TPRI-TEKS Alignment for Grade 1

On this task, the student is asked the name and the sound of some letters, however, to score each item as correct, the correct sound must be provided.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1

(b)(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 Word Reading screener is designed to give teachers information about how their students decode words.

On this task, the student is asked to read some words.

Grade 1 TEKS Alignment

§110.11. English Language Arts and Reading, Grade 1,

(b)(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:

(B) demonstrate and apply phonetic knowledge by:

(i) decoding words in isolation and in context by applying common letter sound correspondences;

(ii) decoding words with initial and final consonant blends, digraphs, and trigraphs;

(iii) decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

On this task, the teacher will say some letter sounds and the student should put them together and say the word.

Grade 1 TEKS Alignment

§110.11. English Language Arts and Reading, Grade 1,

(b)(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:

(A) demonstrate phonological awareness by:
(v) blending spoken phonemes to form one-syllable words,  including initial and/or final consonant blends;

In this section, the teacher will say the sounds for individual letters or clusters of letters and the student should put them together and say the word.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(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:

(A) demonstrate phonological awareness by:

(v) blending spoken phonemes to form one-syllable words,  including initial and/or final consonant blends;

(vi) manipulating phonemes within base words;

In this section, the teacher will say the sounds for individual letters or clusters of letters and the student should put them together and say the word.

Grade 1 TEKS Alignment

§110.11. English Language Arts and Reading, Grade 1,

(b)(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:

(A) demonstrate phonological awareness by:
(v) blending spoken phonemes to form one-syllable words,  including initial and/or final consonant blends;

In this section, the teacher will say a word and will ask the student to say the word without its initial sound. The student should put them together and say the word.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(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:

(A) demonstrate phonological awareness by:
(iv) recognizing the change in spoken word when a specified phoneme is added changed, or removed;
(v) blending spoken phonemes to form one-syllable words,  including initial and/or final consonant blends;
(vi) manipulating phonemes within base words

In this section, the teacher will say a word and will ask the student to say the word without its final sound. The student should put them together and say the word.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(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:

(A) demonstrate phonological awareness by:
(iv) recognizing the change in spoken word when a specified phoneme is added changed, or removed;
(v) blending spoken phonemes to form one-syllable words,  including initial and/or final consonant blends;
(vi) manipulating phonemes within base words

For this task, one GK-1 Board and Letter Set can be used for all students in the class. The teacher will ask the student to take the letter and place it in the blank to make a specific word.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(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:

(B) demonstrate and apply phonetic knowledge by:
(i) decoding words in isolation and in context by applying common letter sound correspondences;

(C) demonstrate and apply spelling knowledge by:
(iii) spelling words using sound-spelling patterns;

For this task, one GK-2 Board and Letter Set can be used for all students in the class. The teacher will ask the student to take the letter and place it in the blank to make a specific word.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(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:

(B) demonstrate and apply phonetic knowledge by:
(i) decoding words in isolation and in context by applying common letter sound correspondences;

(C) demonstrate and apply spelling knowledge by:
(iii) spelling words using sound-spelling patterns;

For this task, one GK-3 Board and Letter Set can be used for all students in the class. The teacher will ask the student to take the letter and place it in the blank to make a specific word.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(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:

(A) demonstrate phonological awareness by:
(iv) recognizing the change in spoken word when a specified phoneme is added changed, or removed;
(v) blending spoken phonemes to form one-syllable words,  including initial and/or final consonant blends;
(vi) manipulating phonemes within base words

For this task, one GK-4 Board and Letter Set can be used for all students in the class. The teacher will ask the student to take the letter and place it in the blank to make a specific word.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(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:

(B) demonstrate and apply phonetic knowledge by:
(i) decoding words in isolation and in context by applying common letter sound correspondences;
(ii)decoding words with initial and final consonant blends, digraphs, and trigraphs;

(C) demonstrate and apply spelling knowledge by:
(ii) spelling words with initial and final consonant blends, digraphs, and trigraphs;
(iii) spelling words using sound-spelling patterns;

For this task, one GK-5 Board and Letter Set can be used for all students in the class. The teacher will ask the student to take the letter and place it in the blank to make a specific word.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(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:

(B) demonstrate and apply phonetic knowledge by:
(i) decoding words in isolation and in context by applying common letter sound correspondences;
(ii)decoding words with initial and final consonant blends, digraphs, and trigraphs;

(C) demonstrate and apply spelling knowledge by:
(ii) spelling words with initial and final consonant blends, digraphs, and trigraphs;
(iii) spelling words using sound-spelling patterns;

The Word Reading task is designed to give teachers information about how their students decode words.

On this task, the student is asked to read some words.

Grade 1 TEKS Alignment

§110.11. English Language Arts and Reading, Grade 1,

(b)(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:

(B) demonstrate and apply phonetic knowledge by:
(i) decoding words in isolation and in context by applying common letter sound correspondences;
(ii) decoding words with initial and final consonant blends, digraphs, and trigraphs;
(iii) decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

The student is asked to read a story. The teacher records the number of correct words per minute.

Download reading resources at TPRI Scoring Resources.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

The student is asked to read a story. The teacher records the number of errors to determine if the student read at a frustrational, instructional, or independent level.

Download reading resources at the TPRI Scoring Resources.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

This section is only for students who were able to read the entire story by themselves.

The student reads the story independently. The teacher asks a series of reading comprehension questions.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

(b)(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(F) make inferences and use evidence to support understanding with adult assistance;
(G) evaluate details to determine what is most important with adult assistance;
(H) synthesize information to create new understanding with adult assistance; and
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

(b)(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(C) use text evidence to support an appropriate response;

This section is only for students who were not able to read the entire story by themselves.

If the student is not able to read the story independently, the teacher reads the story to the student. The teacher asks a series of listening comprehension questions.

Grade 1 TEKS Alignment

§110.3. English Language Arts and Reading, Grade 1,

(b)(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

(b)(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(F) make inferences and use evidence to support understanding with adult assistance;
(G) evaluate details to determine what is most important with adult assistance;
(H) synthesize information to create new understanding with adult assistance; and
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

(b)(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(C) use text evidence to support an appropriate response.