Common Planner
K–12 Standards

Kindergarten

Other Texas English Language Arts and Reading sets

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking

  • 1

    Oral language. The student develops oral language through listening, speaking, and discussionK.ELA.b1

    1. A

      listen actively and ask questions to understand information and answer questions using multi-word responsesK.ELA.b1.A

    2. B

      restate and follow oral directions that involve a short, related sequence of actionsK.ELA.b1.B

    3. C

      share information and ideas by speaking audibly and clearly using the conventions of languageK.ELA.b1.C

    4. D

      work collaboratively with others by following agreed-upon rules for discussion, including taking turnsK.ELA.b1.D

    5. E

      develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wantsK.ELA.b1.E

  • 2

    Beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spellK.ELA.b2

    1. A

      demonstrate phonological awareness by:K.ELA.b2.A

      1. i

        identifying and producing rhyming wordsK.ELA.b2.Ai

      2. ii

        recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial soundK.ELA.b2.Aii

      3. iii

        identifying the individual words in a spoken sentenceK.ELA.b2.Aiii

      4. iv

        identifying syllables in spoken wordsK.ELA.b2.Aiv

      5. v

        blending syllables to form multisyllabic wordsK.ELA.b2.Av

      6. vi

        segmenting multisyllabic words into syllablesK.ELA.b2.Avi

      7. vii

        blending spoken onsets and rimes to form simple wordsK.ELA.b2.Avii

      8. viii

        blending spoken phonemes to form one-syllable wordsK.ELA.b2.Aviii

      9. ix

        manipulating syllables within a multisyllabic wordK.ELA.b2.Aix

      10. x

        segmenting spoken one-syllable words into individual phonemesK.ELA.b2.Ax

    2. B

      demonstrate and apply phonetic knowledge by:K.ELA.b2.B

      1. i

        identifying and matching the common sounds that letters representK.ELA.b2.Bi

      2. ii

        using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC wordsK.ELA.b2.Bii

      3. iii

        recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tapK.ELA.b2.Biii

      4. iv

        identifying and reading at least 25 high-frequency words from a research-based listK.ELA.b2.Biv

    3. C

      demonstrate and apply spelling knowledge by:K.ELA.b2.C

      1. i

        spelling words with VC, CVC, and CCVCK.ELA.b2.Ci

      2. ii

        spelling words using sound-spelling patternsK.ELA.b2.Cii

      3. iii

        spelling high-frequency words from a research-based listK.ELA.b2.Ciii

    4. D

      demonstrate print awareness by:K.ELA.b2.D

      1. i

        identifying the front cover, back cover, and title page of a bookK.ELA.b2.Di

      2. ii

        holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweepK.ELA.b2.Dii

      3. iii

        recognizing that sentences are comprised of words separated by spaces and recognizing word boundariesK.ELA.b2.Diii

      4. iv

        recognizing the difference between a letter and a printed wordK.ELA.b2.Div

      5. v

        identifying all uppercase and lowercase lettersK.ELA.b2.Dv

    5. E

      develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.K.ELA.b2.E

  • 3

    Vocabulary. The student uses newly acquired vocabulary expressivelyK.ELA.b3

    1. A

      use a resource such as a picture dictionary or digital resource to find wordsK.ELA.b3.A

    2. B

      use illustrations and texts the student is able to read or hear to learn or clarify word meaningsK.ELA.b3.B

    3. C

      identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locationsK.ELA.b3.C

  • 4

    The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of timeK.ELA.b4

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts

  • 5

    The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex textsK.ELA.b5

  • A

    establish purpose for reading assigned and self-selected texts with adult assistanceK.ELA.b5.A

  • B

    generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistanceK.ELA.b5.B

  • C

    make and confirm predictions using text features and structures with adult assistanceK.ELA.b5.C

  • D

    create mental images to deepen understanding with adult assistanceK.ELA.b5.D

  • E

    make connections to personal experiences, ideas in other texts, and society with adult assistanceK.ELA.b5.E

  • F

    make inferences and use evidence to support understanding with adult assistanceK.ELA.b5.F

  • G

    evaluate details to determine what is most important with adult assistanceK.ELA.b5.G

  • H

    synthesize information to create new understanding with adult assistanceK.ELA.b5.H

  • I

    monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistanceK.ELA.b5.I

Response skills: listening, speaking, reading, writing, and thinking using multiple texts

