texas essential knowledge and skills for kindergarten §110 ... · revised august 23, 2010...

revised August 23, 2010

§110.11. English Language Arts and Reading, Kindergarten, Beginning with School Year 2009-2010.

Texas Essential Knowledge and Skills for Kindergarten

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In Kindergarten, students engage in activities that build on their natural curiosity and prior knowledge to develop their reading, writing, and oral language skills.

(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.

(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this


knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.

(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Kindergarten as described in subsection (b) of this section.

(4) To meet Texas Education Code, §28.002(h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(b) Knowledge and skills.

(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:

(A) recognize that spoken words can be represented by print for communication;

(B) identify upper- and lower-case letters;

(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text;

(D) recognize the difference between a letter and a printed word;

(E) 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);

(F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and

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

(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:

(A) identify a sentence made up of a group of words;

(B) identify syllables in spoken words;


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

(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs;

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

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

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

(H) isolate the initial sound in one-syllable spoken words; and

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

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

(A) identify the common sounds that letters represent;

(B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);

(C) recognize that new words are created when letters are changed, added, or deleted; and

(D) identify and read at least 25 high-frequency words from a commonly used list.

(4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(A) predict what might happen next in text based on the cover, title, and illustrations; and

(B) ask and respond to questions about texts read aloud.

(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:

(A) identify and use words that name actions, directions, positions, sequences, and locations;

(B) recognize that compound words are made up of shorter words;


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

(D) use a picture dictionary to find words.

(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) identify elements of a story including setting, character, and key events;

(B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience;

(C) recognize sensory details; and

(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures.

(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.

(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) retell a main event from a story read aloud; and

(B) describe characters in a story and the reasons for their actions.

(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard.

(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to:

(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations;

(B) retell important facts in a text, heard or read;

(C) discuss the ways authors group information in text; and


(D) use titles and illustrations to make predictions about text.

(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) follow pictorial directions (e.g., recipes, science experiments); and

(B) identify the meaning of specific signs (e.g., traffic signs, warning signs).

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to:

(A) identify different forms of media (e.g., advertisements, newspapers, radio programs); and

(B) identify techniques used in media (e.g., sound, movement).

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to:

(A) plan a first draft by generating ideas for writing through class discussion;

(B) develop drafts by sequencing the action or details in the story;

(C) revise drafts by adding details or sentences;

(D) edit drafts by leaving spaces between letters and words; and

(E) share writing with others.

(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and

(B) write short poems.

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations.


(16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):

(i) past and future tenses when speaking;

(ii) nouns (singular/plural);

(iii) descriptive words;

(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and

(v) pronouns (e.g., I, me);

(B) speak in complete sentences to communicate; and

(C) use complete simple sentences.

(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression);

(B) capitalize the first letter in a sentence; and

(C) use punctuation at the end of a sentence.

(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(A) use phonological knowledge to match sounds to letters;

(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"); and

(C) write one's own name.

(19) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to:

(A) ask questions about topics of class-wide interest; and


(B) decide what sources or people in the classroom, school, library, or home can answer these questions.

(20) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:

(A) gather evidence from provided text sources; and

(B) use pictures in conjunction with writing when documenting research.

(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen attentively by facing speakers and asking questions to clarify information; and

(B) follow oral directions that involve a short related sequence of actions.

(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.

(23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

Figure: 19 TAC §110.10(b)

Kindergarten (§110.11 English Language Arts and Reading)

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

(A) discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language);

(B) ask and respond to questions about text;

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud);

(D) make inferences based on the cover, title, illustrations, and plot;


(E) retell or act out important events in stories; and

(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

§111.12. Mathematics, Kindergarten.

(a) Introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Kindergarten are developing whole-number concepts and using patterns and sorting to explore number, data, and shape.

(2) Throughout mathematics in Kindergarten-Grade 2, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use numbers in ordering, labeling, and expressing quantities and relationships to solve problems and translate informal language into mathematical language and symbols. Students use objects to create and identify patterns and use those patterns to express relationships, make predictions, and solve problems as they build an understanding of number, operation, shape, and space. Students progress from informal to formal language to describe two- and three-dimensional geometric figures and likenesses in the physical world. Students begin to develop measurement concepts as they identify and compare attributes of objects and situations. Students collect, organize, and display data and use information from graphs to answer questions, make summary statements, and make informal predictions based on their experiences.

(3) Throughout mathematics in Kindergarten-Grade 2, students develop numerical fluency with conceptual understanding and computational accuracy. Students in Kindergarten-Grade 2 use basic number sense to compose and decompose numbers in order to solve problems requiring precision, estimation, and reasonableness. By the end of Grade 2, students know basic addition and subtraction facts and are using them to work flexibly, efficiently, and accurately with numbers during addition and subtraction computation.

(4) Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Kindergarten-Grade 2, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve meaningful problems as they do mathematics.


(K.1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:


(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;

(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20); and

(C) use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

(K.2) Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to:

(A) use language such as before or after to describe relative position in a sequence of events or objects; and

(B) name the ordinal positions in a sequence such as first, second, third, etc.

(K.3) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole. The student is expected to:

(A) share a whole by separating it into two equal parts; and

(B) explain why a given part is half of the whole.

(K.4) Number, operation, and quantitative reasoning. The student models addition (joining) and subtraction (separating). The student is expected to model and create addition and subtraction problems in real situations with concrete objects.

(K.5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.

(K.6) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to:

(A) use patterns to predict what comes next, including cause-and-effect relationships; and

(B) count by ones to 100.

(K.7) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to:

(A) describe one object in relation to another using informal language such as over, under, above, and below; and

(B) place an object in a specified position.


(K.8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to:

(A) describe and identify an object by its attributes using informal language;

(B) compare two objects based on their attributes; and

(C) sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted.

(K.9) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures. The student is expected to:

(A) describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures;

(B) recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures; and

(C) describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle).

(K.10) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to:

(A) compare and order two or three concrete objects according to length (longer/shorter than, or the same);

(B) compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same);

(C) compare two containers according to capacity (holds more, holds less, or holds the same);

(D) compare two objects according to weight/mass (heavier than, lighter than or equal to); and

(E) compare situations or objects according to relative temperature (hotter/colder than, or the same as).

(K.11) Measurement. The student uses time to describe, compare, and order events and situations. The student is expected to:

(A) compare events according to duration such as more time than or less time than;

(B) sequence events (up to three); and


(C) read a calendar using days, weeks, and months.

(K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:

(A) construct graphs using real objects or pictures in order to answer questions; and

(B) use information from a graph of real objects or pictures in order to answer questions.

(K.13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

(A) identify mathematics in everyday situations;

(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

(C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and

(D) use tools such as real objects, manipulatives, and technology to solve problems.

(K.14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to:

(A) communicate mathematical ideas using objects, words, pictures, numbers, and technology; and

(B) relate everyday language to mathematical language and symbols.

(K.15) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.

§112.11. Science, Kindergarten, Beginning with School Year 2010-2011.

(a) Introduction.

(1) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process."


(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(3) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time.

(4) In Kindergarten, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.

(A) A central theme throughout the study of scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment is active engagement in asking questions, communicating ideas, and exploring with scientific tools. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations and descriptive investigations.

(B) Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture. The importance of light, heat, and sound energy is identified as it relates to the students' everyday life. The location and motion of objects are explored.

(C) Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather. Other patterns are observed in the appearance of objects in the sky.

(D) In life science, students recognize the interdependence of organisms in the natural world. They understand that all organisms have basic needs that can be satisfied through interactions with living and nonliving things. Students will investigate the life cycle of plants and identify likenesses between parents and offspring.


(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:

(A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;


(B) discuss the importance of safe practices to keep self and others safe and healthy; and

(C) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.

