions in healthy ways;
describe and practice calming and self-management strategies;
discuss and explain how thoughts and emotions are related;
explain the effect of peer influence on an individual’s social and emotional health;
describe the qualities of a good friend;
describe and demonstrate respectful ways to communicate with family members, peers, teachers, and others;
identify the feelings and perspectives of others by interpreting their verbal and nonverbal cues; and
identify ways to prevent and repair broken friendships.

(4) Mental Health and Wellness: Healthy Self-Concept

discuss ways to be kind to self and others;
define personal growth and identify areas for one’s personal growth; and
list the steps and describe the importance of goal setting and task completion.

(5) Mental Health and Wellness: Managing Mental Health Concerns

identify strategies for managing different learning needs of self and others; and
identify positive and negative stressors and how they impact emotions and learning.

(6) Healthy Eating and Physical Activity: Food and Beverage Recommendations

identify types of nutrients;
use familiar objects to identify healthy food portions from different food groups;
identify healthy and unhealthy choices within the food groups; and
identify the benefits of making healthy beverage choices, including water and milk, and limiting sweetened beverages such as soda and sports drinks.

(7) Healthy Eating and Physical Activity: Nutrition Literacy

The student is expected to identify various media that provide health information and how media can influence an individual’s health choices such as television advertisements for fast foods and breakfast cereals.

(8) Healthy Eating and Physical Activity: Risk and Protective Factors

identify signs and symptoms of common food allergies; and
identify the benefits of establishing healthy eating and physical activity habits that will last a lifetime.

(9) Injury and Violence Prevention and Safety: Safety Skills

The student is expected to describe steps one can take to reduce hazards, avoid accidents, and prevent accidental injuries for self and others.

(10) Injury and Violence Prevention: Healthy Relationships

demonstrate refusal skills to protect personal space and avoid unsafe situations; and
discuss the importance of telling a parent or another trusted adult when privacy or personal boundaries are not respected or when the student is made to feel unsafe.

(11) Injury and Violence Prevention: Safe Home, School, and Community Climate

describe unsafe situations, including interacting with strangers;
explain ways to avoid weapons and report the presence of unsupervised weapons to a parent or another trusted adult;
identify the hazards of unsupervised and improper handling of guns and other weapons; and
identify two trusted adults not part of the immediate family and recall their phone numbers as part of a personal safety plan.

(12) Injury and Violence Prevention: Digital Citizenship and Media

identify unsafe requests made in a digital or online environment and how to take appropriate action;
explain why obtaining help, especially from parents or other trusted adults, is critical when making decisions regarding digital and online use; and
identify consequences that result from cyberbullying and inappropriate digital and online usage.

(13) Injury and Violence Prevention: Interpersonal Violence

describe consequences for the bully and the impact of bullying on the victim;
describe the difference between reporting and tattling; and
explain why obtaining assistance, especially from parents or other trusted adults, can be helpful when making decisions about personal safety.

(14) Alcohol, Tobacco, and Other Drugs: Use, Misuse, and Effects

describe the purposes of prescription and over-the-counter drugs and their intended benefits; and
explain the harmful effects on physical health and how to avoid alcohol, tobacco, other drugs, and dangerous substances such as inhalants, vaping products, and household products.

(15) Alcohol, Tobacco, and Other Drugs: Treatment

The student is expected to describe what poisoning or overdose could look like and identify how to respond, including who to contact for help.

(16) Alcohol, Tobacco, and Other Drugs: Risk and Protective Factors

identify unsafe requests related to alcohol, tobacco, and other drugs made by friends; and
identify a trusted adult such as a parent, teacher, or law enforcement officer.

(17) Alcohol, Tobacco, and Other Drugs: Prevention

The student is expected to identify ways to avoid unsafe situations related to alcohol, tobacco, and other drugs and demonstrate refusal skills.

§116.14. Physical Education, Grade 2, Adopted 2020

(b) Knowledge and Skills

(1) Movement Patterns: Locomotor Skills

The physically literate student demonstrates competency in fundamental movement patterns and developmentally appropriate skills. The student is expected to:

practice and apply correct technique while hopping, galloping, running, sliding, and skipping;
demonstrate correct jumping and landing technique while consecutively jumping in place, forward and backward, side to side, half turns, and in tuck position;
demonstrate basic balancing, cross lateralization, and sequencing of three skills with repetition; and
spin and roll at different levels, speeds, and positions.

(2) Movement Patterns: Non-Locomotor Skills

demonstrate maintaining balance standing on one foot while placing the free leg in a variety of different positions for eight seconds; and
differentiate between bending, stretching, twisting, curling, pushing, pulling, and swaying.

