Texas Pre-K Guidelines and Kindergarten TEKS Alignment
PK Guidelines
Child shows understanding by
responding appropriately.
ReadyRosie Activities
Listening for Sounds
II.A.2
Child shows understanding by
following two-step oral directions
and usually follows three-step
directions.
If You’re Happy and You Know It
Following Directions
Sequences of Sounds
II.B.1
Child is able to use language for
different purposes.
Mirror, Mirror
II.B.2
Child engages in conversations in
appropriate ways.
Grocery Store Conversation
II.B.3
Child provides appropriate
information for various situations.
My Address
II.B.4
Child demonstrates knowledge of
verbal conversational rules.
Taking Turns
II.B.5
Child demonstrates knowledge of
nonverbal conversational rules.
Child matches language to social
contexts.
Child's speech is understood by
both the teacher and other adults in
the school.
Funny Faces
Child perceives differences between
similar sounding words.
Thumbs Up/Thumbs Down
II.A.1
II.B.6
II.C.1
II.C.2
Kindergarten TEKS
ELA.K.RC.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).
ELA.K.21B
Follow oral directions that involve a short related
sequence of actions.
ELA.K.21A
Listen attentively by facing speakers and asking
questions to clarify information.
ELA.K.22A
Share information and ideas about the topic under
discussion by speaking audibly and clearly using the
conventions of language.
ELA.K.23A
Follow agreed-upon rules for discussion, including
taking turns, speaking one at a time, speaking when
recognized, and making appropriate contributions.
Choosing the Right Voice
Sliding to Nursery Rhymes
ELA.K.22A
Share information and ideas about the topic under
discussion by speaking audibly and clearly using the
conventions of language.
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
II.D.1
Child uses a variety of words to
label and describe people, places,
things, and actions.
Table Riddles
Mystery Bag
Riddles on the Road
ELA.K.5A
Identify and use words that name actions,
directions, positions, sequences, and locations.
II.D.2
Child demonstrates understanding
of terms used in the instructional
language of the classroom.
Little Miss Muffet Role Play
ELA.K.16A.iv
Understand and use prepositions and simple
prepositional phrases (e.g., in, on, under, over)
appropriately in the context of reading, writing, and
speaking (with adult assistance).
II.D.3
Child demonstrates understanding
in a variety of ways of knowing the
meaning of 3,000 to 4,000 words,
many more than he or she uses.
Child uses a large speaking
vocabulary, adding several new
words daily.
Head, Shoulders, Knees and Toes
Pantry Talk Descriptions
II.D.5
Child uses category labels to
understand how the words/objects
relate to each other.
ELA.K.5C
Identify and sort pictures of objects into conceptual
categories (e.g., colors, shapes, sizes, textures).
II.E.1
Child typically uses complete
sentences of four or more words
and grammatically complexity
usually with subject, verb, and
object order.
Putting Away the Groceries
How Many Can You Name?
Guess the Group
Silent Opposites
What’s the Opposite
All Mixed Up
II.E.2
Child uses regular and irregular
plurals, regular past tense, personal
and possessive pronouns, and
subject-verb agreement.
What Did I Do?
II.E.3
Child uses sentences with more
Zoo in My Room
ELA.K.16A.i
Understand and use past and future tenses in the
context of reading, writing, and speaking (with adult
assistance).
ELA.K.16A.ii
Understand and use nouns (singular/plural) in the
context of reading, writing, and speaking (with adult
assistance).
ELA.K.16B
II.D.4
Predicting Vocabulary
Sink or Float
Magazine Picture Walk
ELA.K.16C
Use complete simple sentences.
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
than one phrase.
II.E.4
Child combines more than one idea
using complex sentences.
Phone Fun
II.E.5
Child combines sentences that give
lots of detail, sticks to the topics,
and clearly communicates intended
meaning.
Child engages in pre-reading and
reading-related activities.
Toy Stories
III.A.2
Child uses books and other written
materials to engage in pre-reading
behaviors.