(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world;

(B) plan and conduct simple descriptive investigations such as ways objects move;

(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;

(D) record and organize data and observations using pictures, numbers, and words; and

(E) communicate observations with others about simple descriptive investigations.

(3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:

(A) identify and explain a problem such as the impact of littering on the playground and propose a solution in his/her own words;

(B) make predictions based on observable patterns in nature such as the shapes of leaves; and

(C) explore that scientists investigate different things in the natural world and use tools to help in their investigations.

(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A) collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums; and

(B) use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.


(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to:

(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture; and

(B) observe, record, and discuss how materials can be changed by heating or cooling.

(6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to:

(A) use the five senses to explore different forms of energy such as light, heat, and sound;

(B) explore interactions between magnets and various materials;

(C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and

(D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow.

(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to:

(A) observe, describe, compare, and sort rocks by size, shape, color, and texture;

(B) observe and describe physical properties of natural sources of water, including color and clarity; and

(C) give examples of ways rocks, soil, and water are useful.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(A) observe and describe weather changes from day to day and over seasons;

(B) identify events that have repeating patterns, including seasons of the year and day and night; and

(C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.

(9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:


(A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and

(B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

(A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape;

(B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs;

(C) identify ways that young plants resemble the parent plant; and

(D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit.

§113.2. Social Studies, Kindergarten.

(a) Introduction.

(1) In Kindergarten, the focus is on the self, home, family, and classroom. The study of our state and national heritage begins with an examination of the celebration of patriotic holidays and the contributions of historical people. The concept of chronology is introduced. Students discuss geographic concepts of location and physical and human characteristics of places. Students are introduced to the basic human needs of food, clothing, and shelter and to ways that people meet these needs. Students learn the purpose of rules and the role of authority figures in the home and school. Students learn customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. Students compare family customs and traditions and describe examples of technology in the home and school. Students acquire information from a variety of oral and visual sources.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include You're a Grand Old Flag and a children's biography of George Washington. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the


teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.

(4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic values of our state and nation as referenced in the Texas Education Code, §28.002(h).


(1) History. The student understands that holidays are celebrations of special events. The student is expected to:

(A) explain the reasons for national patriotic holidays such as Presidents' Day and Independence Day; and

(B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day.

(2) History. The student understands how historical figures and ordinary people helped to shape the community, state, and nation. The student is expected to:

(A) identify the contributions of historical figures such as Stephen F. Austin and George Washington who helped to shape our state and nation; and

(B) identify ordinary people who have shaped the community.

(3) History. The student understands the concept of chronology. The student is expected to:

(A) place events in chronological order; and

(B) use vocabulary related to time and chronology, including before, after, next, first, and last.

(4) Geography. The student understands the concept of location. The student is expected to:

(A) use terms, including over, under, near, far, left, and right, to describe relative location; and

(B) locate places on the school campus and describe their relative locations.

(5) Geography. The student understands the physical and human characteristics of the environment. The student is expected to:


(A) identify the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; and

(B) identify the human characteristics of places such as types of houses and ways of earning a living.

(6) Economics. The student understands that basic human needs are met in many ways. The student is expected to:

(A) identify basic human needs; and

(B) explain how basic human needs of food, clothing, and shelter can be met.

(7) Economics. The student understands the importance of jobs. The student is expected to:

(A) identify jobs in the home, school, and community; and

(B) explain why people have jobs.

(8) Government. The student understands the purpose of rules. The student is expected to:

(A) identify purposes for having rules; and

(B) identify rules that provide order, security, and safety in the home and school.

(9) Government. The student understands the role of authority figures. The student is expected to:

(A) identify authority figures in the home, school, and community; and

(B) explain how authority figures make and enforce rules.

(10) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:

(A) identify the flags of the United States and Texas;

(B) recite the Pledge of Allegiance; and

(C) explain the use of voting as a method for group decision making.

(11) Culture. The student understands similarities and differences among people. The student is expected to:

(A) identify personal attributes common to all people such as physical characteristics; and


(B) identify differences among people.

(12) Culture. The student understands how people learn about themselves through family customs and traditions. The student is expected to:

(A) identify family customs and traditions and explain their importance;

(B) compare family customs and traditions; and

(C) describe customs of the local community.

(13) Science, technology, and society. The student understands ways technology is used in the home and school. The student is expected to:

(A) identify examples of technology used in the home and school; and

(B) describe how technology helps accomplish specific tasks.

(14) Science, technology, and society. The student understands ways in which technology has changed how people live. The student is expected to:

(A) describe how his or her life might be different without modern technology; and

(B) list ways in which technology meets people's needs.

(15) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;

(B) obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts;

(C) sequence and categorize information; and

(D) identify main ideas from oral, visual, and print sources.

(16) Social studies skills. The student communicates in oral and visual forms. The student is expected to:

(A) express ideas orally based on knowledge and experiences; and

(B) create and interpret visuals including pictures and maps.


(17) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

§114.2. Languages Other Than English, Elementary.

School districts are strongly encouraged to offer languages other than English in the elementary grades. For districts that offer languages in elementary, the essential knowledge and skills are those designated as Levels I and II - novice progress checkpoint, exploratory languages, and cultural and linguistic topics in Subchapter C of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than English).

§115.2. Health Education, Kindergarten.

(a) Introduction.

(1) In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate. To achieve that goal, students will understand the following: students should first seek guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal skills are needed to promote individual, family, and community health.

(2) Kindergarten students are taught basic factors that contribute to health literacy. Students learn about their bodies and the behaviors necessary to protect them and keep them healthy. Students also understand how to seek help from parents and other trusted adults.


(1) Health behaviors. The student recognizes that personal health decisions and behaviors affect health throughout life. The student is expected to:

(A) identify and practice personal health habits that help individuals stay healthy such as a proper amount of sleep and clean hands;


(B) identify types of foods that help the body grow such as healthy breakfast foods and snacks; and

(C) identify types of exercise and active play that are good for the body.

(2) Health behaviors. The student understands that behaviors result in healthy or unhealthy conditions throughout the life span. The student is expected to:

(A) identify the purpose of protective equipment such as a seat belt and a bicycle helmet;

(B) identify safe and unsafe places to play such as a back yard and a street;

(C) name the harmful effects of tobacco, alcohol, and other drugs;

(D) identify ways to avoid harming oneself or another person;

(E) practice safety rules during physical activity such as water safety and bike safety;

(F) identify how to get help from a parent and/or trusted adult when made to feel uncomfortable or unsafe by another person/adult;

(G) demonstrate procedures for responding to emergencies including dialing 911; and

(H) name objects that may be dangerous such as knives, scissors, and screwdrivers and tell how they can be harmful.

(3) Health behaviors. The student demonstrates decision-making skills for making health-promoting decisions. The student is expected to:

(A) demonstrate how to seek the help of parents/guardians and other trusted adults in making decisions and solving problems; and

(B) plan a healthy meal and/or snack.

(4) Health information. The student knows the basic structures and functions of the human body and how they relate to personal health. The student is expected to:

(A) name the five senses;

(B) name major body parts and their functions; and

(C) name and demonstrate good posture principles such as standing straight with shoulders back.

(5) Health information. The student understands how to recognize health information. The student is expected to:


(A) name people who can provide helpful health information such as parents, doctors, teachers, and nurses; and

(B) explain the importance of health information.

(6) Influencing factors. The student understands the difference between being sick and being healthy. The student is expected to:

(A) tell how germs cause illness and disease in people of all ages;

(B) name symptoms of common illnesses and diseases;

(C) explain practices used to control the spread of germs such as washing hands; and

(D) discuss basic parts of the body's defense system against germs such as the skin.

