Texas Pre-Kindergarten ELA Standards in Prekindergarten Guidelines

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II Language and Communication

• II.D Vocabulary Skills
  • II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions.
  • II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom.
  • II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words*, many more than he or she uses.
  • II.D.4 Child uses a large speaking vocabulary, adding several new words daily.
  • II.D.5 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases.
• II.E Sentences and Structure Skills
  • II.E.1 Child typically uses complete sentences of four or more words and grammatical complexity usually with subject, verb, and object order.
  • II.E.2 Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement.
  • II.E.3 Child uses sentences with more than one phrase.
  • II.E.4 Child combines more than one idea using complex sentences.
  • II.E.5 Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended meaning.

III Emergent Literacy Reading

• III.A Motivation to Read Skills
  • III.A.1 Child engages in pre-reading and reading-related activities.
  • III.A.2 Child self-selects books and other written materials to engage in pre-reading behaviors.
  • III.A.3 Child recognizes that text has meaning.
• III.B Phonological Awareness Skills
  • III.B.1 Child separates a normally spoken four-word sentence into individual words.
  • III.B.2 Child combines words to make a compound word.
  • III.B.3 Child deletes a word from a compound word.
  • III.B.4 Child blends syllables into words.
  • III.B.5 Child can segment a syllable from a word.
  • III.B.6 Child can recognize rhyming words.
  • III.B.7 Child can produce a word that begins with the same sound as a given pair of words.
  • III.B.8 Child blends onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with and without pictorial support.
  • III.B.9 Child recognizes and blends spoken phonemes into one syllable words with pictorial support.
• III.C Alphabet Knowledge Skills
  • III.C.1 Child names at least 20 upper and at least 20 lower case letters in the language of instruction.
  • III.C.2 Child recognizes at least 20 distinct letter sounds in the language of instruction.
  • III.C.3 Child produces at least 20 distinct letter sound correspondences in the language of instruction.
• III.D Comprehension of Text Read Aloud Skills
  • III.D.1 Child retells or re-enacts a story after it is read aloud.
  • III.D.2 Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.
  • III.D.3 Child asks and responds to questions relevant to the text read aloud.
  • III.D.4 Child will make inferences and predictions about text.
• III.E Print Concepts
  • III.E.1 Child can distinguish between elements of print including letters, words, and pictures.
  • III.E.2 Child demonstrates understanding of print directionality including left to right and top to bottom.
  • III.E.3 Child can identify some conventional features of print that communicate meaning including end punctuation and case.

IV Emergent Literacy Writing

• IV.A Motivation to Write Skills
  • IV.A.1 Child intentionally uses marks, letters, or symbols to record language and verbally shares meaning.
  • IV.A.2 Child independently writes to communicate his/her ideas for a variety of purposes.
• IV.B Writing as a Process
  • IV.B.1 Child discusses and contributes ideas for drafts composed in whole/small group writing activities.
  • IV.B.2 Child interacts and provides suggestions to revise (add, take out, change order) and edit (conventions) class-made drafts.
  • IV.B.3 Child shares and celebrates class made and individual written products.
• IV.C Conventions in Writing
  • IV.C.1 Child writes own name (first name or frequent nickname) using legible letters in proper sequence.
  • IV.C.2 Child moves from scribbles to some letter-sound correspondence using beginning and ending sounds when writing.
  • IV.C.3 Child independently uses letters to make words or parts of words.
  • IV.C.4 Child uses appropriate directionality when writing (top to bottom, left to right).
  • IV.C.5 Child begins to experiment with punctuation when writing.