Texas · ages 5–6
Kindergarten English worksheets
These are the Texas Essential Knowledge and Skills (TEKS) expectations for kindergarten english (typically ages 5–6). Edstronaut writes practice questions against them — around your child's own name, interests and the people in their life — and every answer sheet cites the standard it covers.
Make one for your child, free
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What kindergarten english covers
190 published expectations from Texas Essential Knowledge and Skills (TEKS), showing the first 40. Every question Edstronaut writes cites one of these.
Grade K
- K.1.Alisten actively and ask questions to understand information and answer questions using multi-word responses;
- K.1.Brestate and follow oral directions that involve a short, related sequence of actions;
- K.1.Cshare information and ideas by speaking audibly and clearly using the conventions of language;
- K.1.Dwork collaboratively with others by following agreed-upon rules for discussion, including taking turns; and
- K.1.Edevelop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.
- K.2.Ademonstrate phonological awareness by:
- K.2.A.iidentifying and producing rhyming words;
- K.2.A.iirecognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
- K.2.A.iiiidentifying the individual words in a spoken sentence;
- K.2.A.ividentifying syllables in spoken words;
- K.2.A.vblending syllables to form multisyllabic words;
- K.2.A.visegmenting multisyllabic words into syllables;
- K.2.A.viiblending spoken onsets and rimes to form simple words;
- K.2.A.viiiblending spoken phonemes to form one-syllable words;
- K.2.A.ixmanipulating syllables within a multisyllabic word; and
- K.2.A.xsegmenting spoken one-syllable words into individual phonemes;
- K.2.Bdemonstrate and apply phonetic knowledge by:
- K.2.B.iidentifying and matching the common sounds that letters represent;
- K.2.B.iiusing letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
- K.2.B.iiirecognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
- K.2.B.ividentifying and reading at least 25 high-frequency words from a research-based list;
- K.2.Cdemonstrate and apply spelling knowledge by:
- K.2.C.ispelling words with VC, CVC, and CCVC;
- K.2.C.iispelling words using sound-spelling patterns; and
- K.2.C.iiispelling high-frequency words from a research-based list;
- K.2.Ddemonstrate print awareness by:
- K.2.D.iidentifying the front cover, back cover, and title page of a book;
- K.2.D.iiholding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;
- K.2.D.iiirecognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
- K.2.D.ivrecognizing the difference between a letter and a printed word; and
- K.2.D.videntifying all uppercase and lowercase letters; and
- K.2.Edevelop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
- K.3.Ause a resource such as a picture dictionary or digital resource to find words;
- K.3.Buse illustrations and texts the student is able to read or hear to learn or clarify word meanings; and
- K.3.Cidentify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
- K.5.Aestablish purpose for reading assigned and self-selected texts with adult assistance;
- K.5.Bgenerate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
- K.5.Cmake and confirm predictions using text features and structures with adult assistance;
- K.5.Dcreate mental images to deepen understanding with adult assistance;
- K.5.Emake connections to personal experiences, ideas in other texts, and society with adult assistance;