(7) Influencing factors. The student understands that various factors influence personal health. The student is expected to:

(A) tell how weather affects individual health such as dressing for warmth, protecting skin from the sun, and keeping classrooms and homes warm and cool; and

(B) identify ways to prevent the transmission of head lice such as sharing brushes and caps.

(8) Personal/interpersonal skills. The student understands ways to communicate consideration and respect for self, family, friends, and others. The student is expected to:

(A) recognize and describe individual differences and communicate appropriately with all individuals;

(B) explain the importance of showing consideration and respect for parents, grandparents, other family members, friends, and other individuals; and

(C) recognize and explain the importance of manners and rules for healthy communication.

(9) Personal/interpersonal skills. The student comprehends the skills necessary for building and maintaining healthy relationships. The student is expected to:

(A) identify and use refusal skills to avoid unsafe behavior situations such as saying no in unsafe situations and then telling an adult if he/she is threatened; and

(B) demonstrate skills for making new acquaintances.


§116.2. Physical Education, Kindergarten.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan.

(2) In Grades K-2, children learn fundamental movement skills and begin to understand how the muscles, bones, heart, and lungs function in relation to physical activity. Students begin to develop a vocabulary for movement and apply concepts dealing with space and body awareness. Students are engaged in activities that develop basic levels of strength, endurance, and flexibility. In addition, students learn to work safely in group and individual movement settings. A major objective is to present activities that complement their natural inclination to view physical activity as challenging and enjoyable.

(3) The focus for kindergarten students is on learning basic body control while moving in a variety of settings. Students become aware of strength, endurance and flexibility in different parts of their bodies and begin to learn ways to increase health-related fitness.


(1) Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. The student is expected to:

(A) travel in different ways in a large group without bumping into others or falling;

(B) demonstrate clear contrasts between slow and fast movement when traveling;

(C) demonstrate non-locomotor (axial) movements such as bend and stretch;

(D) maintain balance while bearing weight on a variety of body parts;

(E) walk forward and sideways the length of a beam without falling;

(F) demonstrate a variety of relationships such as under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of;

(G) roll sideways (right or left) without hesitating; and

(H) toss a ball and catch it before it bounces twice.

(2) Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to:


(A) identify selected body parts such as head, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes; and

(B) demonstrate movement forms of various body parts such as head flexion, extension, and rotation.

(3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge. The student is expected to:

(A) describe and select physical activities that provide opportunities for enjoyment and challenge;

(B) participate in moderate to vigorous physical activities on a daily basis that cause increased heart rate, breathing rate, and perspiration;

(C) participate in appropriate exercises for flexibility in shoulders, legs, and trunk;

(D) lift and support his/her own weight in selected activities that develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping; and

(E) describe the benefits from involvement in daily physical activity such as feel better and sleep better.

(4) Physical activity and health. The student knows the benefits from being involved in daily physical activity and factors that affect physical performance. The student is expected to:

(A) observe and describe the immediate effect of physical activity on the heart and breathing rate and perspiration;

(B) locate the lungs and explain their purpose; and

(C) state that rest and sleep are important in caring for the body.

(5) Physical activity and health. The student understands safety practices associated with physical activity and space. The student is expected to:

(A) use equipment and space properly;

(B) know and apply safety practices associated with physical activity such as not pushing in line and drinking water during activity;

(C) explain how proper shoes and clothing promotes safe play and prevent injury;


(D) explain appropriate water safety rules such as never swim alone, never run around pools, look before you jump, enter feet first, and know the role of the lifeguard; and

(E) explain appropriate reactions during emergencies in physical activities.

(6) Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. The student is expected to:

(A) respond appropriately to starting and stopping signals; and

(B) demonstrate the ability to play within boundaries during games and activities.

(7) Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to:

(A) follow rules, procedures, and safe practices;

(B) work in a group setting in cooperation with others; and

(C) share space and equipment with others.

§117.2. Art, Kindergarten.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.


(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:


(A) glean information from the environment, using the five senses; and

(B) identify colors, textures, forms, and subjects in the environment.

(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A) create artworks, using a variety of colors, forms, and lines;

(B) arrange forms intuitively to create artworks; and

(C) develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials.

(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A) identify simple subjects expressed in artworks;

(B) share ideas about personal artworks and the work of others, demonstrating respect for differing opinions; and

(C) relate art to everyday life.

(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

(A) express ideas about personal artworks; and

(B) express ideas about original artworks, portfolios, and exhibitions by peers and artists.

§117.3. Music, Kindergarten.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.


(2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.


(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

(A) identify the difference between the singing and speaking voice; and

(B) identify the timbre of adult voices and instruments.

(2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:

(A) sing or play classroom instruments independently or in a group; and

(B) sing songs from diverse cultures and styles or play such songs on musical instruments.

(3) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:

(A) sing songs and play musical games from different cultures; and

(B) identify simple relationships between music and other subjects.

(4) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(A) identify steady beat in musical performances; and

(B) identify higher/lower, louder/softer, faster/slower, and same/different in musical performances.

§117.4. Theatre, Kindergarten.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.


(2) Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.


(1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:

(A) develop self-awareness through dramatic play;

(B) explore space, using expressive movement;

(C) imitate sounds; and

(D) imitate and recreate objects in dramatic play.

(2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:

(A) demonstrate safe use of movement and voice;

(B) assume roles through imitation and recreation;

(C) identify the characteristics of dramatic play; and

(D) participate in dramatic play.

(3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

(A) create playing space, using simple materials;

(B) create costumes, using simple materials;

(C) plan dramatic play; and

(D) cooperate with others in dramatic play.

(4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:

(A) play and replay real and imaginative situations of various cultures; and

(B) play and replay stories from American history.


(5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

(A) begin to identify appropriate audience behavior;

(B) respond to dramatic activities;

(C) demonstrate awareness of the use of music, creative movement, and visual components in dramatic play; and

(D) observe the performance of artists and identify theatrical vocations.

§126.2. Technology Applications, Kindergarten-Grade 2.

(a) Introduction.

(1) The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication.

(2) Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.


(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the task;

(B) start and exit programs as well as create, name, and save files; and

(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;


(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;

(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;

(D) produce documents at the keyboard, proofread, and correct errors; and

(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A) follow acceptable use policies when using computers; and

(B) model respect of intellectual property by not illegally copying software or another individual's electronic work.

(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:

(A) apply keyword searches to acquire information; and

(B) select appropriate strategies to navigate and access information for research and resource sharing.

(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:

(A) acquire information including text, audio, video, and graphics; and

(B) use on-line help.

(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:

(A) determine the success of strategies used to acquire electronic information; and

(B) determine the usefulness and appropriateness of digital information.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A) use software programs with audio, video, and graphics to enhance learning experiences; and


(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.

(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:

(A) use communication tools to participate in group projects; and

(B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.

(9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:

(A) use software features, such as on-line help, to evaluate work progress; and

(B) use software features, such as slide show previews, to evaluate final product.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and

(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of media including, but not limited to, printed copy or monitor display; and

(B) publish information in a variety of media including, but not limited to, stored files or video.

(12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:

(A) select representative products to be collected and stored in an electronic evaluation tool; and

(B) evaluate the product for relevance to the assignment or task.


§110.12. English Language Arts and Reading, Grade 1, Beginning with School Year 2009-2010.

Texas Essential Knowledge and Skills for Grade 1

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In first grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis.




(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.


(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in Grade 1 as described in subsection (b) of this section.



(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:

(A) recognize that spoken words are represented in written English by specific sequences of letters;

(B) identify upper- and lower-case letters;

(C) sequence the letters of the alphabet;

(D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);

(E) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and

(F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:

(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);

(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);

(C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/);

(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);

(E) isolate initial, medial, and final sounds in one-syllable spoken words; and


(F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).

(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.