(3) Movement Patterns: Manipulative Skills

demonstrate key elements in underhand throwing to a partner and overhand throwing to a target with opposite foot forward;
demonstrate key elements when catching an accurately and softly thrown large ball without trapping against the body;
demonstrate key elements of hand dribbling while walking;
dribble a ball with control using both feet while walking;
kick a moving ball using a continuous running approach;
volley a lightweight object with consecutive hits to self or partner;
strike a stationary object off the ground or an elevated surface with a hand or short- or long-handled implement consecutively;
jump forward and backward with a self-turned rope; and
demonstrate turning and jumping a long rope.

(4) Movement Patterns: Spatial and Body Awareness

demonstrate locomotor, non-locomotor, and manipulative skills safely in personal and general space;
combine pathways, shapes, and levels into simple sequences; and
combine speed and direction as directed by the teacher.

(5) Movement Patterns: Rhythmic Activities

The student is expected to demonstrate simple rhythmic sequences using various locomotor and coordination skills in eight counts.

(6) Performance Strategies: Games and Activities

apply the skills of chasing, fleeing, and dodging to avoid or catch others during a variety of games at low, middle, and high levels with appropriate speed and direction;
participate in appropriate drills and activities to enhance the learning of specific motor development skills; and
demonstrate safe practices by using equipment appropriately and respecting personal space with minimal teacher guidance.

(7) Performance Strategies: Outdoor and Recreational Pursuits

The student is expected to describe outdoor recreation and health and fitness activities in school and the community.

(8) Health, Physical Activity, and Fitness: Fitness Principles

list the benefits of regular physical activity on the heart and lungs;
define frequency and endurance as it relates to physical activities; and
demonstrate correct technique of exercises that promote health-related fitness.

(9) Health, Physical Activity, and Fitness: Analyzing Data

develop health-and skill-related goals with teacher guidance; and
identify how to measure improvement and track progress in physical skills with a measuring tool.

(10) Health, Physical Activity, and Fitness: Nutrition and Hydration

identify the types of food that produce energy to enhance physical activity; and
explain the need for proper hydration to enhance physical activity.

(11) Health, Physical Activity, and Fitness: Environmental Awareness and Safety

explain how proper attire and safety equipment promote safe participation and prevent injury in a variety of physical activities; and
identify and explain safety precautions, including pedestrian, water, sun, cycling, and skating safety.

(12) Social and Emotional Health: Personal Responsibility

differentiate between the positive and negative consequences of personal actions;
explain and demonstrate respect for differences and similarities in abilities of self and others; and
identify self-management skills to control personal impulses and emotions.

(13) Social and Emotional Health: Resolving Conflict

identify the causes of problems and propose solutions with teacher guidance; and
communicate feelings and thoughts appropriately without cue.

(14) Social and Emotional Health: Perseverance

The student is expected to explain how practicing challenging physical activities can build confidence and minimize frustration when learning skills.

(15) Social and Emotional Health: Constructive Feedback

The student is expected to listen respectfully and respond appropriately to specific corrective feedback with teacher guidance.

(16) Lifetime Wellness: Application

participate in moderate to vigorous physical activity on a regular basis; and
identify and select physical activities for personal enjoyment.

§117.108. Art, Grade 2, Adopted 2013

(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. The student is expected to:

compare and contrast variations in objects and subjects from the environment using the senses; and
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 is expected to:

express ideas and feelings in personal artworks using a variety of lines, shapes, colors, textures, forms, and space;
create compositions using the elements of art and principles of design; and
identify and practice skills necessary for producing drawings, paintings, prints, 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 is expected to:

interpret stories, content, and meanings in a variety of artworks;
examine historical and contemporary artworks created by men and women, making connections to various cultures;
analyze how art affects everyday life and is connected to jobs in art and design; and
relate visual art concepts to other disciplines.

(4) Critical Evaluation and Response

The student responds to and analyzes artworks of self and others. The student is expected to:

support reasons for preferences in personal artworks;
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
compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self evaluations or exhibitions.

§117.109. Music, Grade 2, Adopted 2013

(b) Knowledge and Skills

(1) Foundations: Music Literacy — Describing and Analyzing Musical Sound

The student describes and analyzes musical sound. The student is expected to:

identify choral voices, including unison versus ensemble;
identify instruments visually and aurally;
use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo; and
identify and label simple small forms such as aaba and abac.

(2) Foundations: Music Literacy — Reading, Writing, and Reproducing Notation

The student reads, writes, and reproduces music notation. The student is expected to:

read, write, and reproduce rhythmic patterns using standard notation in 2/4 meter, including half note/half rest;
read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
read, write, and reproduce basic music terminology, including allegro/largo and forte/piano.

(3) Creative Expression: Performance

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:

sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;
move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
perform simple part work, including rhythmic ostinato, and vocal exploration such as singing, speaking, and chanting; and
perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo.

(4) Creative Expression: Composition

The student creates and explores new musical ideas. The student is expected to:

create rhythmic phrases using known rhythms;
create melodic phrases using known pitches; and
explore new musical ideas in phrases using singing voice and classroom instruments.

