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Skills available for Texas first-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS)
Texas Essential Knowledge and Skills (TEKS) (2008): Oral and Written Conventions Texas Essential Knowledge and Skills (TEKS) (2008): Oral and Written Conventions
Texas Essential Knowledge and Skills (TEKS) (2008): Reading Texas Essential Knowledge and Skills (TEKS) (2008): Reading

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Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

A establish purposes for reading selected texts based upon desired outcome to enhance comprehension;
B ask literal questions of text;
C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud);
D make inferences about text and use textual evidence to support understanding;
E retell or act out important events in stories in logical order; and
- What will happen next? (1-X.2)
F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

1 Students understand how English is written and printed.

A recognize that spoken words are represented in written English by specific sequences of letters;
B identify upper- and lower-case letters;
C sequence the letters of the alphabet;
- Put the letters in ABC order (1-LL.1)
D recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);
E read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and
F identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).
- Which book title goes with the picture? (2-Q.1)

2 Students display phonological awareness.

A orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);
B distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);
- Sort short and long vowel words (1-M.3)
C recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/);
D blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);
E isolate initial, medial, and final sounds in one-syllable spoken words; and
F segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).
- Identify each sound in a word (1-D.2)
- Put the sounds in order (1-D.3)

3 Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

A decode words in context and in isolation by applying common letter-sound correspondences, including:
- i single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
- ii single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;
- iii consonant blends (e.g., bl, st);
- iv consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
- v vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and
- vi vowel diphthongs including oy, oi, ou, and ow;
  - Choose the diphthong word that matches the picture (1-Q.1)
  - Complete the word with the right diphthong: oi, oy, ou, ow (1-Q.2)
B combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;
C use common syllabication patterns to decode words, including:
- i closed syllable (CVC) (e.g., mat, rab-bit);
- ii open syllable (CV) (e.g., he, ba-by);
- iii final stable syllable (e.g., ap-ple, a-ble);
- iv vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);
- v vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and
- vi r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or;
  - Choose the r-control word that matches the picture (1-P.1)
  - Complete the word with the right r-controlled vowel: ar, er, ir, or, ur (1-P.2)
D decode words with common spelling patterns (e.g., -ink, -onk, -ick);
E read base words with inflectional endings (e.g., plurals, past tenses);
- Complete the verb with the ending that you hear (1-RR.8)
- Match the -ed and -ing sentences to the pictures (1-RR.9)
F use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);
G identify and read contractions (e.g., isn't, can't);
H identify and read at least 100 high-frequency words from a commonly used list; and
I monitor accuracy of decoding.

4 Students comprehend a variety of texts drawing on useful strategies as needed.

A confirm predictions about what will happen next in text by "reading the part that tells";
- What will happen next? (1-X.2)
B ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and
C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

5 Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

6 Students understand new vocabulary and use it when reading and writing.

A identify words that name actions (verbs) and words that name persons, places, or things (nouns);
B determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime);
C determine what words mean from how they are used in a sentence, either heard or read;
- Multiple-meaning words with pictures (1-HH.1)
- Use context to identify the meaning of a word (1-KK.1)
D identify and sort words into conceptual categories (e.g., opposites, living things); and
E alphabetize a series of words to the first or second letter and use a dictionary to find words.
- Put the words in ABC order (1-LL.2)

7 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

A connect the meaning of a well-known story or fable to personal experiences; and
B explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk- and fairy tales.

8 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.

9 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

A describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and
- What is the picture about? (1-U.1)
- What will happen next? (1-X.2)
B describe characters in a story and the reasons for their actions and feelings.
- Which feeling matches the picture? (1-X.1)

10 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.

Which could happen in real life? (1-T.1)

11 Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize sensory details in literary text.

12 Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time.

13 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing about the text.

What is the picture about? (1-U.1)

14 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

A restate the main idea, heard or read;
- What is the picture about? (1-U.1)
B identify important facts or details in text, heard or read;
C retell the order of events in a text by referring to the words and/or illustrations; and
- What will happen next? (1-X.2)
D use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.
- Which book title goes with the picture? (2-Q.1)

15 Students understand how to glean and use information in procedural texts and documents.

A follow written multi-step directions with picture cues to assist with understanding; and
B explain the meaning of specific signs and symbols (e.g., map features).

16 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts.

A recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and
B identify techniques used in media (e.g., sound, movement).

Texas

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Actions

Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

A establish purposes for reading selected texts based upon desired outcome to enhance comprehension;

B ask literal questions of text;

C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud);

D make inferences about text and use textual evidence to support understanding;

E retell or act out important events in stories in logical order; and

F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

1 Students understand how English is written and printed.

A recognize that spoken words are represented in written English by specific sequences of letters;

B identify upper- and lower-case letters;

C sequence the letters of the alphabet;

D recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);

E read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and

F identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

2 Students display phonological awareness.

A orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);

B distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);

C recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/);

D blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);

E isolate initial, medial, and final sounds in one-syllable spoken words; and

F segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).

3 Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

A decode words in context and in isolation by applying common letter-sound correspondences, including:

i single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;

ii single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;

iii consonant blends (e.g., bl, st);

iv consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;

v vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and

vi vowel diphthongs including oy, oi, ou, and ow;

B combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;

C use common syllabication patterns to decode words, including:

i closed syllable (CVC) (e.g., mat, rab-bit);

ii open syllable (CV) (e.g., he, ba-by);

iii final stable syllable (e.g., ap-ple, a-ble);

iv vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);

v vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and

vi r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or;

D decode words with common spelling patterns (e.g., -ink, -onk, -ick);

E read base words with inflectional endings (e.g., plurals, past tenses);

F use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);

G identify and read contractions (e.g., isn't, can't);

H identify and read at least 100 high-frequency words from a commonly used list; and

I monitor accuracy of decoding.

4 Students comprehend a variety of texts drawing on useful strategies as needed.

A confirm predictions about what will happen next in text by "reading the part that tells";

B ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and

C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

5 Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

6 Students understand new vocabulary and use it when reading and writing.

A identify words that name actions (verbs) and words that name persons, places, or things (nouns);

B determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime);

C determine what words mean from how they are used in a sentence, either heard or read;

D identify and sort words into conceptual categories (e.g., opposites, living things); and

E alphabetize a series of words to the first or second letter and use a dictionary to find words.

7 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

A connect the meaning of a well-known story or fable to personal experiences; and

B explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk- and fairy tales.

8 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.

9 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

A describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and

B describe characters in a story and the reasons for their actions and feelings.

10 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.

11 Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize sensory details in literary text.

12 Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time.

14 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

A restate the main idea, heard or read;

B identify important facts or details in text, heard or read;

C retell the order of events in a text by referring to the words and/or illustrations; and

D use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

15 Students understand how to glean and use information in procedural texts and documents.

A follow written multi-step directions with picture cues to assist with understanding; and

B explain the meaning of specific signs and symbols (e.g., map features).

16 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts.

A recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and

B identify techniques used in media (e.g., sound, movement).