(A) confirm predictions about what will happen next in text by "reading the part that tells";

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and

(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

(5) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

(6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) identify words that name actions (verbs) and words that name persons, places, or things (nouns);

(B) determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime);

(C) determine what words mean from how they are used in a sentence, either heard or read;

(D) identify and sort words into conceptual categories (e.g., opposites, living things); and

(E) alphabetize a series of words to the first or second letter and use a dictionary to find words.


(A) connect the meaning of a well-known story or fable to personal experiences; and


(B) explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk- and fairy tales.

(8) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.


(A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and

(B) describe characters in a story and the reasons for their actions and feelings.

(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.

(11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize sensory details in literary text.

(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time.

(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing about the text.

(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) restate the main idea, heard or read;

(B) identify important facts or details in text, heard or read;

(C) retell the order of events in a text by referring to the words and/or illustrations; and

(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.



(A) follow written multi-step directions with picture cues to assist with understanding; and

(B) explain the meaning of specific signs and symbols (e.g., map features).

(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and

(B) identify techniques used in media (e.g., sound, movement).

(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

(B) develop drafts by sequencing ideas through writing sentences;

(C) revise drafts by adding or deleting a word, phrase, or sentence;

(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and

(E) publish and share writing with others.


(A) write brief stories that include a beginning, middle, and end; and

(B) write short poems that convey sensory details.

(19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A) write brief compositions about topics of interest to the student;

(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and


(C) write brief comments on literary or informational texts.


(A) understand and use the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (past, present, and future);

(ii) nouns (singular/plural, common/proper);

(iii) adjectives (e.g., descriptive: green, tall);

(iv) adverbs (e.g., time: before, next);

(v) prepositions and prepositional phrases;

(vi) pronouns (e.g., I, me); and

(vii) time-order transition words;

(B) speak in complete sentences with correct subject-verb agreement; and

(C) ask questions with appropriate subject-verb inversion.


(A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences;

(B) recognize and use basic capitalization for:

(i) the beginning of sentences;

(ii) the pronoun "I"; and

(iii) names of people; and

(C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.


(A) use phonological knowledge to match sounds to letters to construct known words;


(B) use letter-sound patterns to spell:

(i) consonant-vowel-consonant (CVC) words;

(ii) consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope"); and

(iii) one-syllable words with consonant blends (e.g., "drop");

(C) spell high-frequency words from a commonly used list;

(D) spell base words with inflectional endings (e.g., adding "s" to make words plurals); and

(E) use resources to find correct spellings.

(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to:

(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and

(B) decide what sources of information might be relevant to answer these questions.

(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:

(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;

(B) use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and

(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students (with adult assistance) are expected to revise the topic as a result of answers to initial research questions.

(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.



(A) listen attentively to speakers and ask relevant questions to clarify information; and

(B) follow, restate, and give oral instructions that involve a short related sequence of actions.

(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.


First Grade (§110.12 English Language Arts and Reading)


(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension;

(B) ask literal questions of text;

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud);

(D) make inferences about text and use textual evidence to support understanding;

(E) retell or act out important events in stories in logical order; and


§111.13. Mathematics, Grade 1.

(a) Introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 1 are building number sense through number relationships, adding and subtracting whole numbers, organizing and analyzing data, and working with two- and three-dimensional geometric figures.






(1.1) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected to:

(A) compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models;

(B) create sets of tens and ones using concrete objects to describe, compare, and order whole numbers;

(C) identify individual coins by name and value and describe relationships among them; and

(D) read and write numbers to 99 to describe sets of concrete objects.

(1.2) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects. The student is expected to:

(A) separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts; and


(B) use appropriate language to describe part of a set such as three out of the eight crayons are red.

(1.3) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations. The student is expected to:

(A) model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; and

(B) use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9).

(1.4) Patterns, relationships, and algebraic thinking. The student uses repeating patterns and additive patterns to make predictions. The student is expected to identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems.

(1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to:

(A) use patterns to skip count by twos, fives, and tens;

(B) find patterns in numbers, including odd and even;

(C) compare and order whole numbers using place value;

(D) use patterns to develop strategies to solve basic addition and basic subtraction problems; and

(E) identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.

(1.6) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to:

(A) describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle);

(B) describe and identify three-dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders, and cones;

(C) describe and identify two- and three-dimensional geometric figures in order to sort them according to a given attribute using informal and formal language; and

(D) use concrete models to combine two-dimensional geometric figures to make new geometric figures.


(1.7) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to:

(A) estimate and measure length using nonstandard units such as paper clips or sides of color tiles;

(B) compare and order two or more concrete objects according to length (from longest to shortest);

(C) describe the relationship between the size of the unit and the number of units needed to measure the length of an object;

(D) compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least);

(E) compare and order two or more containers according to capacity (from holds the most to holds the least);

(F) compare and order two or more objects according to weight/mass (from heaviest to lightest); and

(G) compare and order two or more objects according to relative temperature (from hottest to coldest).

(1.8) Measurement. The student understands that time can be measured. The student uses time to describe and compare situations. The student is expected to:

(A) order three or more events according to duration; and

(B) read time to the hour and half-hour using analog and digital clocks.

(1.9) Probability and statistics. The student displays data in an organized form. The student is expected to:

(A) collect and sort data; and

(B) use organized data to construct real-object graphs, picture graphs, and bar-type graphs.

(1.10) Probability and statistics. The student uses information from organized data. The student is expected to:

(A) draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs; and

(B) identify events as certain or impossible such as drawing a red crayon from a bag of green crayons.


(1.11) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

(A) identify mathematics in everyday situations;


(C) select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and


(1.12) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language. The student is expected to:

(A) explain and record observations using objects, words, pictures, numbers, and technology; and

(B) relate informal language to mathematical language and symbols.

(1.13) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.

§112.12. Science, Grade 1, Beginning with School Year 2010-2011.

(a) Introduction.





(4) In Grade 1, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand the world around them in the context of scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.

(A) A central theme in first grade science is active engagement in asking questions, communicating ideas, and exploring with scientific tools in order to explain scientific concepts and processes like scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations and descriptive investigations.

(B) Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture. The importance of light, heat, and sound energy is identified as it relates to the students' everyday life. The location and motion of objects are explored.

(C) Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather. In addition, patterns are observed in the appearance of objects in the sky.

(D) In life science, students recognize the interdependence of organisms in the natural world. They understand that all organisms have basic needs that can be satisfied through interactions with living and nonliving things. Students will investigate life cycles of animals and identify likenesses between parents and offspring.


(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:

(A) recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;

(B) recognize the importance of safe practices to keep self and others safe and healthy; and

(C) identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.

(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world;

(B) plan and conduct simple descriptive investigations such as ways objects move;


(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;

(D) record and organize data using pictures, numbers, and words; and

(E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.

(3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:

(A) identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words;

(B) make predictions based on observable patterns; and

(C) describe what scientists do.


(A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and

(B) measure and compare organisms and objects using non-standard units.

(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to:

(A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and

(B) predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.

(6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to:

(A) identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life;

(B) predict and describe how a magnet can be used to push or pull an object;

(C) describe the change in the location of an object such as closer to, nearer to, and farther from; and


(D) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

(7) Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to:

(A) observe, compare, describe, and sort components of soil by size, texture, and color;

(B) identify and describe a variety of natural sources of water, including streams, lakes, and oceans; and

(C) gather evidence of how rocks, soil, and water help to make useful products.

(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:

(A) record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;

(B) observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun;

(C) identify characteristics of the seasons of the year and day and night; and

(D) demonstrate that air is all around us and observe that wind is moving air.

(9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to:

(A) sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring;

(B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver; and

(C) gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter.


(A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;

(B) identify and compare the parts of plants;

(C) compare ways that young animals resemble their parents; and


(D) observe and record life cycles of animals such as a chicken, frog, or fish.