  • 6

    The student responds to an increasingly challenging variety of sources that are read, heard, or viewedK.ELA.b6

  • A

    describe personal connections to a variety of sourcesK.ELA.b6.A

  • B

    provide an oral, pictorial, or written response to a textK.ELA.b6.B

  • C

    use text evidence to support an appropriate responseK.ELA.b6.C

  • D

    retell texts in ways that maintain meaningK.ELA.b6.D

  • E

    interact with sources in meaningful ways such as illustrating or writingK.ELA.b6.E

  • F

    respond using newly acquired vocabulary as appropriateK.ELA.b6.F

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts

  • 7

    Literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary textsK.ELA.b7

  • A

    discuss topics and determine the basic theme using text evidence with adult assistanceK.ELA.b7.A

  • B

    identify and describe the main character(s)K.ELA.b7.B

  • C

    describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistanceK.ELA.b7.C

  • D

    describe the settingK.ELA.b7.D

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts

  • 8

    Genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse textsK.ELA.b8

  • A

    demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymesK.ELA.b8.A

  • B

    discuss rhyme and rhythm in nursery rhymes and a variety of poemsK.ELA.b8.B

  • C

    discuss main characters in dramaK.ELA.b8.C

  • D

    recognize characteristics and structures of informational text, including:K.ELA.b8.D

  • i

    the central idea and supporting evidence with adult assistanceK.ELA.b8.Di

  • ii

    titles and simple graphics to gain informationK.ELA.b8.Dii

  • iii

    the steps in a sequence with adult assistanceK.ELA.b8.Diii

  • E

    recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or doK.ELA.b8.E

  • F

    recognize characteristics of multimodal and digital textsK.ELA.b8.F

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts

  • 9

    The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performancesK.ELA.b9

  • A

    discuss with adult assistance the author's purpose for writing textK.ELA.b9.A

  • B

    discuss with adult assistance how the use of text structure contributes to the author's purposeK.ELA.b9.B

  • C

    discuss with adult assistance the author's use of print and graphic features to achieve specific purposesK.ELA.b9.C

  • D

    discuss with adult assistance how the author uses words that help the reader visualizeK.ELA.b9.D

  • E

    listen to and experience first- and third-person textsK.ELA.b9.E

Composition: listening, speaking, reading, writing, and thinking using multiple texts

  • 10

    Writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventionsK.ELA.b10

    1. A

      plan by generating ideas for writing through class discussions and drawingsK.ELA.b10.A

    2. B

      develop drafts in oral, pictorial, or written form by organizing ideasK.ELA.b10.B

    3. C

      revise drafts by adding details in pictures or wordsK.ELA.b10.C

    4. D

      edit drafts with adult assistance using standard English conventions, including:K.ELA.b10.D

      1. i

        complete sentencesK.ELA.b10.Di

      2. ii

        verbsK.ELA.b10.Dii

      3. iii

        singular and plural nounsK.ELA.b10.Diii

      4. iv

        adjectives, including articlesK.ELA.b10.Div

      5. v

        prepositionsK.ELA.b10.Dv

      6. vi

        pronouns, including subjective, objective, and possessive casesK.ELA.b10.Dvi

      7. vii

        capitalization of the first letter in a sentence and nameK.ELA.b10.Dvii

      8. viii

        punctuation marks at the end of declarative sentencesK.ELA.b10.Dviii

      9. ix

        correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency wordsK.ELA.b10.Dix

    5. E

      share writingK.ELA.b10.E

  • 11

    Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningfulK.ELA.b11

    1. A

      dictate or compose literary texts, including personal narrativesK.ELA.b11.A

    2. B

      dictate or compose informational textsK.ELA.b11.B

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts

  • 12

    The student engages in both short-term and sustained recursive inquiry processes for a variety of purposesK.ELA.b12

  • A

    generate questions for formal and informal inquiry with adult assistance;K.ELA.b12.A

  • B

    develop and follow a research plan with adult assistance;K.ELA.b12.B

  • C

    gather information from a variety of sources with adult assistance;K.ELA.b12.C

  • D

    demonstrate understanding of information gathered with adult assistance; andK.ELA.b12.D

  • E

    use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.K.ELA.b12.E

Frequently asked questions

What grade levels do these standards cover?
Kindergarten
Where can I read the official document?
Texas Essential Knowledge and Skills for Kindergarten

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