Reading with Jack and Jill
Words on the Page
Starting a Word Bank
III.A.3
Child asks to be read to or asks the
meaning of written text.
Book Selection
III.B.1
Child separates a normally spoken
four-word sentence into individual
words.
Sentence Segmenting
Stuffed Animal Stories
Color Words Sentences
III.A.1
Chime In
Morning Message
Speak and write through shared writing in complete
sentences to communicate.
ELA.K.16B
Speak and write through shared writing in complete
sentences to communicate.
ELA.K.16A.iii
Understand and use descriptive words in the
context of reading, writing, and speaking (with adult
assistance).
ELA.K.6D
Recognize recurring phrases and characters in
traditional fairy tales, lullabies, and folk tales from
various cultures.
ELA.K.1C
Demonstrate the one-to-one correspondence
between a spoken word and a printed word in text.
ELA K.1D Recognize the difference between a letter
and a printed word.
ELA.K.1F
Hold a book right side up, turn its pages correctly,
and know that reading moves from top to bottom
and left to right.
ELA.K.1G
Identify different parts of a book (e.g., front and
back covers, title page).
ELA.K.1A
Recognize that spoken words can be represented by
print for communication.
ELA.K.1E
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).
ELA.K.2A
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
Identify a sentence is made up of a group of words.
III.B.2
Child combines words to make a
compound word.
Compound Words
III.B.3
Child deletes a word from a
compound word.
Take Away
III.B.4
Child combines syllables into
words.
Child can delete a syllable from a
word.
Child can produce a word that
rhymes with a given word.
Grocery Sack Syllables
Clapping Fruit
Syllable Train
III.B.5
III.B.6
Rhyming Toss
Rhyming with Jack and Jill
Hopping Rhyming
Twinkle, Twinkle Rhymes
Little Bo Peep Substitutions
Rhyming Purse
Same Sound
Swinging to Sounds
Signaling for Sounds
Listen My Children
III.B.7
Child can produce a word that
begins with the same sound as a
given pair of words.
III.B.8
Child combines onset (initial
consonant or consonants) and rime
(vowel to end)
Laundry Rime Riddles
III.B.9
Child combines onset & rime to
form familiar one-syllable words
without pictorial support.
Frog Hopping
Echo Game
ELA.K.5B
Recognize that compound words are made up of
shorter words.
ELA.K.5B
Recognize that compound words are made up of
shorter words.
ELA.K.2B
Identify syllables in spoken words.
ELA.K.2C
Orally generate rhymes in response to spoken
words (e.g., "What rhymes with hat?")
ELA.K.2D
Distinguish orally presented rhyming pairs of words
from non-rhyming pairs.
ELA.K.2E
Recognize spoken alliteration or groups of words
that begin with the same spoken onset or initial
sound (e.g., "baby boy bounces the ball").
ELA K.2H
Isolate the initial sound in one-syllable spoken
words.
ELA.K.2F
Blend spoken onsets and rimes to form simple
words (e.g., onset /c/ and rime /at/ make cat).
ELA K.2I
Segment spoken one-syllable words into two to
three phonemes (e.g., dog: /d/ …/o/ …/g/).
ELA K.
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
III.B.10 Child recognizes and blends two
phonemes into real words with
pictorial support.
III.C.1
III.C.2
Pushing for Sounds
Child names at least 20 upper and at Letter Sort
least 20 lower case letters.
Alphabet Clapping
Making Letter Soup
Letter Hunt
Pointing the ABC Song
Looking for Letters in Ads
Magnetic Letter Mix Up
Stomp the Letter
Child recognizes at least 20 letter
Reading the Grocery List
sounds.
Kitchen Labeling
III.C.3
Child produces the correct sounds
for at least 10 letters.
Searching for Sounds at the Store
Lazy Letters
III.D.1
Child retells or reenacts a story
after it is read aloud.
Retelling the Story
Act it Out
III.D.2
Child uses information learned from
books by describing, relating,
categorizing, or comparing and
contrasting.