§113.3. Social Studies, Grade 1.

(a) Introduction.

(1) In Grade 1, students learn about their relationship to the classroom, school, and community. The concepts of time and chronology are developed by distinguishing among past, present, and future events. Students identify anthems and mottoes of the United States and Texas. Students make simple maps to identify the location of places in the classroom, school, and community. The concepts of goods and services and the value of work are introduced. Students identify historic figures and ordinary people who exhibit good citizenship. Students describe the importance of family customs and traditions and identify how technology has changed family life. Students sequence and categorize information.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include a children's biography of Abraham Lincoln. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.

(4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code, §28.002(h).


(1) History. The student understands how historical figures helped to shape our community, state, and nation. The student is expected to:

(A) identify contributions of historical figures such as Sam Houston and Abraham Lincoln who have influenced the community, state, and nation;

(B) identify historic figures such as Alexander Graham Bell and Thomas Edison who have exhibited a love of individualism and inventiveness; and


(C) compare the similarities and differences among the lives and activities of historical figures who have influenced the community, state, and nation.

(2) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:

(A) describe the origins of selected customs, holidays, and celebrations of the community, state, and nation such as Martin Luther King, Jr. Day, Independence Day, and Veterans' Day;

(B) compare the observance of holidays and celebrations, past and present; and

(C) identify anthems and mottoes of the United States and Texas.

(3) History. The student understands the concepts of time and chronology. The student is expected to:

(A) distinguish among past, present, and future;

(B) create a calendar or timeline; and

(C) use vocabulary related to chronology, including yesterday, today, and tomorrow.

(4) Geography. The student understands the relative location of places. The student is expected to:

(A) locate places using the four cardinal directions; and

(B) describe the location of self and objects relative to other locations in the classroom and school.

(5) Geography. The student understands the purpose of maps and globes. The student is expected to:

(A) create and use simple maps to identify the location of places in the classroom, school, community, and beyond; and

(B) locate places of significance on maps and globes such as the local community, Texas, and the United States.

(6) Geography. The student understands various physical and human characteristics of the environment. The student is expected to:

(A) identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather;

(B) identify examples of and uses for natural resources in the community, state, and nation; and


(C) identify and describe the human characteristics of places such as types of houses and ways of earning a living.

(7) Economics. The student understands the concepts of goods and services. The student is expected to:

(A) identify examples of goods and services in the home, school, and community;

(B) identify ways people exchange goods and services; and

(C) identify the role of markets in the exchange of goods and services.

(8) Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:

(A) identify examples of people wanting more than they can have;

(B) explain why wanting more than they can have requires that people make choices; and

(C) identify examples of choices families make when buying goods and services.

(9) Economics. The student understands the value of work. The student is expected to:

(A) describe the requirements of various jobs and the characteristics of a job well-performed; and

(B) describe how specialized jobs contribute to the production of goods and services.

(10) Government. The student understands the purpose of rules and laws. The student is expected to:

(A) explain the need for rules and laws in the home, school, and community; and

(B) give examples of rules or laws that establish order, provide security, and manage conflict.

(11) Government. The student understands the role of authority figures and public officials. The student is expected to:

(A) identify leaders in the community, state, and nation;

(B) describe the roles of public officials including mayor, governor, and president; and

(C) identify the responsibilities of authority figures in the home, school, and community.

(12) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to:


(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good;

(B) identify historic figures such as Clara Barton, Nathan Hale, and Eleanor Roosevelt who have exemplified good citizenship; and

(C) identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness.


(A) explain selected national and state patriotic symbols such as the U.S. and Texas flags, the Liberty Bell, and the Alamo;

(B) recite and explain the meaning of the Pledge of Allegiance and the Pledge to the Texas Flag;

(C) use voting as a way of making choices and decisions; and

(D) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.

(14) Culture. The student understands how families meet basic human needs. The student is expected to:

(A) describe ways that families meet basic human needs; and

(B) describe similarities and differences in ways families meet basic human needs.

(15) Culture. The student understands the importance of family beliefs, customs, language, and traditions. The student is expected to:

(A) describe various beliefs, customs, and traditions of families and explain their importance; and

(B) retell stories from selected folktales and legends such as Aesop's fables.

(16) Science, technology, and society. The student understands how technology has affected daily life, past and present. The student is expected to:

(A) describe how household tools and appliances have changed the ways families live;

(B) describe how technology has changed communication, transportation, and recreation; and

(C) describe how technology has changed the way people work.




(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer images, literature, and artifacts;

(C) sequence and categorize information; and

(D) identify main ideas from oral, visual, and print sources.

(18) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:


(B) create visual and written material including pictures, maps, timelines, and graphs.






§115.3. Health Education, Grade 1.

(a) Introduction.



(2) In Grade 1, students learn more about their bodies and how to care for themselves. Students also begin to learn that relationships exist between behaviors and health, and that there are community helpers such as nurses and doctors who help them stay healthy. In Grade 1, students also learn skills to help them make friends, resolve conflicts, and solve problems.


(1) Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to:

(A) describe and practice activities that enhance individual health such as enough sleep, nutrition, and exercise; and

(B) describe activities that are provided by health care professionals such as medical check-up and dental exams.

(2) Health behaviors. The student understands that safe, unsafe, and/or harmful behaviors result in positive and negative consequences throughout the life span. The student is expected to:

(A) identify and use protective equipment to prevent injury;

(B) name safe play environments;

(C) explain the harmful effects of, and how to avoid, alcohol, tobacco, and other drugs;

(D) identify ways to avoid weapons and drugs or harming oneself or another person by staying away from dangerous situations and reporting to an adult;

(E) identify safety rules that help to prevent poisoning;

(F) identify and describe safe bicycle skills;

(G) identify and practice safety rules during play; and

(H) identify how to get help from a parent and/or trusted adult when made to feel uncomfortable or unsafe by another person/adult.

(3) Health behaviors. The student demonstrates basic critical-thinking, decision-making, goal setting, and problem-solving skills for making health-promoting decisions. The student is expected to:


(A) explain ways to seek the help of parents/guardians and other trusted adults in making decisions and solving problems;

(B) describe how decisions can be reached and problems can be solved; and

(C) explain the importance of goal setting and task completion.

(4) Health information. The student understands the basic structure and functions of the human body and how they relate to personal health throughout the life span. The student is expected to:

(A) identify and demonstrate use of the five senses;

(B) identify major body structures and organs and describes their basic functions; and

(C) identify and apply principles of good posture for healthy growth and development.

(5) Health information. The student recognizes health information. The student is expected to:

(A) identify people who can provide helpful health information such as parents, teachers, nurses, and physicians; and

(B) list ways health information can be used such as knowing how to brush teeth properly.

(6) Health information. The student recognizes the influence of media and technology on health behaviors. The student is expected to:

(A) identify examples of health information provided by various media; and

(B) cite examples of how media and technology can affect behaviors such as television, computers, and video games.

(7) Influencing factors. The student understands the difference between sickness and health in people of all ages. The student is expected to:

(A) name types of germs that cause illness and disease;

(B) identify common illnesses and diseases and their symptoms; and

(C) explain common practices that control the way germs are spread.

(8) Influencing factors. The student understands factors that influence the health of an individual. The student is expected to:

(A) name various members of his/her family who help them to promote and practice health habits; and

(B) describe ways in which a person's health may be affected by weather and pollution.


(9) Personal/interpersonal skills. The student knows healthy ways to communicate consideration and respect for self, family, friends, and others. The student is expected to:

(A) demonstrate respectful communication;

(B) list unique ways that individuals use to communicate such as using body language and gestures;

(C) express needs, wants, and emotions in appropriate ways; and

(D) describe and practice techniques of self-control such as thinking before acting.


(A) describe ways to build and maintain friendships; and

(B) practice refusal skills to avoid and resolve conflicts.

