What's New: English Language Arts Worksheets and Study Guides

American Symbols & HolidaysThanksgiving Day
Writing Readiness Kindergarten English Language Arts
Main Idea Fourth Grade English Language Arts
Simple Sentences Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts
Counting Syllables Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts

Texas TEKS Standards for First Grade English Language Arts

TX.110.10(b) Figure 19 TAC, Reading/Comprehension Skills First Grade

(1.1) Reading/Comprehension Skills. 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. The student is expected to:

1.1 (E) Retell or act out important events in stories in logical order.

TX.110.12. English Language Arts and Reading, Grade 1

(1.1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:

1.1 (C) Sequence the letters of the alphabet.
1.1 (F) Identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

(1.10) Reading/Comprehension of Literary Text/Literary Nonfiction. 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.

(1.14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

1.14 (A) Restate the main idea, heard or read.
1.14 (D) Use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

(1.15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

1.15 (A) Follow written multi-step directions with picture cues to assist with understanding.

(1.2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:

1.2 (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).
1.2 (B) Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite).

(1.20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

1.20 (A) Understand and use the following parts of speech in the context of reading, writing, and speaking:
1.20 (A) (i) Verbs (past, present, and future)
1.20 (A) (ii) Nouns (singular/plural, common/proper)
1.20 (A) (iii) Adjectives (e.g., descriptive: green, tall)
1.20 (A) (iv) Adverbs (e.g., time: before, next)
1.20 (A) (v) Prepositions and prepositional phrases
1.20 (A) (vi) Pronouns (e.g., I, me)

(1.21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

1.21 (B) Recognize and use basic capitalization for:
1.21 (B) (ii) The pronoun ''I''

(1.22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

1.22 (A) Use phonological knowledge to match sounds to letters to construct known words.
1.22 (B) Use letter-sound patterns to spell:
1.22 (B) (ii) Consonant-vowel-consonant-silent e (CVCe) words (e.g., ''hope'')
1.22 (B) (iii) One-syllable words with consonant blends (e.g., ''drop'')
1.22 (C) Spell high-frequency words from a commonly used list.
1.22 (D) Spell base words with inflectional endings (e.g., adding ''s'' to make words plurals).

(1.24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:

1.24 (B) Use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information.

(1.3) Reading/Beginning Reading Skills/Phonics. 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. Students are expected to:

1.3 (A) Decode words in context and in isolation by applying common letter-sound correspondences, including:
1.3 (A) (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
1.3 (A) (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
1.3 (A) (iii) Consonant blends (e.g., bl, st)
1.3 (A) (iv) Consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph
1.3 (A) (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
1.3 (A) (vi) Vowel diphthongs including oy, oi, ou, and ow
1.3 (B) Combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words.
1.3 (C) Use common syllabication patterns to decode words, including:
1.3 (C) (iii) Final stable syllable (e.g., ap-ple, a-ble)
1.3 (C) (v) Vowel digraphs and diphthongs (e.g., boy-hood, oat-meal)
1.3 (C) (vi) R-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or)
1.3 (D) Decode words with common spelling patterns (e.g., -ink, -onk, -ick).
1.3 (E) Read base words with inflectional endings (e.g., plurals, past tenses).
1.3 (F) Use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream).
1.3 (G) Identify and read contractions (e.g., isn't, can't).

(1.4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

1.4 (A) Confirm predictions about what will happen next in text by ''reading the part that tells''.

(1.6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

1.6 (A) Identify words that name actions (verbs) and words that name persons, places, or things (nouns).
1.6 (B) Determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime).
1.6 (C) Determine what words mean from how they are used in a sentence, either heard or read.
1.6 (D) Identify and sort words into conceptual categories (e.g., opposites, living things).
1.6 (E) Alphabetize a series of words to the first or second letter and use a dictionary to find words.

(1.7) Reading/Comprehension of Literary Text/Theme and Genre. 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. Students are expected to:

1.7 (A) Connect the meaning of a well-known story or fable to personal experiences.
1.7 (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.

(1.9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

1.9 (A) Describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events.
1.9 (B) Describe characters in a story and the reasons for their actions and feelings.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado Common Core StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards