Grade 1 English Language Arts TEKS Scope & Sequence · Texas Homeschool

TEKS scope & sequence

73 standards

Standards are listed in TEKS code order. STAAR Readiness / Supporting priorities appear here once the state assessment data for this grade and subject is published.

TEKS	Standard
1.1	Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; (B) follow, restate, and give oral instructions that involve a short, related sequence of actions; (C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; (D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; (E) develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
1.10	Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. 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 performances. The student is expected to: (A) discuss the author's purpose for writing text; (B) discuss how the use of text structure contributes to the author's purpose; (C) discuss with adult assistance the author's use of print and graphic features to achieve specific purposes; (D) discuss how the author uses words that help the reader visualize; (E) listen to and experience first- and third-person texts.
1.10A	discuss the author's purpose for writing text;
1.10B	discuss how the use of text structure contributes to the author's purpose;
1.10C	discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
1.10D	discuss how the author uses words that help the reader visualize;
1.10E	listen to and experience first- and third-person texts.
1.11	Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: (A) plan a first draft by generating ideas for writing such as by drawing and brainstorming; (B) develop drafts in oral, pictorial, or written form by: (i) organizing with structure; and (ii) developing an idea with specific and relevant details; (C) revise drafts by adding details in pictures or words; (D) edit drafts using standard English conventions, including: (i) complete sentences with subject-verb agreement; (ii) past and present verb tense; (iii) singular, plural, common, and proper nouns; (iv) adjectives, including articles; (v) adverbs that convey time; (vi) prepositions; (vii) pronouns, including subjective, objective, and possessive cases; (viii) capitalization for the beginning of sentences and the pronoun "I"; (ix) punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and (x) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; (E) publish and share writing.
1.11A	plan a first draft by generating ideas for writing such as by drawing and brainstorming;
1.11B	develop drafts in oral, pictorial, or written form by: (i) organizing with structure; and (ii) developing an idea with specific and relevant details;
1.11C	revise drafts by adding details in pictures or words;
1.11D	edit drafts using standard English conventions, including: (i) complete sentences with subject-verb agreement; (ii) past and present verb tense; (iii) singular, plural, common, and proper nouns; (iv) adjectives, including articles; (v) adverbs that convey time; (vi) prepositions; (vii) pronouns, including subjective, objective, and possessive cases; (viii) capitalization for the beginning of sentences and the pronoun "I"; (ix) punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and (x) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance;
1.11E	publish and share writing.
1.12	Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: (A) dictate or compose literary texts, including personal narratives and poetry; (B) dictate or compose informational texts, including procedural texts; (C) dictate or compose correspondence such as thank you notes or letters.
1.12A	dictate or compose literary texts, including personal narratives and poetry;
1.12B	dictate or compose informational texts, including procedural texts;
1.12C	dictate or compose correspondence such as thank you notes or letters.
1.13	Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: (A) generate questions for formal and informal inquiry with adult assistance; (B) develop and follow a research plan with adult assistance; (C) identify and gather relevant sources and information to answer the questions with adult assistance; (D) demonstrate understanding of information gathered with adult assistance; (E) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
1.13A	generate questions for formal and informal inquiry with adult assistance;
1.13B	develop and follow a research plan with adult assistance;
1.13C	identify and gather relevant sources and information to answer the questions with adult assistance;
1.13D	demonstrate understanding of information gathered with adult assistance;
1.13E	use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
1.1A	listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
1.1B	follow, restate, and give oral instructions that involve a short, related sequence of actions;
1.1C	share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
1.1D	work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions;
1.1E	develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
1.2	Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: (A) demonstrate phonological awareness by: (i) producing a series of rhyming words; (ii) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound; (iii) distinguishing between long and short vowel sounds in one-syllable words; (iv) recognizing the change in spoken word when a specified phoneme is added, changed, or removed; (v) blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends; (vi) manipulating phonemes within base words; and (vii) segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends; (B) demonstrate and apply phonetic knowledge by: (i) decoding words in isolation and in context by applying common letter sound correspondences; (ii) decoding words with initial and final consonant blends, digraphs, and trigraphs; (iii) decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables; (iv) using knowledge of base words to decode common compound words and contractions; (v) decoding words with inflectional endings, including -ed, -s, and -es; and (vi) identifying and reading at least 100 high-frequency words from a research-based list; (C) demonstrate and apply spelling knowledge by: (i) spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables; (ii) spelling words with initial and final consonant blends, digraphs, and trigraphs; (iii) spelling words using sound-spelling patterns; and (iv) spelling high-frequency words from a rese