§116.3. Physical Education, Grade 1.

(a) Introduction.


(2) First grade students continue to develop basic body control, fundamental movement skills, and health-related fitness components such as strength, endurance, and flexibility. Students can state key performance cues for basic movement patterns such as throwing and catching. Students continue to learn rules and procedures for simple games and apply safety practices associated with physical activities.



(A) demonstrate an awareness of personal and general space while moving at different directions and levels such as high, medium, and low;

(B) demonstrate proper foot patterns in hopping, jumping, skipping, leaping, galloping, and sliding;

(C) demonstrate control in balancing and traveling activities;


(D) demonstrate the ability to work with a partner such as leading and following;

(E) clap in time to a simple rhythmic beat;

(F) create and imitate movement in response to selected rhythms;

(G) jump a long rope; and

(H) demonstrate on cue key elements in overhand throw, underhand throw, and catch.


(A) recognize that motor skill development requires correct practice; and

(B) demonstrate a base of support and explain how it affects balance.

(3) Physical activity and health. The student exhibits a health-enhancing, physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge. The student is expected to:



(C) participate in appropriate exercises for flexibility in shoulders, legs, and trunk; and

(D) lift and support his/her own weight in selected activities that develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping.


(A) distinguish between active and inactive lifestyles;

(B) describe the location and function of the heart;

(C) describe how muscles and bones work together to produce movement;

(D) describe food as a source of energy; and

(E) explain the negative effects of smoking, lack of sleep, and poor dietary habits on physical performance and on the body.

(5) Physical activity and health. The student knows and applies safety practices associated with physical activities. The student is expected to:


(A) use equipment and space safely and properly;

(B) describe the importance of protective equipment in preventing injury such as helmets, elbow/knee pads, wrist guards, proper shoes, and clothing;

(C) describe how to protect himself/herself from harmful effects of the sun;

(D) list water safety rules and demonstrate simple extension rescue; and

(E) describe and demonstrate appropriate reactions to emergency situations common to physical activity settings such as universal safety precautions, and calling 911.


(A) demonstrate starting and stopping signals; and

(B) explain boundaries and rules for simple games.


(A) follow directions and apply safe movement practices;

(B) interact, cooperate, and respect others; and

(C) resolve conflicts in socially acceptable ways such as talking and asking the teacher for help.

§117.5. Art, Grade 1.

(a) Introduction.






(A) identify similarities, differences, and variations among subjects, using the senses; and

(B) identify color, texture, form, line, and emphasis in nature and in the human-made environment.


(A) invent images that combine a variety of colors, forms, and lines;

(B) place forms in orderly arrangement to create designs; and

(C) increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.


(A) identify simple ideas expressed in artworks through different media;

(B) select artworks that show families and groups; and

(C) identify the use of art in everyday life.

(4) Response/evaluation. The student makes informed judgments about personal artworks and the works of others. The student is expected to:

(A) express ideas about personal artworks; and

(B) identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.

§117.6. Music, Grade 1.

(a) Introduction.






(A) identify voices and selected instruments from various musical families;

(B) use basic music terminology in describing musical sounds; and

(C) identify repetition and contrast in music examples.


(A) sing or play a classroom instrument independently or in groups; and

(B) sing songs from diverse cultures and styles or play such songs on a musical instrument.

(3) Creative expression/performance. The student reads and writes music notation. The student is expected to:

(A) read simple examples of music notation; and

(B) write simple examples of music notation.

(4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:

(A) create short rhythmic patterns; and

(B) create short melodic patterns.


(A) sing songs and play musical games from diverse cultures; and

(B) identify simple relationships between music and other subjects.


(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and


(B) begin to practice appropriate audience behavior during live performances.

§117.7. Theatre, Grade 1.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.




(A) develop confidence and self-awareness through dramatic play;

(B) develop spatial awareness in dramatic play, using expressive and rhythmic movement;

(C) imitate actions and sounds; and

(D) imitate and create animate and inanimate objects in dramatic play.



(B) assume roles through imitation;

(C) dramatize limited-action stories; and

(D) dramatize poems and songs.


(A) select aspects of the environment for use in dramatic play;


(B) adapt the environment for dramatic play, using simple materials;


(D) cooperate with others in dramatic play.


(A) imitate life experiences from various historical periods in dramatic play; and

(B) identify diverse cultural dimensions in dramatic play.


(A) identify appropriate audience behavior;

(B) respond to and begin to evaluate dramatic activities;

(C) identify the use of music, creative movement, and visual components in dramatic play; and



(a) Introduction.








(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis.






(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 2 as described in subsection (b) of this section.



(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

(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.


(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and




(A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);

(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;

(C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and

(D) alphabetize a series of words and use a dictionary or a glossary to find words.


(A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and


(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry.

(8) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.


(A) describe similarities and differences in the plots and settings of several works by the same author; and

(B) describe main characters in works of fiction, including their traits, motivations, and feelings.

(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction.

(11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).

(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.

(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text.

(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:

(A) identify the main idea in a text and distinguish it from the topic;


(B) locate the facts that are clearly stated in a text;

(C) describe the order of events or ideas in a text; and

(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.

(15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) follow written multi-step directions; and

(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).


(A) recognize different purposes of media (e.g., informational, entertainment);

(B) describe techniques used to create media messages (e.g., sound, graphics); and

(C) identify various written conventions for using digital media (e.g., e-mail, website, video game).


(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

(B) develop drafts by sequencing ideas through writing sentences;

(C) revise drafts by adding or deleting words, phrases, or sentences;

(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and

(E) publish and share writing with others.


(A) write brief stories that include a beginning, middle, and end; and

(B) write short poems that convey sensory details.



(A) write brief compositions about topics of interest to the student;

(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and

(C) write brief comments on literary or informational texts.

(20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.


(A) understand and use the following parts of speech in the context of reading, writing, and speaking:



(iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the);

(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);


(vi) pronouns (e.g., he, him); and

(vii) time-order transition words;

(B) use complete sentences with correct subject-verb agreement; and

(C) distinguish among declarative and interrogative sentences.


(A) write legibly leaving appropriate margins for readability;

(B) use capitalization for:


(i) proper nouns;

(ii) months and days of the week; and

(iii) the salutation and closing of a letter; and

(C) recognize and use punctuation marks, including:

(i) ending punctuation in sentences;

(ii) apostrophes and contractions; and

(iii) apostrophes and possessives.


(A) use phonological knowledge to match sounds to letters to construct unknown words;

(B) spell words with common orthographic patterns and rules:

(i) complex consonants (e.g., hard and soft c and g, ck);

(ii) r-controlled vowels;

(iii) long vowels (e.g., VCe-hope); and

(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);

(C) spell high-frequency words from a commonly used list;

(D) spell base words with inflectional endings (e.g., -ing and -ed);

(E) spell simple contractions (e.g., isn't, aren't, can't); and

(F) use resources to find correct spellings.

(24) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and

(B) decide what sources of information might be relevant to answer these questions.

(25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:


(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;

(B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and

(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

(26) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a result of answers to initial research questions.

(27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.


(A) listen attentively to speakers and ask relevant questions to clarify information; and

(B) follow, restate, and give oral instructions that involve a short related sequence of actions.

(29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.


Second Grade (§110.13 English Language Arts and Reading)


(A) establish purposes for reading selected texts based upon content to enhance comprehension;


(B) ask literal questions of text;

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions);

(D) make inferences about text using textual evidence to support understanding;

(E) retell important events in stories in logical order; and



(a) Introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 2 are developing an understanding of the base-ten place value system, comparing and ordering whole numbers, applying addition and subtraction, and using measurement processes.






(2.1) Number, operation, and quantitative reasoning. The student understands how place value is used to represent whole numbers. The student is expected to:

(A) use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways;

(B) use place value to read, write, and describe the value of whole numbers to 999; and

(C) use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >).

