Kindergarten English Language Arts and Reading (Texas TEKS)

110.2(b)(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language

• 110.2(b)(1) Students build oral language through listening, speaking, and discussion.
• 110.2(b)(1)(A) Listen actively, ask questions, and answer using multi-word responses.
• 110.2(b)(1)(B) Repeat and follow short, connected sequences of spoken directions.
• 110.2(b)(1)(C) Speak clearly and audibly, using language conventions to share ideas.
• 110.2(b)(1)(D) Collaborate by following discussion rules, such as waiting for turns.
• 110.2(b)(1)(E) Use social communication such as introductions, greetings, and stating needs.

110.2(b)(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing

• 110.2(b)(2) Students learn word structure through sounds, print concepts, phonics, and morphology to read and spell.
• 110.2(b)(2)(A) Demonstrate phonological awareness through sound-based tasks.
• 110.2(b)(2)(A)(i) Produce and identify rhyming words.
• 110.2(b)(2)(A)(ii) Recognize spoken alliteration and shared beginning sounds.
• 110.2(b)(2)(A)(iii) Identify individual words in a spoken sentence.
• 110.2(b)(2)(A)(iv) Identify syllables in spoken words.
• 110.2(b)(2)(A)(v) Blend spoken syllables to form multisyllabic words.
• 110.2(b)(2)(A)(vi) Break multisyllabic words into their component syllables.
• 110.2(b)(2)(A)(vii) Blend spoken onsets and rimes to form simple words.
• 110.2(b)(2)(A)(viii) Blend spoken phonemes to form one-syllable words.
• 110.2(b)(2)(A)(ix) Manipulate syllables within multisyllabic words.
• 110.2(b)(2)(A)(x) Separate spoken one-syllable words into individual phonemes.
• 110.2(b)(2)(B) Apply phonetic knowledge to letters, sounds, and high-frequency words.
• 110.2(b)(2)(B)(i) Match letters to the common sounds they represent.
• 110.2(b)(2)(B)(ii) Decode VC, CVC, CCVC, and CVCC words using letter-sound relationships.
• 110.2(b)(2)(B)(iii) Form new words by changing, adding, or removing letters.
• 110.2(b)(2)(B)(iv) Read at least 25 high-frequency words from a research-based list.
• 110.2(b)(2)(C) Apply spelling knowledge to words and high-frequency words.
• 110.2(b)(2)(C)(i) Spell VC, CVC, and CCVC words.
• 110.2(b)(2)(C)(ii) Spell words using common sound-spelling patterns.
• 110.2(b)(2)(C)(iii) Spell high-frequency words from a research-based list.
• 110.2(b)(2)(D) Demonstrate awareness of how print and books work.
• 110.2(b)(2)(D)(i) Identify a book's front cover, back cover, and title page.
• 110.2(b)(2)(D)(ii) Hold books correctly, turn pages properly, and track text left to right.
• 110.2(b)(2)(D)(iii) Recognize that sentences are words separated by spaces.
• 110.2(b)(2)(D)(iv) Distinguish a single letter from a printed word.
• 110.2(b)(2)(D)(v) Identify all uppercase and lowercase letters.
• 110.2(b)(2)(E) Form all uppercase and lowercase letters correctly in handwriting.

110.2(b)(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary

• 110.2(b)(3) Students use newly learned vocabulary expressively and clarify word meanings through resources and context.
• 110.2(b)(3)(A) Use picture dictionaries or digital tools to locate words.
• 110.2(b)(3)(B) Use pictures and texts they can read or hear to learn word meanings.
• 110.2(b)(3)(C) Identify and use words for actions, directions, positions, sequences, categories, and locations.

110.2(b)(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading

• 110.2(b)(4) Choose texts independently and read them for increasing periods of time.

110.2(b)(5) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts

• 110.2(b)(5) Students use metacognitive strategies to deepen understanding of increasingly complex texts, with adult help.
• 110.2(b)(5)(A) Set a reading purpose for assigned and chosen texts, with adult help.
• 110.2(b)(5)(B) Ask questions before, during, and after reading to deepen understanding, with adult help.
• 110.2(b)(5)(C) Make and confirm predictions using text features and structures, with adult help.
• 110.2(b)(5)(D) Form mental images to deepen understanding, with adult help.
• 110.2(b)(5)(E) Connect texts to personal experiences, other texts, and society, with adult help.
• 110.2(b)(5)(F) Make inferences and use evidence to support understanding, with adult help.
• 110.2(b)(5)(G) Identify the most important details, with adult help.
• 110.2(b)(5)(H) Combine information to build new understanding, with adult help.
• 110.2(b)(5)(I) Monitor understanding and adjust through rereading, background knowledge, visual cues, or questions when confused, with adult help.

