Year At A Glance English Language Arts
Grade: Kindergarten
1st Nine Weeks
Ongoing TEKS
Reading
 Recognize that spoken words can be represented by
print for communication (1A)
 Demonstrate the one to one correspondence between a
spoken word and a printed word in text (1C)
 Predict what might happen next in text based on the
cover, title, and illustrations (4A)
 Ask and respond to questions about texts read aloud (4B)
 Identify and use words that name actions, directions,
positions, sequences, and locations (5A)
 Discuss purposes for reading (Fig 19A)
 Ask and respond to questions about texts (Fig 19B)
 Monitor and adjust comprehension (Fig 19C)
 Make inferences based on the cover, title, illustrations,
and plot (Fig 19D)
 Retell important events in stories (19E)
 Make connections (Fig. 19F)
Writing/OWC/Phonics
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Writing Process (13 ABCDE)
Speak using past and future tenses (16Ai)
Speak in complete sentences (16B)
Use complete simple sentences (16C)
Form upper and lower-case letters legibly
(17A)
Use phonological knowledge to match
sounds to letters (18A)
Identify upper and lower case letters (1B)
Identify the common sounds that letters
represent (3A)
Identify and read at least 25 high
frequency words (3D)
Reading
Writing/OWC/Phonics
Vocabulary Development

Identify and sort pictures of objects into conceptual
categories (5C)
Reading/Literary Text/Comprehension of Literary
Text/Fiction/Theme/Genre
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Describe characters in a story and the reasons for their
actions (8B)
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Identify elements of a story including setting, character,
and key events (6A)
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Recognize sensory details (6C)
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Recognize recurring phrases and characters in
traditional fairy tales, lullabies, and folktales from
various cultures (6D)
Reading/Informational Text

Identify the topic and details in expository text hear or
read (10A)
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Discuss the ways authors group information in text
(10C)
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Use titles and illustrations to make predictions about
text (10D)
Reading/Informational Text/ Procedural Text

Identify the meaning of specific signs (11B)
Writing/Literary Text
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Compose texts using the writing process
(13ABE)
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Dictate or write sentences to tell a story
and put the sentences in chronological
order (14A)
OWC/Conventions
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Form upper and lower-case letters legibly
(17A)

Writes name (18C)
Phonics/Phonological Awareness/Beginning
Reading
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Recognize the difference between a letter
and a word (1D)
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Print awareness (1FG)
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Identifies syllables in spoken words (2B)
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Distinguish orally presented rhyming pairs
of words from non-rhyming pairs (2D)
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Orally generate rhymes in response to
spoken words (2C)
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Isolate the initial sound in one-syllable
spoken words (2H)
Listening & Speaking
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Assessments
Listen attentively to others
(21A)
Follow, oral directions (21B)
Speaks clearly and to the point
(22)
Participate productively in
teams (23)
Research
Assessments
Research
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none
Listening & Speaking

listens attentively to speakers
and ask relevant questions to
clarify information (27A)
Writing:

Writing Stories using the writing
process (18A)
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Week 2 – collect 1st writing
sample
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Week 5 collect 2nd writing sample
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Week 8 collect 3rd writing sample
– district provided prompt
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Writes name
Assessments
Reading/Comprehension:

