TPRI-TEKS Alignment for Grade 2

The Word Reading screener is designed to give teachers information about how their students decode words.

On this task, the student is asked to read some words.

Grade 2 TEKS Alignment

§110.4. English Language Arts and Reading, Grade 2

(b) (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:

(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;

(v) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

This task is designed for group administration to the entire class or to small groups simultaneously.

The teacher will say the spelling word and students will write each word on a piece of paper.

Download Graphophonemic Knowledge: Spelling resources at TPRI Scoring Resources

Grade 2 TEKS Alignment

§110.4. English Language Arts and Reading, Grade 2

(C) 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;

(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;

The Word Reading task is designed to give teachers information about how their students decode words.

On this task, the student is asked to read some words.

Grade 2 TEKS Alignment

§110.4. English Language Arts and Reading, Grade 2

(b)(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:

(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; VC syllables; vowel teams, including digraphs and diphthongs; controlled syllables; and final stable syllables;

(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

The student is asked to read a story. The teacher records the number of correct words per minute.

Download reading resources at TPRI Scoring Resources.

Grade 2 TEKS Alignment

§110.4. English Language Arts and Reading, Grade 2

(b)(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.

The student is asked to read a story. The teacher records the number of errors to determine if the student reads at a frustrational, instructional, or independent level.

Download reading resources at the TPRI Scoring Resources.

Grade 2 TEKS Alignment

§110.4. English Language Arts and Reading, Grade 2

(b)(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.

This section is only for students who were able to read the entire story by themselves.

The student reads the story independently. The teacher asks a series of reading comprehension questions.

Grade 2 TEKS Alignment

§110.4. English Language Arts and Reading, Grade 2

(b)(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:

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

(b)(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.

(b)(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:

(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

(b)(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:

(C) use text evidence to support an appropriate response;

This section is only for students who were not able to read the entire story by themselves.

If the student is not able to read the story independently, the teacher reads the story to the student. The teacher asks a series of listening comprehension questions.

Grade 2 TEKS Alignment

§110.4. English Language Arts and Reading, Grade 2

(b)(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:

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

(b)(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.

(b)(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:

(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

(b)(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:

(C) use text evidence to support an appropriate response;