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

110.13.b.2

(2) 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 multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
  • (i) single letters (consonants and vowels);
  • (ii) consonant blends (e.g., thr, spl);
  • (iii) consonant digraphs (e.g., ng, ck, ph); and
  • (iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);

• (B) use common syllabication patterns to decode words including:
  • (i) closed syllable (CVC) (e.g., pic-nic, mon-ster);
  • (ii) open syllable (CV) (e.g., ti-ger);
  • (iii) final stable syllable (e.g., sta-tion, tum-ble);
  • (iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape);
  • (v) r-controlled vowels (e.g., per-fect, cor-ner); and
  • (vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);

• (C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);

• (D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);

• (E) identify and read abbreviations (e.g., Mr., Ave.);

• (F) identify and read contractions (e.g., haven't, it's);

• (G) identify and read at least 300 high-frequency words from a commonly used list; and

• (H) monitor accuracy of decoding.