Aundraya Voelpel

Instructional Practices 2014-2015

LA TEKS for the 6th six weeks:

Irving TEKS Standards
110.11.K.01 - Students understand how English is written and printed.
110.11.K.01.A - Students are expected to: recognize that
spoken words can be represented by print for communication;

verb: recognize
Examples:
his/her own name
environmental print (classroom
and community)
words transcribed from oral
dictation

110.11.K.01.B - Students are expected to: identify upper- and

lower-case letters;

verb: identify
Examples:
in alphabetical sequence and
random order consonants
vowels
discriminate letters from numbers
and other common symbols (dollar
sign $)

110.11.K.01.C - Students are expected to: demonstrate the

one-to-one correspondence between a spoken word and a
printed word in text;

verb: demonstrate

110.11.K.01.D - Students are expected to: recognize the

difference between a letter and a printed word;

verb: recognize

Point and/or count the words in a

sentence as the sentence is read
aloud

Point to, count, or name upper

and lower case letters in words
Point to complete words in text
110.11.K.01.E - Students are expected to: recognize that
sentences are comprised of words separated by spaces and
demonstrate the awareness of word boundaries (e.g., through
kinesthetic or tactile actions such as clapping and jumping);

verb: recognize
Recognize word spacing in texts
through kinesthetic action
(clapping, jumping)
Recognize word spacing in texts

through tactile actions (using

blocks, touching, pointing)
110.11.K.01.F - Students are expected to: hold a book right
side up, turn its pages correctly, and know that reading moves
from top to bottom and left to right; and

Verb: hold (a book) turn (a books

page) know (that reading moves
from top to bottom and left to
right)
Examples:
Hold a book right side up
Turn a books pages correctly
Know that reading moves from
top to bottom and left to right

110.11.K.01.G - Students are expected to: identify different

parts of a book (e.g., front and back covers, title page).

verb: identify
Examples:
front and back covers
title page
pages

110.11.K.02 - Students display phonological awareness.

110.11.K.02.A - Students are expected to: identify a sentence
made up of a group of words;

verb: identify
Examples:
Students can find sentences in a
text.
Notice capital letters at the
beginning of a sentence
Punctuation at the end of a
sentence
Spaces between words in a
sentence

110.11.K.02.B - Students are expected to: identify syllables in

spoken words;

verb: identify
Syllable - a word or part of a word
pronounced with one
uninterrupted sound (cat has one
syllable, lion has two syllablesli/on)

110.11.K.02.C - Students are expected to: orally generate

rhymes in response to spoken words (e.g., "What rhymes with
hat?");

verb: orally generate

rhyme-the matching of sounds of
syllables at the ends of lines of
verse

Examples:
What rhymes with dog?
What's another word that
rhymes with hot and not?
110.11.K.02.D - Students are expected to: distinguish orally
presented rhyming pairs of words from non-rhyming pairs;

verb: distinguish
Example:
Do car and jar rhyme?
Do dog and cat rhyme?

110.11.K.02.E - Students are expected to: recognize spoken

alliteration or groups of words that begin with the same spoken
onset or initial sound (e.g., "baby boy bounces the ball");

verb: recognize
Alliteration- the repetition of initial
sounds at the beginning of two or
more neighboring words
Examples:
The mom made marvelous
muffins.
Silly Sally sat on a spider.

110.11.K.02.F - Students are expected to: blend spoken

verb: blend
onsets and rimes to form simple words (e.g., onset /c/ and rime
/at/ make cat);

Onset - the initial sound of a word

/c/ in cat
/p/ in papa (Spanish)
Rime - the terminal syllable of a
word that can be rhymed
(/at/ in cat and fat)
What word is made with these two
parts? /c/ -ar. (car)
What would the word be if I
said /s/.../oo//n/? (soon)

110.11.K.02.G - Students are expected to: blend spoken

phonemes to form one-syllable words (e.g., /m/ /a/ /n/ says
man);

verb: blend
Phoneme-the smallest unit of
sound in speech
English, /s/ /a/ /t/ of sat
Spanish, /l/ /a/ and /d/ /a/
Syllable-the unit of pronunciation
having one vowel sound, with or
without surrounding consonants,
forming the whole or part of a
word
Possible Sentence Stems:
If I say /m/ /a/ /p/, the word is
_____.

