Texas Essential Knowledge and Skills (TEKS): Grade 1
Skills available for Texas first-grade language arts standards
Strand
Print skill plan
1-5
Developing and sustaining foundational language skills
1 Listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
A listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
A listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
B follow, restate, and give oral instructions that involve a short, related sequence of actions;
B follow, restate, and give oral instructions that involve a short, related sequence of actions;
C share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
C share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
D work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
D work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
E develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
E develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
2 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.
A demonstrate phonological awareness by:
A demonstrate phonological awareness by:
i: producing a series of rhyming words;
i: producing a series of rhyming words;
ii: recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
ii: recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
iii: distinguishing between long and short vowel sounds in one-syllable words;
iii: distinguishing between long and short vowel sounds in one-syllable words;
iv: recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
iv: recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
v: blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
v: blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
vi: manipulating phonemes within base words; and
vi: manipulating phonemes within base words; and
vii: segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
vii: segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
B demonstrate and apply phonetic knowledge by:
B demonstrate and apply phonetic knowledge by:
i: decoding words in isolation and in context by applying common letter sound correspondences;
Short vowel words
Short vowel sentences
Short and long vowel words
Decodable texts
i: decoding words in isolation and in context by applying common letter sound correspondences;
Short vowel words
Short vowel sentences
Short and long vowel words
Decodable texts
ii: decoding words with initial and final consonant blends, digraphs, and trigraphs;
Consonant blends
Digraphs
Trigraphs
ii: decoding words with initial and final consonant blends, digraphs, and trigraphs;
Consonant blends
Digraphs
Trigraphs
iii: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
Open and closed syllables
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Silent e
Vowel teams
Variant vowels
R-controlled vowels
Diphthongs
iii: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
Open and closed syllables
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Silent e
Vowel teams
Variant vowels
R-controlled vowels
Diphthongs
iv: using knowledge of base words to decode common compound words and contractions;
Contractions
Compound words
iv: using knowledge of base words to decode common compound words and contractions;
Contractions
Compound words
v: decoding words with inflectional endings, including -ed, -s, and -es; and
v: decoding words with inflectional endings, including -ed, -s, and -es; and
vi: identifying and reading at least 100 high-frequency words from a research-based list;
vi: identifying and reading at least 100 high-frequency words from a research-based list;
C demonstrate and apply spelling knowledge by:
C demonstrate and apply spelling knowledge by:
i: spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
Short vowels
Open syllables
Silent e
Vowel teams
Diphthongs
Variant vowels
R-controlled vowels
Two-syllable words
i: spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
Short vowels
Open syllables
Silent e
Vowel teams
Diphthongs
Variant vowels
R-controlled vowels
Two-syllable words
ii: spelling words with initial and final consonant blends, digraphs, and trigraphs;
Consonant blends
Digraphs
Trigraphs
ii: spelling words with initial and final consonant blends, digraphs, and trigraphs;
Consonant blends
Digraphs
Trigraphs
iii: spelling words using sound-spelling patterns; and
Digraphs
Silent e
Vowel teams
Diphthongs
R-controlled vowels
Variant vowels
iii: spelling words using sound-spelling patterns; and
Digraphs
Silent e
Vowel teams
Diphthongs
R-controlled vowels
Variant vowels
iv: spelling high-frequency words from a research-based list;
iv: spelling high-frequency words from a research-based list;
D demonstrate print awareness by identifying the information that different parts of a book provide;
D demonstrate print awareness by identifying the information that different parts of a book provide;
E alphabetize a series of words to the first or second letter and use a dictionary to find words; and
E alphabetize a series of words to the first or second letter and use a dictionary to find words; and
F develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
F develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
3 Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A use a resource such as a picture dictionary or digital resource to find words;
A use a resource such as a picture dictionary or digital resource to find words;
B use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
Antonyms
Multiple-meaning words
Shades of meaning
Vocabulary in context
B use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
Antonyms
Multiple-meaning words
Shades of meaning
Vocabulary in context
C identify the meaning of words with the affixes -s, -ed, and -ing; and
C identify the meaning of words with the affixes -s, -ed, and -ing; and
D identify and use words that name actions, directions, positions, sequences, categories, and locations.
Action verbs
Sequence
Categories
Location words
D identify and use words that name actions, directions, positions, sequences, categories, and locations.
Action verbs
Sequence
Categories
Location words
4 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.
Rhymes
Short vowel sentences
Silent e sentences
Vowel team sentences
Decodable texts
Literary texts
Informational texts
5 Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
Read-alone informational texts
Read-alone literary texts
6
Comprehension skills
6 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A establish purpose for reading assigned and self-selected texts with adult assistance;
A establish purpose for reading assigned and self-selected texts with adult assistance;
B generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
B generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
C make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
C make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
D create mental images to deepen understanding with adult assistance;
D create mental images to deepen understanding with adult assistance;
E make connections to personal experiences, ideas in other texts, and society with adult assistance;
E make connections to personal experiences, ideas in other texts, and society with adult assistance;
F make inferences and use evidence to support understanding with adult assistance;
Inference and analysis
Theme
Read-along texts
Read-alone texts
F make inferences and use evidence to support understanding with adult assistance;
Inference and analysis
Theme
Read-along texts
Read-alone texts
G evaluate details to determine what is most important with adult assistance;
G evaluate details to determine what is most important with adult assistance;
H synthesize information to create new understanding with adult assistance; and
H synthesize information to create new understanding with adult assistance; and
I monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
I 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
7 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.
