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Skills available for Texas pre-K 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): Prekindergarten Guidelines Texas Essential Knowledge and Skills (TEKS): Prekindergarten Guidelines

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II Language and Communication

II.D Vocabulary Skills

II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions.

II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom.

II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words*, many more than he or she uses.

II.D.4 Child uses a large speaking vocabulary, adding several new words daily.

II.D.5 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases.

II.E Sentences and Structure Skills

II.E.1 Child typically uses complete sentences of four or more words and grammatical complexity usually with subject, verb, and object order.

II.E.2 Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement.

II.E.3 Child uses sentences with more than one phrase.

II.E.4 Child combines more than one idea using complex sentences.

II.E.5 Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended meaning.

III Emergent Literacy Reading

III.A Motivation to Read Skills

III.A.1 Child engages in pre-reading and reading-related activities.

III.A.2 Child self-selects books and other written materials to engage in pre-reading behaviors.

III.A.3 Child recognizes that text has meaning.

III.B Phonological Awareness Skills

III.B.1 Child separates a normally spoken four-word sentence into individual words.

III.B.2 Child combines words to make a compound word.

III.B.3 Child deletes a word from a compound word.

III.B.4 Child blends syllables into words.

III.B.5 Child can segment a syllable from a word.

III.B.6 Child can recognize rhyming words.

III.B.7 Child can produce a word that begins with the same sound as a given pair of words.

III.B.8 Child blends onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with and without pictorial support.

III.B.9 Child recognizes and blends spoken phonemes into one syllable words with pictorial support.

III.C Alphabet Knowledge Skills

III.C.1 Child names at least 20 upper and at least 20 lower case letters in the language of instruction.

III.C.2 Child recognizes at least 20 distinct letter sounds in the language of instruction.

III.C.3 Child produces at least 20 distinct letter sound correspondences in the language of instruction.

III.D Comprehension of Text Read Aloud Skills

III.D.1 Child retells or re-enacts a story after it is read aloud.

III.D.2 Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.

III.D.3 Child asks and responds to questions relevant to the text read aloud.

III.D.4 Child will make inferences and predictions about text.

III.E Print Concepts

III.E.1 Child can distinguish between elements of print including letters, words, and pictures.

III.E.2 Child demonstrates understanding of print directionality including left to right and top to bottom.

III.E.3 Child can identify some conventional features of print that communicate meaning including end punctuation and case.

IV Emergent Literacy Writing

IV.A Motivation to Write Skills

IV.A.1 Child intentionally uses marks, letters, or symbols to record language and verbally shares meaning.

IV.A.2 Child independently writes to communicate his/her ideas for a variety of purposes.

IV.B Writing as a Process

IV.B.1 Child discusses and contributes ideas for drafts composed in whole/small group writing activities.

IV.B.2 Child interacts and provides suggestions to revise (add, take out, change order) and edit (conventions) class-made drafts.

IV.B.3 Child shares and celebrates class made and individual written products.

IV.C Conventions in Writing

IV.C.1 Child writes own name (first name or frequent nickname) using legible letters in proper sequence.

IV.C.2 Child moves from scribbles to some letter-sound correspondence using beginning and ending sounds when writing.

IV.C.3 Child independently uses letters to make words or parts of words.

IV.C.4 Child uses appropriate directionality when writing (top to bottom, left to right).

IV.C.5 Child begins to experiment with punctuation when writing.