TEKS: Chapter 110. English Language Arts and Reading See All Teacher Resources

110.12.b.3

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

• (A) decode words in context and in isolation by applying common letter-sound correspondences, including:
  • (i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
  • (ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;
  • (iii) consonant blends (e.g., bl, st);
  • (iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
  • (v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and
  • (vi) vowel diphthongs including oy, oi, ou, and ow;

• (B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;

• (C) use common syllabication patterns to decode words, including:
  • (i) closed syllable (CVC) (e.g., mat, rab-bit);
  • (ii) open syllable (CV) (e.g., he, ba-by);
  • (iii) final stable syllable (e.g., ap-ple, a-ble);
  • (iv) vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);
  • (v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and
  • (vi) r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or);

• (D) decode words with common spelling patterns (e.g., -ink, -onk, -ick);

• (E) read base words with inflectional endings (e.g., plurals, past tenses);

• (F) use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);

• (G) identify and read contractions (e.g., isn't, can't);

• (H) identify and read at least 100 high-frequency words from a commonly used list; and

• (I) monitor accuracy of decoding.