A describe personal connections to a variety of sources;
A describe personal connections to a variety of sources;
B write brief comments on literary or informational texts;
B write brief comments on literary or informational texts;
C use text evidence to support an appropriate response;
Central idea
Inference and analysis
Opinions and examples
C use text evidence to support an appropriate response;
Central idea
Inference and analysis
Opinions and examples
D retell texts in ways that maintain meaning;
D retell texts in ways that maintain meaning;
E interact with sources in meaningful ways such as illustrating or writing; and
E interact with sources in meaningful ways such as illustrating or writing; and
F respond using newly acquired vocabulary as appropriate.
Adjectives
Prepositions
Synonyms and antonyms
Multiple-meaning words
F respond using newly acquired vocabulary as appropriate.
Adjectives
Prepositions
Synonyms and antonyms
Multiple-meaning words
8-9
Multiple genres
8 Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A discuss topics and determine theme using text evidence with adult assistance;
A discuss topics and determine theme using text evidence with adult assistance;
B describe the main character(s) and the reason(s) for their actions;
B describe the main character(s) and the reason(s) for their actions;
C describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
C describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
D describe the setting.
D describe the setting.
9 Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
B discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
B discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
C discuss elements of drama such as characters and setting;
C discuss elements of drama such as characters and setting;
D recognize characteristics and structures of informational text, including:
D recognize characteristics and structures of informational text, including:
i: the central idea and supporting evidence with adult assistance;
Central idea
Read-along texts
Read-alone texts
i: the central idea and supporting evidence with adult assistance;
Central idea
Read-along texts
Read-alone texts
ii: features and simple graphics to locate or gain information; and
ii: features and simple graphics to locate or gain information; and
iii: organizational patterns such as chronological order and description with adult assistance;
iii: organizational patterns such as chronological order and description with adult assistance;
E recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
E recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
F recognize characteristics of multimodal and digital texts.
F recognize characteristics of multimodal and digital texts.
10
Author's purpose and craft
10 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A discuss the author's purpose for writing text;
A discuss the author's purpose for writing text;
B discuss how the use of text structure contributes to the author's purpose;
B discuss how the use of text structure contributes to the author's purpose;
C discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
C discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
D discuss how the author uses words that help the reader visualize; and
D discuss how the author uses words that help the reader visualize; and
E listen to and experience first- and third-person texts.
E listen to and experience first- and third-person texts.
11-12
Composition
11 Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A plan a first draft by generating ideas for writing such as by drawing and brainstorming;
A plan a first draft by generating ideas for writing such as by drawing and brainstorming;
B develop drafts in oral, pictorial, or written form by:
B develop drafts in oral, pictorial, or written form by:
i: organizing with structure; and
i: organizing with structure; and
ii: developing an idea with specific and relevant details;
ii: developing an idea with specific and relevant details;
C revise drafts by adding details in pictures or words;
Adjectives
Synonyms and antonyms
Prepositions
Descriptive details
C revise drafts by adding details in pictures or words;
Adjectives
Synonyms and antonyms
Prepositions
Descriptive details
D edit drafts using standard English conventions, including:
D edit drafts using standard English conventions, including:
i: complete sentences with subject-verb agreement;
Complete sentences
Subject-verb agreement
i: complete sentences with subject-verb agreement;
Complete sentences
Subject-verb agreement
ii: past and present verb tense;
Past tense
Present tense
Past or present tense
ii: past and present verb tense;
Past tense
Present tense
Past or present tense
iii: singular, plural, common, and proper nouns;
Common nouns
Proper nouns
Common and proper nouns
Regular plural nouns
Irregular plural nouns
Singular and plural nouns
iii: singular, plural, common, and proper nouns;
Common nouns
Proper nouns
Common and proper nouns
Regular plural nouns
Irregular plural nouns
Singular and plural nouns
iv: adjectives, including articles;
Adjectives
Comparative and superlative adjectives
Articles
iv: adjectives, including articles;
Adjectives
Comparative and superlative adjectives
Articles
v: adverbs that convey time;
v: adverbs that convey time;
vi: prepositions;
vi: prepositions;
vii: pronouns, including subjective, objective, and possessive cases;
Subject and object pronouns
Personal pronouns
Possessive pronouns
vii: pronouns, including subjective, objective, and possessive cases;
Subject and object pronouns
Personal pronouns
Possessive pronouns
viii: capitalization for the beginning of sentences and the pronoun "I";
viii: capitalization for the beginning of sentences and the pronoun "I";
ix: punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
ix: punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
x: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and
Blend and segment
Consonant blends
Digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
R-controlled vowels
Two-syllable words
Sight words
Plural nouns
Possessive nouns
Past tense
Contractions
Soft g and c
x: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and
Blend and segment
Consonant blends
Digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
R-controlled vowels
Two-syllable words
Sight words
Plural nouns
Possessive nouns
Past tense
Contractions
Soft g and c
E publish and share writing.
E publish and share writing.
12 Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A dictate or compose literary texts, including personal narratives and poetry;
A dictate or compose literary texts, including personal narratives and poetry;
B dictate or compose informational texts, including procedural texts; and
B dictate or compose informational texts, including procedural texts; and
C dictate or compose correspondence such as thank you notes or letters.
C dictate or compose correspondence such as thank you notes or letters.
13
Inquiry and research
13 Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A generate questions for formal and informal inquiry with adult assistance;
A generate questions for formal and informal inquiry with adult assistance;
B develop and follow a research plan with adult assistance;
B develop and follow a research plan with adult assistance;
C identify and gather relevant sources and information to answer the questions with adult assistance;
C identify and gather relevant sources and information to answer the questions with adult assistance;
D demonstrate understanding of information gathered with adult assistance; and
Read-along informational texts
Read-alone informational texts
D demonstrate understanding of information gathered with adult assistance; and
Read-along informational texts
Read-alone informational texts
E use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
E use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.