Search TEKS

TEKS Number STAARsort descending Student Expectation
K(F19)(A)

discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language);

K(F19)(B)

ask and respond to questions about text;

K(F19)(C)

monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud);

K(F19)(D)

make inferences based on the cover, title, illustrations, and plot;

K(F19)(E)

retell or act out important events in stories; and

K(F19)(F)

make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

K(1)(A)

recognize that spoken words can be represented by print for communication;

K(1)(B)

identify upper- and lower-case letters;

K(1)(C)

demonstrate the one-to-one correspondence between a spoken word and a printed word in text;

K(1)(D)

recognize the difference between a letter and a printed word;

K(1)(E)

recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);

K(1)(F)

hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and

K(1)(G)

identify different parts of a book (e.g., front and back covers, title page).

K(2)(A)

identify a sentence made up of a group of words;

K(2)(B)

identify syllables in spoken words;

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)(E)

recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., 'baby boy bounces the ball');

K(2)(F)

blend spoken onsets and rimes to form simple words (e.g., onset /c/ and rime /at/ make cat);

K(2)(G)

blend spoken phonemes to form one-syllable words (e.g., /m/ … /a/ … /n/ says man);

K(2)(H)

isolate the initial sound in one-syllable spoken words; and

K(2)(I)

segment spoken one-syllable words into two to three phonemes (e.g., dog: /d/ … /o/ … /g/).

K(3)(A)

identify the common sounds that letters represent;

K(3)(B)

use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);

K(3)(C)

recognize that new words are created when letters are changed, added, or deleted; and

K(3)(D)

identify and read at least 25 high-frequency words from a commonly used list.

K(4)(A)

predict what might happen next in text based on the cover, title, and illustrations; and

K(4)(B)

ask and respond to questions about texts read aloud.

K(5)(A)

identify and use words that name actions, directions, positions, sequences, and locations;

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); and

K(5)(D)

use a picture dictionary to find words.

K(6)(A)

identify elements of a story including setting, character, and key events;

K(6)(B)

discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience;

K(6)(C)

recognize sensory details; and

K(6)(D)

recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures.

K(8)(A)

retell a main event from a story read aloud; and

K(8)(B)

describe characters in a story and the reasons for their actions.

K(10)(A)

identify the topic and details in expository text heard or read, referring to the words and/or illustrations;

K(10)(B)

retell important facts in a text, heard or read;

K(10)(C)

discuss the ways authors group information in text; and

K(10)(D)

use titles and illustrations to make predictions about text.

K(11)(A)

follow pictorial directions (e.g., recipes, science experiments); and

K(11)(B)

identify the meaning of specific signs (e.g., traffic signs, warning signs).

K(12)(A)

identify different forms of media (e.g., advertisements, newspapers, radio programs); and

K(12)(B)

identify techniques used in media (e.g., sound, movement).

K(13)(A)

plan a first draft by generating ideas for writing through class discussion;

K(13)(B)

develop drafts by sequencing the action or details in the story;

K(13)(C)

revise drafts by adding details or sentences;

K(13)(D)

edit drafts by leaving spaces between letters and words; and

Pages