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TEKS Number STAARsort descending Student Expectation
1(1)(F)

identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

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(2)(C)

recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/);

1(2)(D)

blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);

1(2)(E)

isolate initial, medial, and final sounds in one-syllable spoken words; and

1(2)(F)

segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).

1(3)(A)

decode words in context and in isolation by applying common letter-sound correspondences, including:

1(3)(A)(i)

decode words in context and in isolation by applying common letter-sound correspondences, including: 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)

decode words in context and in isolation by applying common letter-sound correspondences, including: 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)

decode words in context and in isolation by applying common letter-sound correspondences, including: consonant blends (e.g., bl, st);

1(3)(A)(iv)

decode words in context and in isolation by applying common letter-sound correspondences, including: consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;

1(3)(A)(v)

decode words in context and in isolation by applying common letter-sound correspondences, including: 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; and

1(3)(A)(vi)

decode words in context and in isolation by applying common letter-sound correspondences, including: 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)(i)

use common syllabication patterns to decode words, including: closed syllable (CVC) (e.g., mat, rab-bit);

1(3)(C)(ii)

use common syllabication patterns to decode words, including: open syllable (CV) (e.g., he, ba-by);

1(3)(C)(iii)

use common syllabication patterns to decode words, including: final stable syllable (e.g., ap-ple, a-ble);

1(3)(C)(iv)

use common syllabication patterns to decode words, including: vowel-consonant-silent 'e' words (VCe) (e.g., kite, hide);

1(3)(C)(v)

use common syllabication patterns to decode words, including: vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and

1(3)(C)(vi)

use common syllabication patterns to decode words, including: 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(3)(H)

identify and read at least 100 high-frequency words from a commonly used list; and

1(3)(I)

monitor accuracy of decoding.

1(4)(A)

confirm predictions about what will happen next in text by 'reading the part that tells';

1(4)(B)

ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and

1(4)(C)

establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

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); and

1(6)(E)

alphabetize a series of words to the first or second letter and use a dictionary to find words.

1(7)(A)

connect the meaning of a well-known story or fable to personal experiences; and

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)(A)

describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and

1(9)(B)

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

1(14)(A)

restate the main idea, heard or read;

1(14)(B)

identify important facts or details in text, heard or read;

1(14)(C)

retell the order of events in a text by referring to the words and/or illustrations; and

1(14)(D)

use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

1(15)(A)

follow written multi-step directions with picture cues to assist with understanding; and

1(15)(B)

explain the meaning of specific signs and symbols (e.g., map features).

1(16)(A)

recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and

1(16)(B)

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

1(17)(A)

plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

1(17)(B)

develop drafts by sequencing ideas through writing sentences;

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