Search TEKS

TEKS Number STAAR Student Expectation
2(7)(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

2(7)(C)

distinguish between natural and manmade resources.

2(7)(C)

explain how people depend on the physical environment and natural resources to meet basic needs; and

2(7)(C)

represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem

2(7)(D)

identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.

2(8)

Students understand, and make inferences and draw conclusions about the structure and elements of drama provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.

2(8)(A)

measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data;

2(8)(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;

2(8)(A)

create two-dimensional shapes based on given attributes, including number of sides and vertices

2(8)(B)

identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation;

2(8)(B)

identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields; and

2(8)(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

2(8)(C)

explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions; and

2(8)(C)

identify ways people can conserve and replenish natural resources.

2(8)(C)

classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices

2(8)(D)

observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

2(8)(D)

compose two-dimensional shapes and three-dimensional solids with given properties or attributes

2(8)(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

2(9)(A)

describe similarities and differences in the plots and settings of several works by the same author; and

2(9)(A)

identify the basic needs of plants and animals;

Resource ID Author Select Subject(s)sort descending Grade Title
R4SCI0042 r4projectshare Science 2

Living Organisms

A Tier 1 life science instructional resource for grade 2.

2(9)(A)

explain how work provides income to purchase goods and services; and

2(9)(A)

find the length of objects using concrete models for standard units of length

2(9)(B)

describe main characters in works of fiction, including their traits, motivations, and feelings.

2(9)(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

2(9)(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.

2(9)(B)

describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object

2(9)(C)

compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area.

Resource ID Author Select Subject(s)sort descending Grade Title
R4SCI0042 r4projectshare Science 2

Living Organisms

A Tier 1 life science instructional resource for grade 2.

2(9)(C)

represent whole numbers as distances from any given location on a number line

2(9)(D)

determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

2(9)(E)

determine a solution to a problem involving length, including estimating lengths

2(9)(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

2(9)(G)

read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

3(1)(A)

decode multisyllabic words in context and independent of context by applying common spelling patterns including:

3(1)(A)

demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat; and

3(1)(A)

describe how individuals, events, and ideas have changed communities, past and present;

3(1)(A)

apply mathematics to problems arising in everyday life, society, and the workplace

3(1)(A)(i)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: dropping the final 'e' and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

3(1)(A)(ii)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: doubling final consonants when adding an ending (e.g., hop to hopping);

3(1)(A)(iii)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: changing the final 'y' to 'i' (e.g., baby to babies);

3(1)(A)(iv)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and

3(1)(A)(v)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: using knowledge of derivational affixes (e.g., -de, -ful, -able);

3(1)(B)

use common syllabication patterns to decode words including:

3(1)(B)

make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.

3(1)(B)

identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities; and

3(1)(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

3(1)(B)(i)

use common syllabication patterns to decode words including: closed syllable (CVC) (e.g., mag-net, splen-did);

3(1)(B)(ii)

use common syllabication patterns to decode words including: open syllable (CV) (e.g., ve-to);

3(1)(B)(iii)

use common syllabication patterns to decode words including: final stable syllable (e.g., puz-zle, con-trac-tion);

3(1)(B)(iv)

use common syllabication patterns to decode words including: r-controlled vowels (e.g., fer-ment, car-pool); and

3(1)(B)(v)

use common syllabication patterns to decode words including: vowel digraphs and diphthongs (e.g., ei-ther);

Pages