Texas Essential Knowledge and Skills Teaching Resources

ELAR K.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:

  • (1) demonstrate phonological awareness by:
    • (A) identifying and producing rhyming words;
      • (i) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
      • (ii) identifying the individual words in a spoken sentence;
      • (iii) identifying syllables in spoken words;
      • (iv) manipulating syllables within a multisyllabic word; and
      • (v) blending syllables to form multisyllabic words;
      • (vi) segmenting multisyllabic words into syllables;
      • (vii) blending spoken onsets and rimes to form simple words;
      • (viii) blending spoken phonemes to form one-syllable words;
      • (ix) segmenting spoken one-syllable words into individual phonemes;
      • (x) demonstrate and apply phonetic knowledge by:
    • (B) identifying and matching the common sounds that letters represent;
      • (i) using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
      • (ii) recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
      • (iii) identifying and reading at least 25 high-frequency words from a research-based list;
      • (iv) demonstrate and apply spelling knowledge by:
    • (C) spelling words with VC, CVC, and CCVC;
      • (i) spelling words using sound-spelling patterns; and
      • (ii) spelling high-frequency words from a research-based list;
      • (iii) demonstrate print awareness by:
    • (D) identifying the front cover, back cover, and title page of a book;
      • (i) holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;
      • (ii) recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
      • (iii) recognizing the difference between a letter and a printed word; and
      • (iv) identifying all uppercase and lowercase letters; and
      • (v) develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

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