Texas

$Texas flag$

Skills available for Texas kindergarten 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.

Show alignments for:

Texas English Language Proficiency Standards: Kindergarten Texas English Language Proficiency Standards: Kindergarten
Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS)
Texas Essential Knowledge and Skills (TEKS) (2008) Texas Essential Knowledge and Skills (TEKS) (2008)

Actions

Print standards

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;
- 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;
- 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.
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:
  - i identifying and producing rhyming words;
  - ii recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
    - Which two words start with the same sound? (K-L.1)
    - Find the words that begin with a given sound (K-N.1)
  - iii identifying the individual words in a spoken sentence;
    - Find a word in a sentence (K-F.3)
  - iv identifying syllables in spoken words;
  - v blending syllables to form multisyllabic words;
    - Blend syllables together to make a word (K-J.1)
  - vi segmenting multisyllabic words into syllables;
  - vii blending spoken onsets and rimes to form simple words;
    - Blend onset and rime together to make a word (K-J.2)
  - viii blending spoken phonemes to form one-syllable words;
    - Blend each sound in a word together (K-J.3)
  - ix manipulating syllables within a multisyllabic word; and
  - x segmenting spoken one-syllable words into individual phonemes;
    - Identify the first, second, and last sound in a word (K-J.4)
    - Put the sounds in order (K-J.5)
- B demonstrate and apply phonetic knowledge by:
- C demonstrate and apply spelling knowledge by:
  - i spelling words with VC, CVC, and CCVC;
  - ii spelling words using sound-spelling patterns; and
    - Complete the word with the right initial consonant blend (K-V.2)
    - Complete the word with the right final consonant blend (K-V.5)
  - iii spelling high-frequency words from a research-based list;
    - Spell the sight word (K-X.17)
- D demonstrate print awareness by:
  - i identifying the front cover, back cover, and title page of a book;
    - Identify book parts and features (K-Z.1)
  - 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;
    - Identify book parts and features (K-Z.1)
  - iii recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
    - Choose the sentence that is spaced correctly (K-F.2)
    - Find a word in a sentence (K-F.3)
  - iv recognizing the difference between a letter and a printed word; and
    - Find a word in a sentence (K-F.3)
  - v identifying all uppercase and lowercase letters; and
- 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;
  - Put the letters in ABC order (K-E.11)
- 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.
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.

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;
- 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;
  - What will happen next? (K-CC.2)
- D create mental images to deepen understanding with adult assistance;
  - Choose the picture that matches the descriptive sentence (K-DD.)
- E make connections to personal experiences, ideas in other texts, and society with adult assistance;
  - Which could happen in real life? (K-AA.1)
- F make inferences and use evidence to support understanding 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
- 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;
- B provide an oral, pictorial, or written response to a text;
- C use text evidence to support an appropriate response;
- D retell texts in ways that maintain meaning;
  - Order images in a story (K-EE.1)
- E interact with sources in meaningful ways such as illustrating or writing; and
- F respond using newly acquired vocabulary as appropriate.

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;
  - What is the picture about? (K-BB.1)
- B identify and describe the main character(s);
  - Choose the picture that matches the setting or character (K-DD.1)
- C describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and
  - Order images in a story (K-EE.1)
- D describe the setting.
  - Choose the picture that matches the setting or character (K-DD.1)
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;
- B discuss rhyme and rhythm in nursery rhymes and a variety of poems;
- C discuss main characters in drama;
- D recognize characteristics and structures of informational text, including:
  - i the central idea and supporting evidence with adult assistance;
  - ii titles and simple graphics to gain information; and
    - Identify book parts and features (K-Z.1)
  - iii the steps in a sequence with adult assistance;
    - Put the sentences in order (K)
    - Identify time-order words (K)
- 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
  - Complete the fact and opinion sentences (K)
  - Complete the opinion passage with an example (K)
- 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;
- B discuss with adult assistance how the use of text structure contributes to the author's purpose;
  - Put the sentences in order (K)
  - Identify time-order words (K)
- C discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
  - Use text features (K)
- D discuss with adult assistance how the author uses words that help the reader visualize; and
  - Choose the picture that matches the descriptive sentence (K-DD.)
  - Use sense words (K)
- 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;
- B develop drafts in oral, pictorial, or written form by organizing ideas;
  - Sort objects into categories (K-PP.1)
  - Which one is not like the others? (K-PP.2)
- C revise drafts by adding details in pictures or words;
- D edit drafts with adult assistance using standard English conventions, including:
  - i complete sentences;
  - ii verbs;
  - iii singular and plural nouns;
  - iv adjectives, including articles;
  - v prepositions;
  - vi pronouns, including subjective, objective, and possessive cases;
  - vii capitalization of the first letter in a sentence and name;
    - Capitalize the first letter of a sentence (K-SS.1)
    - Capitalize the names of people and pets (K)
  - viii punctuation marks at the end of declarative sentences; and
    - Identify and use end marks (K-RR.2)
    - Identify statements (K)
  - ix correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words;
- 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
- 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;
- B develop and follow a research plan with adult assistance;
- C gather information from a variety of sources with adult assistance;
- 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.

Texas

Show alignments for:

Actions

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;

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;

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.

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:

i identifying and producing rhyming words;

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;

iv identifying syllables in spoken words;

v blending syllables to form multisyllabic words;

vi segmenting multisyllabic words into syllables;

vii blending spoken onsets and rimes to form simple words;

viii blending spoken phonemes to form one-syllable words;

ix manipulating syllables within a multisyllabic word; and

x segmenting spoken one-syllable words into individual phonemes;

B demonstrate and apply phonetic knowledge by:

i identifying and matching the common sounds that letters represent;

ii using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;

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;

C demonstrate and apply spelling knowledge by:

i spelling words with VC, CVC, and CCVC;

ii spelling words using sound-spelling patterns; and

iii spelling high-frequency words from a research-based list;

D demonstrate print awareness by:

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;

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

v identifying all uppercase and lowercase letters; and

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;

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.

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.

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;

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;

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;

F make inferences and use evidence to support understanding 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

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;

B provide an oral, pictorial, or written response to a text;

C use text evidence to support an appropriate response;

D retell texts in ways that maintain meaning;

E interact with sources in meaningful ways such as illustrating or writing; and

F respond using newly acquired vocabulary as appropriate.

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;

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

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;

B discuss rhyme and rhythm in nursery rhymes and a variety of poems;

C discuss main characters in drama;

D recognize characteristics and structures of informational text, including:

i the central idea and supporting evidence with adult assistance;

ii titles and simple graphics to gain information; and

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

F recognize characteristics of multimodal and digital texts.

9 Author's purpose and craft

A discuss with adult assistance the author's purpose for writing text;