110.11.K.02.H - Students are expected to: isolate the initial

sound in one-syllable spoken words; and

verb: isolate
Use manipulatives (boxes or
blocks) to represent the initial
sound in one syllable words
(cat: /c//at/)
Say the word cat. Now say the
word cat without the /k/ (at).

110.11.K.02.I - Students are expected to: segment spoken

one-syllable words into two to three phonemes (e.g., dog: /d/
/o/ /g/);

verb: segment
Phoneme-the smallest unit of
sound in speech
Examples:
cat:
/c/.../a/.../t/
hop: /h/.../o/.../p/
fun: /f/.../u/.../n/

110.11.K.03 - Students use the relationships between letters and sounds, spelling patterns, and
morphological analysis to decode written English.
110.11.K.03.A - Students are expected to: identify the common verb: identify
sounds that letters represent;
such as:

letter sound associations

consonants and vowels
110.11.K.03.B - Students are expected to: use knowledge of
letter-sound relationships to decode regular words in text and
independent of content (e.g., VC, CVC, CCVC, and CVCC
words);

verb: use
Decode-apply knowledge of lettersound relationships in order to
sound out a word
Examples:
VC (ex: an, on, at,
ip, ut)
CVC (ex: man, hat,
hop, cut, pig)

110.11.K.03.C - Students are expected to: recognize that new

words are created when letters are changed, added, or
deleted; and

verb: recognize
Such as:
Beginning letters:
change, add, and/or
delete the beginning
letter(s) to make new
word, cat to hat
Ending letters:
change, add, and/or
delete the ending

letter(s) to make new

words, cat to can
Middle letter: add
and/or change the
middle sound to make
new words, cat to cot
110.11.K.03.D - Students are expected to: identify and read at
least 25 high-frequency words from a commonly used list.

verb: identify, read

High-frequency words-most
commonly used words that are
seen, read, or heard to promote
fluency (the, to, and)

110.11.K.04 - Students comprehend a variety of texts drawing on useful strategies as needed.

110.11.K.04.A - Students are expected to: predict what might
happen next in text based on the cover, title, and illustrations;
and

verb: predict
Possible sentence stems:
What happened when ____ did
____?
Why is ____ important?
Listen to the title of the book,
what do you predict the book will
be about?

110.11.K.04.B - Students are expected to: ask and respond to

questions about texts read aloud.

verb: ask, respond

Possible sentence stems:

Who is the main

character?
How was ____'s
problem solved?
From listening to
this story, what do you
know about ____
(character)?
110.11.K.05 - Students understand new vocabulary and use it correctly when reading and writing.
110.11.K.05.A - Students are expected to: identify and use
words that name actions, directions, positions, sequences, and
locations;

verb: identify, use

Such as:

Actions-snap, skip,
run

Directions-left,
right, up, down
Positions-below,
beside, behind, over,
under, on
Sequence-first,

second, third, fourth,

last, next
Location-here, over
there, everywhere
Possible sentence stems:

What does this word

tell you?
What does this word
mean?
What does this word
tell you to do? (directions
or actions)
110.11.K.05.B - Students are expected to: recognize that
compound words are made up of shorter words;

verb: recognize
Examples:

doghouse
butterfly
backpack
football
Possible sentence stems:

Can you find two

shorter words in this
word?
Can we make a new
word by putting these
two shorter words
together?

110.11.K.05.C - Students are expected to: identify and sort

pictures of objects into conceptual categories (e.g., colors,
shapes, textures); and