ELAR/SLAR TEKS Update - Grade 2

The following are side-by-side comparison documents for the 2017 revised English and Spanish language arts and reading Texas Essential Knowledge and Skills (TEKS) to be implemented in the 2019–2020 school year in kindergarten through grade 8. There is horizontal alignment between the English language arts and Spanish language arts TEKS, but due to the different conventions of the languages, there are small but noteworthy differences between the two sets of standards that influence the teaching and learning of each language. While the English and Spanish language arts TEKS contain substantively similar and equally rigorous expectations for students who are learning English or Spanish, these side-by-side documents point out the minor differences in student expectations (SEs).

The revised TEKS consist of the following strands:

  • Developing and sustaining foundational language skills
  • Comprehension skills
  • Response skills
  • Multiple genres
  • Author’s craft
  • Composition
  • Inquiry and research

When individual SEs are identical for revised English and Spanish language arts and reading, they are not listed in these documents. Also, SEs that are similar for revised English and Spanish language arts and reading may not have the same number or may be in a different order. In that case, the sequential numbering appears in the English language arts and reading SEs, and the Spanish language arts and reading SEs are matched to them.

More information and resources for the revised TEKS can be found on the Texas Education Agency website.


GRADE 2


Summary of ELAR and SLAR TEKS Student Expectations Differences

Note: When individual student expectations (SEs) are identical for ELAR and SLAR, they are not listed in this document. Also, SEs that are similar for ELAR and SLAR may not have the same number or may be in a different order. In that case, the sequential numbering appears in the ELAR SEs, and the SLAR SEs are matched to them.

Strand 1

ELAR SLAR
Developing and sustaining foundational language skills—oral language
ELAR and SLAR documents are identical.
Developing and sustaining foundational language skills—beginning reading and writing
Phonological awareness
(2)(A)(i) producing a series of rhyming words; N/E**
(2)(A)(ii) distinguishing between long and short vowel sounds in one-syllable and multi-syllable words; N/E
(2)(A)(iii) recognizing the change in spoken word when a specified phoneme is added, changed, or removed; N/E
(2)(A)(iv) manipulating phonemes within base words; N/E
Phonetic knowledge
(2)(B)(i) decoding words with short, long, or variant vowels, trigraphs, and blends; N/E
(2)(B)(ii) decoding words with silent letters such as knife and gnat; N/E
(2)(B)(iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; (2)(A)(i) decoding multisyllabic words;
N/E (2)(A)(ii) decoding words with multiple sound spelling patterns such as c, k, and q and s, z, soft c, and x;
N/E (2)(A)(iii) decoding words with silent h and words that use the syllables que-, qui-, gue-, gui-, güe-, and güi;
N/E (2)(A)(iv) decoding words with diphthongs and hiatus;
(2)(B)(iv) decoding compound words, contractions, and common abbreviations; (2)(A)(v) decoding common abbreviations;
(2)(B)(v) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV; N/E
(2)(B)(vi) decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; (2)(A)(vi) decoding words with prefixes and suffixes;
(2)(B)(vii) identifying and reading high-frequency words from a research-based list; N/E
Spelling knowledge
(2)(C)(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; N/E
(2)(C)(ii) spelling words with silent letters such as knife and gnat; N/E
N/E (2)(B)(ii) spelling words with diphthongs and hiatus;
(2)(C)(iii) spelling compound words, contractions, and common abbreviations; (2)(B)(iii) spelling common abbreviations;
(2)(C)(iv) spelling multisyllabic words with multiple sound-spelling patterns; (2)(B)(i) spelling multisyllabic words;
(2)(C)(v) spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; N/E
N/E (2)(B)(v) spelling words with silent h and words that use the syllables que-, qui-, gue-, gui-, güe-, and güi;
(2)(C)(vi) spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; (2)(B)(iv) spelling words with prefixes and suffixes;
Developing and sustaining foundational language skills—vocabulary
(3)(C) identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; (3)(C) use affixes, including re-, pre-, -ción, and isimo/isima, to determine the meaning of words and subsequently use the newly acquired words;
N/E (3)(E) differentiate between and use homographs, homophones, and commonly confused terms such as porque/porqué/por qué/por que, sino/si no, and también/tan bien.
Developing and sustaining foundational language skills—fluency
ELAR and SLAR documents are identical.
Developing and sustaining foundational language skills—self-sustained reading
ELAR and SLAR documents are identical.

Strand 2

ELAR SLAR
Comprehension skills
ELAR and SLAR documents are identical.

Strand 3

ELAR SLAR
Response skills
ELAR and SLAR documents are identical.

Strand 4

ELAR SLAR
Multiple genres—literary elements
ELAR and SLAR documents are identical.
Multiple genres—genres
ELAR and SLAR documents are identical.

Strand 5

ELAR SLAR
Author’s purpose and craft
ELAR and SLAR documents are identical.

Strand 6

ELAR SLAR
Composition—writing process
(11)(D) edit drafts with using standard English conventions, including; (11)(D) edit drafts using standard Spanish conventions, including;
(11)(D)(ii) past, present, and future verb tense; (11)(D)(ii) past, present, and future verb tense, including the difference between ser and estar;
(11)(D)(iii) singular, plural, common, and proper nouns; (11)(D)(iii) singular, plural, common, and proper nouns, including gender-specific articles;
(11)(D)(vii) pronouns, including subjective, objective, and possessive cases; (11)(D)(vii) pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun;
(11)(D)(ix) capitalization of the months, days of the week, and the salutation and conclusion of a letter; (11)(D)(ix) capitalization of proper nouns and the salutation and closing of a letter;
(11)(D)(x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; (11)(D)(x) punctuation marks at the end of declarative sentences and at the beginning and end of exclamatory and interrogative sentences;
(11)(D)(xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; (11)(D)(xi) correct spelling of words with grade-appropriate orthographic patterns and rules;
Composition—genres
ELAR and SLAR documents are identical.

Strand 7

ELAR SLAR
Inquiry and research
ELAR and SLAR documents are identical.

**"N/E" means “no equivalent” and indicates that there is no matching student expectation.

→ Download the ELAR/SLAR TEKS update for Grade 2 here. (PDF)