Texas TEKS Standards Kindergarten ELA Activities
Printable Kindergarten English Language Arts Worksheets and Study Guides.
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TX.110.10(b) Figure 19 TAC, Reading/Comprehension Skills Kindergarten
(K.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:
K.1 (E) Retell or act out important events in stories.
TX.110.11. English Language Arts and Reading, Kindergarten
(K.1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
K.1 (G) Identify different parts of a book (e.g., front and back covers, title page).
(K.10) 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:
K.10 (A) Identify the topic and details in expository text heard or read, referring to the words and/or illustrations.
K.10 (D) Use titles and illustrations to make predictions about text.
(K.11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
K.11 (A) Follow pictorial directions (e.g., recipes, science experiments).
(K.16) 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:
K.16 (A) Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
K.16 (A) (ii) Nouns (singular/plural)
K.16 (A) (v) Pronouns (e.g., I, me)
(K.2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
K.2 (C) Orally generate rhymes in response to spoken words (e.g., ''What rhymes with hat?'').
K.2 (D) Distinguish orally presented rhyming pairs of words from non-rhyming pairs.
K.2 (H) Isolate the initial sound in one-syllable spoken words.
(K.3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
K.3 (D) Identify and read at least 25 high-frequency words from a commonly used list.
(K.4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
K.4 (A) Predict what might happen next in text based on the cover, title, and illustrations.
(K.5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:
K.5 (B) Recognize that compound words are made up of shorter words.
K.5 (C) Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures).
(K.6) 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:
K.6 (A) Identify elements of a story including setting, character, and key events.
(K.8) 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:
K.8 (A) Retell a main event from a story read aloud.
(K.9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard.
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