Funny Reading
Making Connections
Book Cover Conversations
Itsy Bitsy Spider Illustrations
ELA.K.2G
Blend spoken phonemes to form one-syllable words
(e.g., /m/ … /a/ … /n/ says man).
ELA.K.2I
Segment spoken one syllable words into two to
three phonemes (e.g., dog: /d/ … /o/ … /g/)
ELA.K.1B
Identify all upper- and lowercase letters.
ELA.K.3A
Identify the common sounds that letters represent.
ELA.K.3B
Use knowledge of letter sound relationships to
decode regular words in text and independent of
content (e.g., VC, CVC, CCVC, and CVCC words).
ELA.K.3C
Recognize that new words are created when letters
are changed, added, or deleted.
ELA.K.18A
Use phonological knowledge to match sounds to
letters.
ELA.K.RC.E
Retell or act out important events in stories.
ELA.K.8A
Retell main events from a story read aloud
(beginning, middle, and end).
ELA.K.10A
Identify the topic and details in expository text
heard or read, referring to the words and/or
illustrations.
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
III.D.3
Child asks and answers appropriate
questions about the book.
ELA.K.10D
Use titles and illustrations to make predictions
about text.
ELA.K.RC.D
Make inferences based on the cover, title,
illustrations, and plot.
ELA.K.RC.F
Make connections to own experiences, to ideas in
other texts, and to the larger community and discuss
textual evidence.
Getting Information from Pictures ELA.K.4A
Who Should I Ask?
Predict what might happen next in text based on the
Book Bag Descriptions
cover, title, and illustrations.
Picture Walk Predictions
ELA.K.4B
Ask and respond to questions about texts read
aloud.
ELA.K.6A
Identify elements of a story including setting,
character, and key events.
ELA.K.8B
Describe characters in a story and the reasons for
their actions.
ELA.K.9A
Identify the topic of an informational text heard.
ELA.K.10A
Identify the topic and details in expository text
heard or read, referring to the words and/or
illustrations.
ELA.K.19A
Ask questions about topics of class-wide interest
with adult assistance.
ELA.K.19B
Decide what sources or people in the classroom,
school, library, or home can answer questions about
the topic.
ELA.K.RC.B
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
Ask and respond to questions about text.
ELA.K.RC.C
Monitor and adjust comprehension (e.g., using
background knowledge, creating sensory images,
rereading a portion aloud).
IV.A.1
Child intentionally uses
scribbles/writing to convey
meaning.
Child independently uses letters or
symbols to make words or parts of
words.
Detailed Drawing of a Face
Making a Grocery List
Using a Menu to Order
Weekend News
List Five
IV.B.2
Child writes own name (first name
or frequent nickname), not
necessarily with full correct spelling
or well-formed letters.
Writing Names Using Shaving
Cream
Name Game
IV.C.1
Child independently writes some
letters on request (not necessarily
well-formed).
Silverware Alphabet
Jump Rope Letters
IV.D.1
Child uses some appropriate
writing conventions when writing
or giving dictation.
Thank You Note
Stuffed Animal Sentences
IV.B.1
ELA.K.13A
Plan a first draft by generating ideas for writing
through class discussion.
ELA.K.13B
Develop drafts by sequencing the action or details in
the story.
ELA.K.13D
Edit drafts by leaving spaces between letters and
words.
ELA.K.18C
Write one's own name (first and last names).
ELA.K.17A
Form upper- and lower-case letters legibly using the
basic conventions of print (left-to-right and top-to
bottom progression).
ELA.K.15A
Dictate or write information for lists, captions, or
invitations.
ELA.K.17B
Capitalize the first letter in a sentence.
ELA.K.17C
Use punctuation at the end of a sentence.
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
V.A.1
NOTE: A large majority of our math
activities cover V.A.1 – V.A.5. We
intentionally chose not to list them in
multiple areas.
Child knows that objects, or parts of
an object, can be counted.
Block Towers
How Many in a Set?
