Texas Essential Knowledge and Skills (TEKS): Kindergarten
Skills available for Texas kindergarten language arts standards
Strand
Print skill plan
1-4
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 and ask questions to understand information and answer questions using multi-word responses;
A listen actively and ask questions to understand information and answer questions using multi-word responses;
B restate and follow oral directions that involve a short, related sequence of actions;
B restate and follow oral directions that involve a short, related sequence of actions;
C share information and ideas by speaking audibly and clearly using the conventions of language;
C share information and ideas by speaking audibly and clearly using the conventions of language;
D work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and
D work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and
E develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.
E develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.
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: identifying and producing rhyming words;
i: identifying and producing 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: identifying the individual words in a spoken sentence;
iii: identifying the individual words in a spoken sentence;
iv: identifying syllables in spoken words;
iv: identifying syllables in spoken words;
v: blending syllables to form multisyllabic words;
v: blending syllables to form multisyllabic words;
vi: segmenting multisyllabic words into syllables;
vi: segmenting multisyllabic words into syllables;
vii: blending spoken onsets and rimes to form simple words;
vii: blending spoken onsets and rimes to form simple words;
viii: blending spoken phonemes to form one-syllable words;
viii: blending spoken phonemes to form one-syllable words;
ix: manipulating syllables within a multisyllabic word; and
ix: manipulating syllables within a multisyllabic word; and
x: segmenting spoken one-syllable words into individual phonemes;
x: segmenting spoken one-syllable words into individual phonemes;
B demonstrate and apply phonetic knowledge by:
B demonstrate and apply phonetic knowledge by:
i: identifying and matching the common sounds that letters represent;
i: identifying and matching the common sounds that letters represent;
ii: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
Short vowel: VC
Short a
Short e
Short i
Short o
Short u
Short vowels: review
Digraphs
Consonant blends
ii: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
Short vowel: VC
Short a
Short e
Short i
Short o
Short u
Short vowels: review
Digraphs
Consonant blends
iii: recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
iii: recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
iv: identifying and reading at least 25 high-frequency words from a research-based list;
iv: identifying and reading at least 25 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 VC, CVC, and CCVC;
Short vowel words
Consonant blends
i: spelling words with VC, CVC, and CCVC;
Short vowel words
Consonant blends
ii: spelling words using sound-spelling patterns; and
ii: spelling words using sound-spelling patterns; and
iii: spelling high-frequency words from a research-based list;
iii: spelling high-frequency words from a research-based list;
D demonstrate print awareness by:
D demonstrate print awareness by:
i: identifying the front cover, back cover, and title page of a book;
i: identifying the front cover, back cover, and title page of a book;
ii: holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;
ii: holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;
iii: recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
iii: recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
iv: recognizing the difference between a letter and a printed word; and
iv: recognizing the difference between a letter and a printed word; and
v: identifying all uppercase and lowercase letters; and
Learn letter names
Lowercase letters
Uppercase letters
v: identifying all uppercase and lowercase letters; and
Learn letter names
Lowercase letters
Uppercase letters
E develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
E develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
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; and
B use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and
C identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
Adjectives
Location
Categories
Verbs
Sequence
C identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
Adjectives
Location
Categories
Verbs
Sequence
4 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.
Informational texts
Literary texts
Decodable texts
5
Comprehension skills
5 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 and confirm predictions using text features and structures with adult assistance;
C make and confirm predictions using text features 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
Read-along texts
Read-alone texts
F make inferences and use evidence to support understanding with adult assistance;
Inference
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 with adult assistance.
I monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.
6
Response skills
6 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 provide an oral, pictorial, or written response to a text;
B provide an oral, pictorial, or written response to a text;
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
7-8
Multiple genres
7 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 the basic theme using text evidence with adult assistance;
A discuss topics and determine the basic theme using text evidence with adult assistance;
B identify and describe the main character(s);
B identify and describe the main character(s);
C describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and
C describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and
D describe the setting.
D describe the setting.
8 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 and rhythm in nursery rhymes and a variety of poems;
B discuss rhyme and rhythm in nursery rhymes and a variety of poems;
C discuss main characters in drama;
C discuss main characters in drama;
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;
i: the central idea and supporting evidence with adult assistance;
ii: titles and simple graphics to gain information; and
ii: titles and simple graphics to gain information; and
iii: the steps in a sequence with adult assistance;
iii: the steps in a sequence 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.
9
Author's purpose and craft
9 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 with adult assistance the author's purpose for writing text;
A discuss with adult assistance the author's purpose for writing text;
B discuss with adult assistance how the use of text structure contributes to the author's purpose;
B discuss with adult assistance 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 with adult assistance how the author uses words that help the reader visualize; and
D discuss with adult assistance 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.
10-11
Composition
10 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 by generating ideas for writing through class discussions and drawings;
A plan by generating ideas for writing through class discussions and drawings;
B develop drafts in oral, pictorial, or written form by organizing ideas;
B develop drafts in oral, pictorial, or written form by organizing ideas;
C revise drafts by adding details in pictures or words;
Adjectives
Position words
Antonyms
Synonyms
C revise drafts by adding details in pictures or words;
Adjectives
Position words
Antonyms
Synonyms
D edit drafts with adult assistance using standard English conventions, including:
D edit drafts with adult assistance using standard English conventions, including:
i: complete sentences;
i: complete sentences;
ii: verbs;
ii: verbs;
iii: singular and plural nouns;
iii: singular and plural nouns;
iv: adjectives, including articles;
iv: adjectives, including articles;
v: prepositions;
v: prepositions;
vi: pronouns, including subjective, objective, and possessive cases;
Subject and object pronouns
Personal pronouns
Possessive pronouns
vi: pronouns, including subjective, objective, and possessive cases;
Subject and object pronouns
Personal pronouns
Possessive pronouns
vii: capitalization of the first letter in a sentence and name;
vii: capitalization of the first letter in a sentence and name;
viii: punctuation marks at the end of declarative sentences; and
viii: punctuation marks at the end of declarative sentences; and
ix: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words;
Consonant blends
Short vowel words
Silent e words
Sight words
ix: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words;
Consonant blends
Short vowel words
Silent e words
Sight words
E share writing.
E share writing.
11 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
A dictate or compose literary texts, including personal narratives; and
B dictate or compose informational texts.
B dictate or compose informational texts.
12
Inquiry and research
12 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 gather information from a variety of sources with adult assistance;
C gather information from a variety of sources with adult assistance;
D demonstrate understanding of information gathered with adult assistance; and
D demonstrate understanding of information gathered with adult assistance; and
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.