(2.2) Number, operation, and quantitative reasoning. The student describes how fractions are used to name parts of whole objects or sets of objects. The student is expected to:

(A) use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less);

(B) use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less); and

(C) use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1.

(2.3) Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is expected to:

(A) recall and apply basic addition and subtraction facts ( to 18);

(B) model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers;

(C) select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary;

(D) determine the value of a collection of coins up to one dollar; and

(E) describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins.

(2.4) Number, operation, and quantitative reasoning. The student models multiplication and division. The student is expected to:

(A) model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and

(B) model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets.


(2.5) Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. The student is expected to:

(A) find patterns in numbers such as in a 100s chart;

(B) use patterns in place value to compare and order whole numbers through 999; and

(C) use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 – 8 = 9, and 17 – 9 = 8.

(2.6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to:

(A) generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels;

(B) identify patterns in a list of related number pairs based on a real-life situation and extend the list; and

(C) identify, describe, and extend repeating and additive patterns to make predictions and solve problems.

(2.7) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to:

(A) describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.;

(B) use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and

(C) cut two-dimensional geometric figures apart and identify the new geometric figures formed.

(2.8) Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to use whole numbers to locate and name points on a number line.

(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units ( from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to:


(A) identify concrete models that approximate standard units of length and use them to measure length;

(B) select a non-standard unit of measure such as square tiles to determine the area of a two-dimensional surface;

(C) select a non-standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container; and

(D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.

(2.10) Measurement. The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit). The student is expected to:

(A) read a thermometer to gather data;

(B) read and write times shown on analog and digital clocks using five-minute increments; and

(C) describe activities that take approximately one second, one minute, and one hour.

(2.11) Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to:

(A) construct picture graphs and bar-type graphs;

(B) draw conclusions and answer questions based on picture graphs and bar-type graphs; and

(C) use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.


(A) identify the mathematics in everyday situations;


(C) select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and






(2.14) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.


(a) Introduction.




(4) In Grade 2, careful observation and investigation are used to learn about the natural world and reveal patterns, changes, and cycles. Students should understand that certain types of questions can be answered by using observation and investigations and that the information gathered in these may change as new observations are made. As students participate in investigation, they develop the skills necessary to do science as well as develop new science concepts.

(A) Within the physical environment, students expand their understanding of the properties of objects such as shape, mass, temperature, and flexibility then use those properties to compare, classify, and then combine the objects to do something that they could not do before. Students manipulate objects to demonstrate a change in motion and position.

(B) Within the natural environment, students will observe the properties of earth materials as well as predictable patterns that occur on Earth and in the sky. The students


understand that those patterns are used to make choices in clothing, activities, and transportation.

(C) Within the living environment, students explore patterns, systems, and cycles by investigating characteristics of organisms, life cycles, and interactions among all the components within their habitat. Students examine how living organisms depend on each other and on their environment.


(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:

(A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;

(B) describe the importance of safe practices; and

(C) identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events during observations and investigations;

(B) plan and conduct descriptive investigations such as how organisms grow;

(C) collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools;

(D) record and organize data using pictures, numbers, and words;

(E) communicate observations and justify explanations using student-generated data from simple descriptive investigations; and

(F) compare results of investigations with what students and scientists know about the world.

(3) Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:

(A) identify and explain a problem in his/her own words and propose a task and solution for the problem such as lack of water in a habitat;

(B) make predictions based on observable patterns; and


(C) identify what a scientist is and explore what different scientists do.


(A) collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums; and

(B) measure and compare organisms and objects using non-standard units that approximate metric units.

(5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to:

(A) classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid;

(B) compare changes in materials caused by heating and cooling;

(C) demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting; and

(D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.

(6) Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to:

(A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter;

(B) observe and identify how magnets are used in everyday life;

(C) trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp; and

(D) compare patterns of movement of objects such as sliding, rolling, and spinning.

(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to:

(A) observe and describe rocks by size, texture, and color;


(B) identify and compare the properties of natural sources of freshwater and saltwater; and

(C) distinguish between natural and manmade resources.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(A) measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data;

(B) identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation;

(C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions; and

(D) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:

(A) identify the basic needs of plants and animals;

(B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and

(C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area.


(A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water;

(B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant; and

(C) investigate and record some of the unique stages that insects undergo during their life cycle.



(a) Introduction.

(1) In Grade 2, students focus on a study of their local community by examining the impact of significant individuals and events on the history of the community as well as on the state and nation. Students begin to develop the concepts of time and chronology by measuring calendar time by days, weeks, months, and years. The relationship between the physical environment and human activities is introduced as are the concepts of consumers and producers. Students identify functions of government as well as services provided by the local government. Students continue to acquire knowledge of important customs, symbols, and celebrations that represent American beliefs and principles. Students identify the significance of works of art in the local community and explain how technological innovations have changed transportation and communication. Students communicate what they have learned in written, oral, and visual forms.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include the legend of the bluebonnet. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.




(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:

(A) explain the significance of various community, state, and national celebrations such as Memorial Day, Independence Day, and Thanksgiving; and

(B) identify and explain the significance of various community, state, and national landmarks such as the county courthouse and state and national capitol buildings.



(A) describe the order of events by using designations of time periods such as ancient times and modern times;

(B) use vocabulary related to chronology, including past, present, and future;

(C) create and interpret timelines; and

(D) describe and measure calendar time by days, weeks, months, and years.

(3) History. The student understands how various sources provide information about the past. The student is expected to:

(A) name several sources of information about a given period or event; and

(B) compare various interpretations of the same time period using evidence such as photographs and interviews.

(4) History. The student understands how historical figures and ordinary people helped to shape our community, state, and nation. The student is expected to:

(A) identify contributions of historical figures such as Henrietta King and Thurgood Marshall who have influenced the community, state, and nation;

(B) identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of individualism and inventiveness; and

(C) explain how local people and events have influenced local community history.

(5) Geography. The student uses simple geographic tools such as maps, globes, and photographs. The student is expected to:

(A) use symbols, find locations, and determine directions on maps and globes; and

(B) draw maps to show places and routes.

(6) Geography. The student understands the locations and characteristics of places and regions. The student is expected to:

(A) identify major landforms and bodies of water, including continents and oceans, on maps and globes;

(B) locate the community, Texas, the United States, and selected countries on maps and globes; and

(C) compare information from different sources about places and regions.

(7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to:


(A) describe how weather patterns, natural resources, seasonal patterns, and natural hazards affect activities and settlement patterns; and

(B) explain how people depend on the physical environment and its natural resources to satisfy their basic needs.

(8) Geography. The student understands how humans use and modify the physical environment. The student is expected to:

(A) identify ways in which people depend on the physical environment, including natural resources, to meet basic needs;

(B) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development, and mining coal;

(C) identify consequences of human modification of the physical environment such as the use of irrigation to improve crop yields; and

(D) identify ways people can conserve and replenish natural resources.

(9) Economics. The student understands the importance of work. The student is expected to:

(A) explain how work provides income to purchase goods and services; and

(B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money, and where to live and work.

(10) Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:

(A) distinguish between producing and consuming;

(B) identify ways in which people are both producers and consumers; and

(C) trace the development of a product from a natural resource to a finished product.

(11) Government. The student understands the purpose of governments. The student is expected to:

(A) identify functions of governments;

(B) identify some governmental services in the community such as libraries, schools, and parks and explain their value to the community; and

(C) describe how governments establish order, provide security, and manage conflict.

(12) Government. The student understands the role of public officials. The student is expected to:

(A) compare the roles of public officials including mayor, governor, and president; and


(B) identify ways that public officials are selected, including election and appointment to office.