Listens and participates in
shared reading
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Responds to text – talking about
setting, characters, problems,
and events in story
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Searches for information in
print
Reading/Beginning Reading Skills:
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Letter/Sound knowledge
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Reads high frequency words
Reading/Sound and Print Awareness:
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Distinguishes rhymes from nonrhymes
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Hearing syllables
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Orally generating rhymes
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Handles book appropriately
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Follows directional rules of
reading print
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Predicts words that might be in
the book and uses pictures to
check on words
2nd Nine Weeks
Vocabulary Development
 Action words (5A)
 Compound words (5B)
Reading/Literary Text/Fiction /Theme and Genre
 Retell a main event in a story (8A)
 Describe characters in a story and the reasons
for their actions (8B)
 Identify elements of a story including setting,
character, and key events (6A)
Writing
 Compose texts using the writing
process (13ABCDE)
 Dictate or write sentences to tell a
story and put the sentences in
chronological order (14A)
 Write short poems (14B)
OWC/Conventions/Spelling
 Nouns (singular/plural) (16Aii)
 Capitalizing the first letter in a
sentence (17B)
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Use punctuation at the end of a
Reading/Literary Text/Poetry
sentence (17C)
 Respond to rhythm and rhyme in poetry through
 Writes name(18C)
identifying a regular beat and similarities in word
 Uses letter sound correspondences to
sounds (7)
spell CVC words (18B)
Phonics/Beginning Reading
 Recognize spoken alliteration or
groups of words that begin with the
same spoken sound (2E)
 Recognize that sentences are made up
of a group of words (1E, 2A)
 Blend spoken onsets and rimes to form
simple words (2F)
 Continue review of distinguishing
rhyme/non-rhyme (2D)
 Continue working on generating
rhyme (2C)
 Continue working on identifying
syllables of spoken words (2B)
 Continue working on isolating the
initial sound in one-syllable spoken
words (2H)
 Use knowledge of letter-sound
relationships to decode regular words
in text and independent of content CVC and VC words(3B)
Research
Writing:
 Using writing samples from
none
the workshop assess student
writing using:
 Generates content and
Listening & Speaking
topics for writing
 listens attentively to
 Shares writing with others
speakers and ask relevant
 Uses knowledge of letters
questions to clarify
and sounds to write drafts
information (27A)
 Writes to tell a story
 Communicates and makes
meaning through
drawings, letter strings,
letter approximation
 Writes name
 Copies names, familiar
words, labels, objects, and
places
Reading/Sound and Print
Awareness:
Reading/Beginning Reading
 Retest if needed:
Skills:

Distinguishes rhymes from
 Letter/Sound knowledge
non-rhymes
 Reads high frequency words
 Hearing syllables
Reading/Comprehension:
 Orally generating rhymes
 Handles book appropriately
 Listens and participates in
shared reading
 Follows directional rules of
reading print
 Responds to text – talking
about setting, characters,
 Predicts words that might be
problems, and events in
in the book and uses pictures
story
to check on words
 Searches for information in
print
Assessment
Vocabulary Development
 Sequence and positional words (5A)
3rd Nine Weeks
Reading/Informational Text/Culture and History
 Identify the topic of the text (9)
Reading/Informational Text/Procedural Texts
 Follow pictorial directions (e.g., recipes, science
experiments (11A)
 Identify the meaning of specific signs (11B)
Writing
 Expository/Procedural texts (15)
 How-to books (lists)
 Dictate or write sentences to tell a
story and put the sentences in
chronological order (14A)
OWC/Conventions
 Descriptive words (16Aiii)
 Pronouns (16Av)
 Uses letter sound correspondences to
Reading/Literary Text/Fiction
spell CVC words (18B)
 Retell a main event from a story read aloud (8A)
 Describe characters in a story and the reasons
OWC/Spelling
for their actions (8B)
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Use letter-sound correspondences to
Reading/Literary Text/Theme and Genre
spell
CVC words (18B)
 Identify elements of a story including setting,
Phonics/Beginning
Reading
character, and key events (6A)
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Demonstrate
the
one to one
 Discuss the big idea of a well-know folktale or
correspondence
between
a spoken
fable and connect it to personal experiences (6B)
word
and
a
printed
word
in
text (1C)
 Recognize sensory details (6C)