1.2A	demonstrate phonological awareness by: (i) producing a series of rhyming words; (ii) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound; (iii) distinguishing between long and short vowel sounds in one-syllable words; (iv) recognizing the change in spoken word when a specified phoneme is added, changed, or removed; (v) blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends; (vi) manipulating phonemes within base words; and (vii) segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
1.2B	demonstrate and apply phonetic knowledge by: (i) decoding words in isolation and in context by applying common letter sound correspondences; (ii) decoding words with initial and final consonant blends, digraphs, and trigraphs; (iii) decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables; (iv) using knowledge of base words to decode common compound words and contractions; (v) decoding words with inflectional endings, including -ed, -s, and -es; and (vi) identifying and reading at least 100 high-frequency words from a research-based list;
1.2C	demonstrate and apply spelling knowledge by: (i) spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables; (ii) spelling words with initial and final consonant blends, digraphs, and trigraphs; (iii) spelling words using sound-spelling patterns; and (iv) spelling high-frequency words from a research-based list;
1.2D	demonstrate print awareness by identifying the information that different parts of a book provide;
1.2E	alphabetize a series of words to the first or second letter and use a dictionary to find words;
1.2F	develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
1.3	Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (A) use a resource such as a picture dictionary or digital resource to find words; (B) use illustrations and texts the student is able to read or hear to learn or clarify word meanings; (C) identify the meaning of words with the affixes -s, -ed, and -ing; (D) identify and use words that name actions, directions, positions, sequences, categories, and locations.
1.3A	use a resource such as a picture dictionary or digital resource to find words;
1.3B	use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
1.3C	identify the meaning of words with the affixes -s, -ed, and -ing;
1.3D	identify and use words that name actions, directions, positions, sequences, categories, and locations.
1.4	Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to: (A) use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
1.4A	use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
1.5	Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to: (A) self-select text and interact independently with text for increasing periods of time.
1.5A	self-select text and interact independently with text for increasing periods of time.
1.6	Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (A) establish purpose for reading assigned and self-selected texts with adult assistance; (B) generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance; (C) make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance; (D) create mental images to deepen understanding with adult assistance; (E) make connections to personal experiences, ideas in other texts, and society with adult assistance; (F) make inferences and use evidence to support understanding with adult assistance; (G) evaluate details to determine what is most important with adult assistance; (H) synthesize information to create new understanding with adult assistance; (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
1.6A	establish purpose for reading assigned and self-selected texts with adult assistance;
1.6B	generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
1.6C	make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
1.6D	create mental images to deepen understanding with adult assistance;
1.6E	make connections to personal experiences, ideas in other texts, and society with adult assistance;
1.6F	make inferences and use evidence to support understanding with adult assistance;
1.6G	evaluate details to determine what is most important with adult assistance;
1.6H	synthesize information to create new understanding with adult assistance;
1.6I	monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
1.7	Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (A) describe personal connections to a variety of sources; (B) write brief comments on literary or informational texts; (C) use text evidence to support an appropriate response; (D) retell texts in ways that maintain meaning; (E) interact with sources in meaningful ways such as illustrating or writing; (F) respond using newly acquired vocabulary as appropriate.
1.7A	describe personal connections to a variety of sources;
1.7B	write brief comments on literary or informational texts;
1.7C	use text evidence to support an appropriate response;
1.7D	retell texts in ways that maintain meaning;
1.7E	interact with sources in meaningful ways such as illustrating or writing;
1.7F	respond using newly acquired vocabulary as appropriate.
1.8	Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: (A) discuss topics and determine theme using text evidence with adult assistance; (B) describe the main character(s) and the reason(s) for their actions; (C) describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; (D) describe the setting.
1.8A	discuss topics and determine theme using text evidence with adult assistance;
1.8B	describe the main character(s) and the reason(s) for their actions;
1.8C	describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently;
1.8D	describe the setting.
1.9	Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes; (B) discuss rhyme, rhythm, repetition, and alliteration in a variety of poems; (C) discuss elements of drama such as characters and setting; (D) recognize characteristics and structures of informational text, including: (i) the central idea and supporting evidence with adult assistance; (ii) features and simple graphics to locate or gain information; and (iii) organizational patterns such as chronological order and description with adult assistance; (E) recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; (F) recognize characteristics of multimodal and digital texts.
1.9A	demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
1.9B	discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
1.9C	discuss elements of drama such as characters and setting;
1.9D	recognize characteristics and structures of informational text, including: (i) the central idea and supporting evidence with adult assistance; (ii) features and simple graphics to locate or gain information; and (iii) organizational patterns such as chronological order and description with adult assistance;
1.9E	recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do;
1.9F	recognize characteristics of multimodal and digital texts.