MATH.K.2A
Count forward and backward to at least 20 with and
without objects.
MATH.K.2A
Count forward and backward to at least 20 with and
without objects.
MATH.K.5
The student applies mathematical process
standards to identify the pattern in the number
word list. The student is expected to recite numbers
up to at least 100 by ones and tens beginning with
any given number.
MATH.K.2A
Count forward and backward to at least 20 with and
without objects.
V.A.2
Child uses words to rote count from
1 to 30.
Rub a Dub
One, Two, Buckle My Shoe
Crazy Counting
Skipping Around
Speedometer Math
My Age
V.A.3
Child counts 1-10 items, with one
count per item.
V.A.4
Child demonstrates that the order
of the counting sequence is always
the same, regardless of what is
counted.
Fruit Salad
Counting Signs
How Many in My Bag?
Penny Drop
Apple Pie
Acorns and Pinecones
More Grapes
V.A.5
Child counts up to 10 items, and
demonstrates that the last count
indicates how many items were
counted.
How Many in the Car?
In 10 Seconds
How Many can I Grab?
How Many Feet?
Taking Inventory
More Than Ten
MATH.K.2A
Count forward and backward to at least 20 with and
without objects.
MATH.K.2C
Count a set of objects up to at least 20 and
demonstrate that the last number said tells the
number of objects in the set regardless of their
arrangement or order.
MATH.K.2A
Count forward and backward to at least 20 with and
without objects.
MATH.K.2C
Count a set of objects up to at least 20 and
demonstrate that the last number said tells the
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
number of objects in the set regardless of their
arrangement or order.
MATH.K.2B
Read, write, and represent whole numbers from 0 to
at least 20 with and without objects or pictures.
MATH.K.2G
Compare sets of objects up to at least 20 in each set
using comparative language.
MATH.K.2C
Count a set of objects up to at least 20 and
demonstrate that the last number said tells the
number of objects in the set regardless of their
arrangement or order.
V.A.6
Child demonstrates understanding
that when counting, the items can
be chosen in any order.
The Number Stays the Same
Rock Toss
How Many in My Bag?
V.A.7
Child uses the verbal ordinal terms.
First Place
Under the Cup
V.A.8
Child verbally identifies, without
counting the number of objects
from 1 to 5.
Show Me
Quick Dots
Domino Match Up
MATH.K.2D
Recognize instantly the quantity of a small group of
objects in organized and random arrangements.
V.A.9
Child recognizes one-digit
numerals, 0-9.
Magazine Number Hunt
Find My Number
Numbers Everywhere
The Biggest Number
Three Ways to Show a Number
More or Less
MATH.K.2B
Read, write, and represent whole numbers from 0 to
at least 20 with and without objects or pictures.
MATH.K.2E
Generate a set using concrete and pictorial models
that represents a number that is more than, less
than, and equal to a given number up to 20.
MATH.K.2H
Use comparative language to describe two numbers
up to 20 presented as written numerals.
V.B.1
Child uses concrete models or
makes a verbal word problem for
adding up to 5 objects.
Decorating Cupcakes
Packing for Our Trip
One More
In My Pond, Part 1
MATH.K.2F
Generate a number that is one more than or one less
than another number up to at least 20.
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
Give Me 5
Cats and Dogs
Making Ten
MATH.K.3A
Model the action of joining to represent addition
and the action of separating to represent
subtraction.
MATH.K.3B
Solve word problems using objects and drawings to
find sums up to 10 and differences within 10.
MATH.K.2I
Compose and decompose numbers up to 10 with
objects and pictures.
V.B.2
Child uses concrete models or
makes a verbal word problem for
subtracting 1-5 objects from a set.
Three Little Animals
Checkout Countdown
One Less
In My Pond, Part 2
Putting Away Dishes
Finish My Set
All Done
MATH.K.2F
Generate a number that is one more than or one less
than another number up to at least 20.
MATH.K.3A
Model the action of joining to represent addition
and the action of separating to represent
subtraction.