(5) Historical and Cultural Relevance

The student examines music in relation to history and cultures. The student is expected to:

sing songs and play musical games, including patriotic, folk, and seasonal music;
examine short musical excerpts from various periods or times in history and diverse and local cultures; and
identify simple interdisciplinary concepts relating to music.

(6) Critical Evaluation and Response

The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

begin to practice appropriate audience behavior during live or recorded performances;
recognize known rhythmic and melodic elements in simple aural examples using known terminology;
distinguish between rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and simple patterns in musical performances; and
respond verbally or through movement to short musical examples.

§117.110. Theatre, Grade 2, Adopted 2013

(b) Knowledge and Skills

(1) Foundations: Inquiry and Understanding

The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

react to sensory experiences such as sight or sound through dramatic play;
expand spatial awareness in dramatic play using expressive and rhythmic movement;
participate in dramatic play using actions, sounds, and dialogue; and
role play, imitate, and recreate dialogue.

(2) Creative Expression: Performance

The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

demonstrate safe use of movement and voice;
role play in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization;
create dramatizations of limited-action stories using simple pantomime or puppetry; and
dramatize poems and songs using simple pantomime or puppetry.

(3) Creative Expression: Production

The student applies design, directing, and theatre production concepts and skills. The student is expected to:

select aspects of the environment such as location, climate, or time for use in dramatic play;
adapt the environment for dramatic play using common objects such as tables or chairs;
plan dramatic play; and
cooperate and interact with others in dramatic play.

(4) Historical and Cultural Relevance

imitate life experiences from school and community cultures in dramatic play; and
explore diverse cultural and historical experiences through fables, myths, or fairytales in dramatic play.

(5) Critical Evaluation and Response

discuss, practice, and display appropriate audience behavior;
react to and discuss dramatic activities; and
integrate music, creative movement, and visual components in dramatic play.

§126.3. Technology Applications, Grade 2, Adopted 2022

(b) Introduction

(1) Technology includes data communication, data processing, and the devices used for these tasks locally and across networks. Learning to apply these technologies motivates students to develop critical-thinking skills, higher-order thinking, and innovative problem solving.

(2) The technology applications TEKS consist of five strands: computational thinking; creativity and innovation; data literacy, management, and representation; digital citizenship; and practical technology concepts. Communication and collaboration skills are embedded across the strands.

(c) Knowledge and Skills

(1) Computational Thinking: Foundations

The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps;
identify complex patterns and make predictions based on the pattern;
analyze a plan with adult assistance that outlines the steps needed to complete a task; and
create and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task.

(2) Computational Thinking: Applications

identify and explore what a variable is in a sequence of code; and
use a design process to create a sequence of code that includes loops to solve a simple problem with or without technology.

(3) Creativity and Innovation: Innovative Design Process

demonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully; and
apply a design process with components such as testing and reflecting to create new and useful solutions to identify and solve for authentic problems.

(4) Creativity and Innovation: Emerging Technologies

The student is expected to identify and analyze how technology impacts different communities.

(5) Data Literacy, Management, and Representation: Collect Data

identify and collect non-numerical data, such as weather patterns, preferred reading genres, and holidays; and
conduct a basic search independently using provided keywords and digital sources.

(6) Data Literacy, Management, and Representation: Communicate and Publish Results

The student is expected to use a digital tool to individually or collaboratively create and communicate data visualizations such as pictographs and bar graphs.

(7) Digital Citizenship: Social Interactions

The student is expected to participate in digital environments to develop responsible and respectful interactions.

(8) Digital Citizenship: Ethics and Laws

explain and demonstrate the importance of acceptable use of digital resources and devices as outlined in local policies or acceptable use policy (AUP); and
communicate an understanding that all digital content has owners and explain the importance of respecting others’ belongings as they apply to digital content and information.

(9) Digital Citizenship: Privacy, Safety, and Security

demonstrate account safety, including creating a strong password and logging off accounts and devices;
compare and contrast private and public information and discuss what is safe to be shared online and with whom; and
discuss cyberbullying and identify examples.

(10) Practical Technology Concepts: Skills and Tools

The student demonstrates knowledge and appropriate use of technology systems, concepts, and operations. The student is expected to:

select and use a variety of applications, devices, and online learning environments to create and share content;
identify, compare, and describe the function of basic computer hardware, including a variety of input and output devices, and software applications using accurate terminology;
operate a variety of developmentally appropriate digital tools and resources to perform software application functions such as reviewing digital artifacts and designing solutions to problems;
practice ergonomically correct keyboarding techniques and developmentally appropriate hand and body positions; and
identify, locate, and practice using keys on the keyboard, including secondary actions of different keys such as “@,””#,””$,” and “?”.

Source: Texas Education Agency | Revised June 2024 | txreg.state.tx.us