110.2(b)(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts

• 110.2(b)(6) Students respond to a growing range of sources that are read, heard, or viewed.
• 110.2(b)(6)(A) Describe personal connections to a variety of sources.
• 110.2(b)(6)(B) Respond to a text orally, pictorially, or in writing.
• 110.2(b)(6)(C) Support responses with text evidence.
• 110.2(b)(6)(D) Retell texts in ways that keep their meaning.
• 110.2(b)(6)(E) Engage with sources through activities such as illustrating or writing.
• 110.2(b)(6)(F) Use newly learned vocabulary in responses when appropriate.

110.2(b)(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements

• 110.2(b)(7) Students recognize and analyze literary elements in increasingly complex texts.
• 110.2(b)(7)(A) Discuss topics and identify basic themes using text evidence, with adult help.
• 110.2(b)(7)(B) Identify and describe the main character or characters.
• 110.2(b)(7)(C) Describe main events, the problem, and the resolution in texts read aloud, with adult help.
• 110.2(b)(7)(D) Describe the setting.

110.2(b)(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres

• 110.2(b)(8) Students recognize genre-specific characteristics, structures, and purposes across increasingly complex texts.
• 110.2(b)(8)(A) Show knowledge of traits of well-known children's literature, such as folktales and nursery rhymes.
• 110.2(b)(8)(B) Discuss rhyme and rhythm in nursery rhymes and a variety of poems.
• 110.2(b)(8)(C) Discuss the main characters in drama.
• 110.2(b)(8)(D) Recognize characteristics and structures of informational text.
• 110.2(b)(8)(D)(i) Identify the central idea and supporting evidence, with adult help.
• 110.2(b)(8)(D)(ii) Use titles and simple graphics to gain information.
• 110.2(b)(8)(D)(iii) Identify steps in a sequence, with adult help.
• 110.2(b)(8)(E) Recognize persuasive text and state what the author wants readers to think or do, with adult help.
• 110.2(b)(8)(F) Recognize features of multimodal and digital texts.

110.2(b)(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts

• 110.2(b)(9) Students examine how authors' choices shape meaning and apply craft to their own work.
• 110.2(b)(9)(A) Discuss the author's purpose for writing, with adult help.
• 110.2(b)(9)(B) Discuss how text structure supports the author's purpose, with adult help.
• 110.2(b)(9)(C) Discuss how print and graphic features achieve specific purposes, with adult help.
• 110.2(b)(9)(D) Discuss how authors use words that help readers visualize, with adult help.
• 110.2(b)(9)(E) Listen to and experience first- and third-person texts.

110.2(b)(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process

• 110.2(b)(10) Students use the writing process to create legible texts with appropriate conventions.
• 110.2(b)(10)(A) Plan by generating ideas through class discussion and drawing.
• 110.2(b)(10)(B) Develop drafts in oral, pictorial, or written form by organizing ideas.
• 110.2(b)(10)(C) Revise drafts by adding details in pictures or words.
• 110.2(b)(10)(D) Edit drafts with adult help using standard English conventions.
• 110.2(b)(10)(D)(i) Write complete sentences.
• 110.2(b)(10)(D)(ii) Use verbs correctly.
• 110.2(b)(10)(D)(iii) Use singular and plural nouns.
• 110.2(b)(10)(D)(iv) Use adjectives, including articles.
• 110.2(b)(10)(D)(v) Use prepositions correctly.
• 110.2(b)(10)(D)(vi) Use subjective, objective, and possessive pronouns.
• 110.2(b)(10)(D)(vii) Capitalize sentence beginnings and names.
• 110.2(b)(10)(D)(viii) End declarative sentences with punctuation.
• 110.2(b)(10)(D)(ix) Spell grade-appropriate patterns and high-frequency words correctly.
• 110.2(b)(10)(E) Share writing with others.

110.2(b)(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres

• 110.2(b)(11) Students use genre characteristics to compose meaningful texts.
• 110.2(b)(11)(A) Dictate or compose literary texts, including personal narratives.
• 110.2(b)(11)(B) Dictate or compose informational texts.

110.2(b)(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts

• 110.2(b)(12) Students carry out short-term and sustained inquiry for a variety of purposes.
• 110.2(b)(12)(A) Generate questions for formal and informal inquiry, with adult help.
• 110.2(b)(12)(B) Develop and follow a research plan, with adult help.
• 110.2(b)(12)(C) Gather information from a variety of sources, with adult help.
• 110.2(b)(12)(D) Demonstrate understanding of gathered information, with adult help.
• 110.2(b)(12)(E) Present results in written, oral, or multimodal form.