Blend
spoken
phonemes
to
form
one Recognize recurring phrases and characters in
syllable
words
(2G)
traditional fairy tales, lullabies, and folktales
 Continue working on isolating the
from various cultures (6D)
initial sound in one-syllable spoken
words (2H)
 Segments spoken one-syllable words
into two to three phonemes (2I)
 Use knowledge of letter-sound
relationships to decode regular words
in text and independent of content –
consonant digraphs(3B)
Research
none
Listening & Speaking
 listens attentively to
speakers and ask relevant
questions to clarify
information (27A)
 Students work productively
with others in teams. (29)
Assessment
Reading/Comprehension:
 Responds to text – talking
about setting, characters,
problems, and events in
story
 Retells text with teacher
support by sequencing and
including details of a story
 Independently previews text
and makes appropriate
predictions
 Uses high frequency words
to monitor reading
 Matches one spoken word
with one printed word
 Reads patterned text, using
pictures and oral language
cues
 Searches for information in
print
Writing:
 Using writing samples from
the workshop assess student
writing using:
 Uses high frequency
words in writing
 Makes an effort to reread
writing
 Makes an effort to correct
and improve writing
 Generates content and
topics for writing
 Shares writing with others
 Uses knowledge of letters
and sounds to write drafts
Reading:
Reading/Skills and Print
Awareness:
 Identifies letters and sounds
 Reads high frequency words
 Segments one-syllable words
into letter sounds
 Uses knowledge of letter
sound relationships to decode
words
 Identifies upper and lower
case letters
 Reads left to right across more
than one line of print
4th Nine Weeks
Vocabulary Development
Writing
 Identify and use words that name directions and  Research project (20B)
locations (5A)
 Dictate or write sentences to tell a
 Use a picture dictionary to find words (5D)
story and put the sentences in
chronological order (14A)
Informational Text/Expository Text(Research project)
 Identify the topic and details in expository text
OWC/Conventions/Spelling
(10A)
 Prepositions and prepositional
 Retell important facts in a text (10B)
phrases (16Aiv)
 Discuss the ways authors group information in
 Building strong sentences using all the
text (10C)
conventions and academic language
 Use titles and illustrations to make predictions
(16Ai, ii,iii,iv,v)
about text (10D)
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Uses letter sound correspondences to
Media Literacy
spell CVC words (18B)
 Identify different forms of media (12A)
 Identify techniques used in media (12B)
OWC/Spelling
Reading/Literary Text/Theme and Genre
Phonics/Beginning Reading
 Identify elements of a story including setting,
 Demonstrate the one to one
character, and key events (6A)
correspondence between a spoken
 Recognize sensory details (6C)
word and a printed word in text (1C)
 Retell a main event in a story and the reasons for

Blend spoken phonemes to form onetheir actions (8A)
syllable words (2G)
 Describe characters in a story and the reasons
 Isolate the initial sound in one-syllable
for their actions (8B)
words (2H)
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Research
Writing/Research:
 Ask questions about topics
 Using writing samples from
of class-wide interest (19A)
the workshop and the
research project to assess
 Decide what sources or
student writing using:
people can answer these

Uses high frequency
questions (19B)
words
in writing
 Gather evidence from
 Makes an effort to reread
provided text sources (20A)
writing
 Use pictures in conjunction
 Makes an effort to correct
with writing when
and improve writing
documenting research (20B)
 Generates content and
Listening & Speaking
topics for writing
 Follow, restate, and give
 Shares writing with others
oral instructions that involve
 Uses knowledge of letters
a short related sequence of
and sounds to write drafts
actions (27B)
Assessment
Reading/Comprehension:
 Responds to text – talking
about setting, characters,
problems, and events in
story
 Retells text with teacher
support by sequencing and
including details of a story

Independently previews text
Segment spoken one-syllable words
and makes appropriate
into two to three phonemes (2I)
predictions
Use knowledge of letter-sound

Uses high frequency words
relationships to decode regular words
to monitor reading
in text and independent of content –

Matches one spoken word
consonant blends (3B)
with one printed word
Recognize that new words are created

Reads patterned text, using
when letters are changed, added, or
pictures and oral language
deleted (3C)
cues
 Searches for information in
print
Reading:
Reading/Skills and Print
Awareness:
 Identifies letters and sounds
 Reads high frequency words
 Segments one-syllable words
into letter sounds
 Uses knowledge of letter
sound relationships to decode
words
 Recognizes that new words
are created when letters are
changed, added, or deleted
 Identifies upper and lower
case letters
 Reads left to right across more
than one line of print