Home > States > Texas Essential Knowledge and Skills (TEKS) > Chapter 110. English Language Arts and Reading > (b) Knowledge and skills.

§110.2 English Language Arts and Reading

(b) Knowledge and skills.

  • (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:
    1. determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);
    2. respond appropriately and courteously to directions and questions (K-3);
    3. participate in rhymes, songs, conversations, and discussions (K-3);
    4. listen critically to interpret and evaluate (K-3);
    5. listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and
    6. identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).
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  • (2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

    1. connect experiences and ideas with those of others through speaking and listening (K-3); and
    2. compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).
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  • (3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:

    1. choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3);
    2. use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3);
    3. ask and answer relevant questions and make contributions in small or large group discussions (K-3);
    4. present dramatic interpretations of experiences, stories, poems, or plays (K-3); and
    5. gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).
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  • (4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:

    1. learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);
    2. use vocabulary to describe clearly ideas, feelings, and experiences (K-3);
    3. clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and
    4. retell a spoken message by summarizing or clarifying (K-3).
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  • (5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to:

    1. recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1);
    2. know that print moves left-to-right across the page and top-to-bottom (K-1);
    3. understand that written words are separated by spaces (K-1);
    4. know the difference between individual letters and printed words (K-1);
    5. know the difference between capital and lowercase letters (K-1);
    6. recognize how readers use capitalization and punctuation to comprehend (K-1);
    7. understand that spoken words are represented in written language by specific sequences of letters (K-1); and
    8. recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).
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  • (6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The student is expected to:

    1. demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
    2. identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
    3. produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);
    4. identify and isolate the initial and final sound of a spoken word (K-1);
    5. blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); and
    6. segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1).
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  • (7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to:

    1. name and identify each letter of the alphabet (K-1);
    2. understand that written words are composed of letters that represent sounds (K-1); and
    3. learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
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  • (8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:

    1. discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);
    2. develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and
    3. identify words that name persons, places, or things and words that name actions (K-1).
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  • (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. The student is expected to:

    1. use prior knowledge to anticipate meaning and make sense of texts (K-3);
    2. establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3); and
    3. retell or act out the order of important events in stories (K-3).
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  • (10) Reading/literary response. The student responds to various texts. The student is expected to:

    1. listen to stories being read aloud (K-1);
    2. participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);
    3. respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and
    4. describe how illustrations contribute to the text (K-1).
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  • (11) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to:

    1. distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);
    2. understand simple story structure (K-1);
    3. distinguish fiction from nonfiction, including fact and fantasy (K-3);
    4. understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); and
    5. understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1).
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  • (12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to:

    1. identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);
    2. use pictures, print, and people to gather information and answer questions (K-1);
    3. draw conclusions from information gathered (K-3); and
    4. locate important areas of the library/media center (K-1).
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  • (13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

    1. connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3); and
    2. compare experiences of characters across cultures (K-3).
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  • (14) Writing/spelling/penmanship. The student develops the foundations of writing. The student is expected to:

    1. write his/her own name and other important words (K-1);
    2. write each letter of the alphabet, both capital and lowercase (K);
    3. use phonological knowledge to map sounds to letters to write messages (K-1);
    4. write messages that move left-to-right and top-to-bottom on the page (K-1); and
    5. gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K).
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  • (15) Writing/composition. The student composes original texts. The student is expected to:

    1. dictate messages such as news and stories for others to write (K-1);
    2. write labels, notes, and captions for illustrations, possessions, charts, centers (K-1);
    3. write to record ideas and reflections (K-3);
    4. generate ideas before writing on self-selected topics (K-1);
    5. generate ideas before writing on assigned tasks (K-1); and
    6. use available technology to compose text (K-3).
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  • (16) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

    1. record or dictate questions for investigating (K-1); and
    2. record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).
    Teach This Standard

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