MATH.K.3B
Solve word problems using objects and drawings to
find sums up to 10 and differences within 10.
V.B.3
Child uses informal strategies to
share or divide up to 10 items
equally.
Snack Fractions
Sharing Goldfish
Sharing a Meal
MATH.K.1A
Apply mathematics to problems arising in everyday
life, society, and the workplace.
V.C.1
Child names common shapes.
Shape Hunt
Finger Shapes
Guess my Shape
Pantry Sort 1
Pantry Sort 2
MATH.K.6A
Identify two-dimensional shapes, including circles,
triangles, rectangles, and squares as special
rectangles.
MATH.K.6B
Identify three-dimensional solids, including
cylinders, cones, spheres, and cubes, in the real
world.
MATH.K.6C
Identify two-dimensional components of three10
Texas Pre-K Guidelines and Kindergarten TEKS Alignment
dimensional objects.
MATH.K.6B
Identify attributes of two-dimensional shapes using
informal and formal geometric language
interchangeably.
MATH.K.6E
Classify and sort a variety of regular and irregular
two- and three-dimensional figures regardless of
orientation or size.
MATH.K.6E
Classify and sort a variety of regular and irregular
two- and three-dimensional figures regardless of
orientation or size.
MATH.K.6F
Create two-dimensional shapes using a variety of
materials and drawings.
ELA.K.16A.iv
Understand and use prepositions and simple
prepositional phrases (e.g., in, on, under, over)
appropriately in the context of reading, writing, and
speaking (with adult assistance).
V.C.2
Child creates shapes.
Shaving Cream Shapes
Ways to Cut a Sandwich
Is it a Triangle?
Shape Changer
V.C.3
Child demonstrates use of location
words (such as "over", "under",
"above", "on", "beside", "next to",
"between", "in front of", "near",
"far", etc.)
Child slides, flips, and turns shapes
to demonstrate that the shapes
remain the same.
Follow the Leader
Near and Far
Finding the Groceries
Jump to It
V.D.1
Child recognizes and compares
heights or lengths of people or
objects.
Comparing Vegetables
Leapfrog Measure
Bookcase Problem
Measuring the Table
MATH.K.7B
Compare two objects with a common measurable
attribute to see which object has more of/less of the
attribute and describe the difference.
V.D.2
Child recognizes how much can be
placed within an object.
Fill Up the Cup
Making Trail Mix
Strawberries for a Picnic
MATH.K.1A
Apply mathematics to problems arising in everyday
life, society, and the workplace.
V.C.4
Race Car Transformations
Follow My Design
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Texas Pre-K Guidelines and Kindergarten TEKS Alignment
V.D.3
Child informally recognizes and
compares weights of objects or
people.
Buying Oranges
Grocery Store Weights
Blow Your House Down!
V.D.4
Child uses language to describe
concepts associated with the
passing of time.
Which Takes Longer?
Yesterday, Today, Tomorrow
All About My Day
V.E.1
Child sorts objects that are the same
and different into groups and uses
language to describe how the
groups are similar and different.
Child collects data and organizes it
in a graphic representation.
Sorting the Laundry
I Spy a Coin
I Spy an Animal
Likely Legos
Dino Dig
Sort and Graph Leaves
Candy Sort and Graph
What’s for Dinner?
MATH.K.8A
Collect, sort, and organize data into two or three
categories.
Child recognizes and creates
patterns.
Setting the Table
Making Patterns
Sound Patterns
The Fence Problem
MATH.K.1F
Analyze mathematical relationships to connect and
communicate mathematical ideas.
V.E.2
V.E.3
MATH.K.7B
Compare two objects with a common measurable
attribute to see which object has more of/less of the
attribute and describe the difference.
MATH.K.1A
Apply mathematics to problems arising in everyday
life, society, and the workplace.
MATH.K.8A
Collect, sort, and organize data into two or three
categories.
MATH.K.8B
Use data to create real-object and picture graphs.
MATH.K.8C
Draw conclusions from real-object and picture
graphs.
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