(B) identify historic figures such as Florence Nightingale, Paul Revere, and Sojourner Truth who have exemplified good citizenship; and

(C) identify ordinary people who exemplify good citizenship.


(A) identify selected patriotic songs such as America the Beautiful;

(B) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam; and

(C) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.

(15) Culture. The student understands the significance of works of art in the local community. The student is expected to:

(A) identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage; and

(B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.

(16) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to:

(A) describe how science and technology have changed communication, transportation, and recreation; and

(B) explain how science and technology have changed the ways in which people meet basic needs.




(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts;

(C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information;

(D) sequence and categorize information; and

(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.



(B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.







(a) Introduction.



(2) In Grade 2, students learn age-appropriate skills to help them stay healthy and safe. Students are taught, in a basic way, that there are external factors that influence our health, and that the students can take responsibility for protecting their health. Students are taught ways to communicate in a healthy way with friends, families, and classmates.


(1) Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to:

(A) explain actions an individual can take when not feeling well;

(B) describe and demonstrate personal health habits such as brushing and flossing teeth and exercise;

(C) identify food groups and describe the effects of eating too much sugar and fat such as knowing that sugar causes dental cavities;

(D) identify healthy and unhealthy food choices such as a healthy breakfast and snacks and fast food choices;

(E) define stress and describe healthy behaviors that reduce stress such as exercise;

(F) describe the importance of individual health maintenance activities such as regular medical and dental checkups; and

(G) describe how a healthy diet can help protect the body against some diseases.

(2) Health behaviors. The student understands that safe, unsafe, and/or harmful behaviors result in positive and negative consequences throughout the life span. The student is expected to:

(A) identify and describe the harmful effects of alcohol, tobacco, and other drugs on the body;

(B) identify ways to avoid deliberate and accidental injuries;

(C) explain the need to use protective equipment when engaging in certain recreational activities such as skateboarding, rollerblading, cycling, and swimming;

(D) explain the importance of avoiding dangerous substances;


(E) explain ways to avoid weapons and report the presence of weapons to an adult; and

(F) identify a trusted adult such as a parent, teacher, or law enforcement officer and identify ways to react when approached and made to feel uncomfortable or unsafe by another person/adult.

(3) Health information. The student understands the basic structures and functions of the human body and how they relate to personal health throughout the life span. The student is expected to:

(A) describe behaviors that protect the body structure and organs such as wearing a seat belt and wearing a bicycle helmet;

(B) identify the major organs of the body such as the heart, lungs, and brain and describe their primary function; and

(C) identify the major systems of the body.

(4) Health information. The student understands the difference between sickness and health in persons of all ages. The student is expected to:

(A) explain ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization;

(B) identify causes of disease other than germs such as allergies and heart disease;

(C) explain how the body provides protection from disease; and

(D) apply practices to control spread of germs in daily life such as hand washing and skin care.

(5) Health information. The student recognizes factors that influence the health of an individual. The student is expected to:

(A) identify hazards in the environment that affect health and safety such as having loaded guns in the home and drinking untreated water;

(B) describe strategies for protecting the environment and the relationship between the environment and individual health such as air pollution and ultra-violet rays; and

(C) identify personal responsibilities as a family member in promoting and practicing health behaviors.

(6) Health information. The student understands how to recognize health information. The student is expected to:

(A) identify people who can provide health information; and

(B) identify various media that provide health information.


(7) Influencing factors. The student recognizes the influence of media and technology on personal health. The student is expected to:

(A) describe how the media can influence an individual's health choices such as television ads for fast foods and breakfast cereals; and

(B) discuss how personal health care products have been improved by technology such as sunblock and safety equipment.

(8) Influencing factors. The student understands how relationships influence personal health. The student is expected to:

(A) describe how friends can influence a person's health; and

(B) recognize unsafe requests made by friends such as playing in the street.


(A) identify characteristics needed to be a responsible family member or friend;

(B) list and demonstrate good listening skills; and

(C) demonstrate refusal skills.

(10) Personal/interpersonal skills. The student understands healthy ways to communicate consideration and respect for self, family, friends, and others. The student is expected to:

(A) describe how to effectively communicate;

(B) express needs, wants, and emotions in healthy ways; and

(C) explain the benefits of practicing self-control.

(11) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goal-setting and problem-solving skills for making health-promoting decisions. The student is expected to:

(A) explain steps in the decision-making process and the importance of following the steps;

(B) describe how personal-health decisions affect self and others;

(C) list the steps and describe the importance of task completion and goal setting; and

(D) explain why obtaining help, especially from parents/trusted adults, can be helpful when making decisions about personal health.



(a) Introduction.


(2) Second grade students learn to demonstrate key elements of fundamental movement skills and mature form in locomotive skills. Students learn to describe the function of the heart, lungs, and bones as they relate to movement. Students are introduced to basic concepts of health promotion such as the relationship between a physically-active lifestyle and the health of the heart. Students learn to work in a group and demonstrate the basic elements of socially responsible conflict resolution.



(A) travel independently in a large group while safely and quickly changing speed and direction;

(B) demonstrate skills of chasing, fleeing, and dodging to avoid or catch others;

(C) combine shapes, levels, and pathways into simple sequences;

(D) demonstrate mature form in walking, hopping, and skipping;

(E) demonstrate balance in symmetrical and non-symmetrical shapes from different basis of support;

(F) demonstrate a variety of relationships in dynamic movement situations such as under, over, behind, next to, through, right, left, up, or down;

(G) demonstrate simple stunts that exhibit personal agility such as jumping-one and two foot takeoffs and landing with good control;

(H) demonstrate smooth transition from one body part to the next in rolling activities such as side roll, log roll, balance/curl, and roll/balance in a new position;

(I) demonstrate control weight transfers such as feet to hands with controlled landing and feet to back;

(J) demonstrate the ability to mirror a partner;

(K) walk in time to a 4/4 underlying beat;


(L) perform rhythmical sequences such as simple folk, creative, and ribbon routines;

(M) jump a self-turned rope repeatedly; and

(N) demonstrate on cue key elements of hand dribble, foot dribble, kick and strike such as striking balloon or ball with hand.


(A) recognize that attention to the feeling of movement is important in motor skill development; and

(B) identify similar movement concepts and terms in a variety of skills such as straddle position, ready position, and bending knees to absorb force.

(3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge. The student is expected to:



(C) participate in appropriate exercises for flexibility in shoulders, legs, and trunk; and

(D) lift and support his/her weight in selected activities that develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping.

(4) Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to:

(A) identify how regular physical activity strengthens the heart, lungs, and muscular system;

(B) describe how the blood carries oxygen and nutrients through the body;

(C) identify foods that enhance a healthy heart;

(D) explain the need for foods as a source of nutrients that provide energy for physical activity;

(E) describe the negative effects of smoking on the lungs and the ability to exercise; and

(F) describe the need for rest and sleep in caring for the body.


(5) Physical activity and health. The student knows and applies safety practices associated with physical activities. The student is expected to:

(A) use equipment and space safely and properly;

(B) select and use appropriate protective equipment in preventing injuries such as helmets, elbow/knee pads, wrist guards, proper shoes, and clothing;

(C) list the effects the sun has on the body and describe protective measures such as sunscreen, hat, and long sleeves;

(D) list water safety rules and describe their importance;

(E) identify safe cycling and road practices; and

(F) describe appropriate reactions to emergency situations common to physical activity settings such as universal safety precautions and dialing 911.


(A) identify goals to be accomplished during simple games such as not getting tagged; and

(B) identify strategies in simple games and activities such as dodging to avoid being tagged.


(A) display good sportsmanship; and

(B) treat others with respect during play.

§117.8. Art, Grade 2.

(a) Introduction.






(A) identify variations in objects and subjects from the environment, using the senses; and

(B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm.


(A) express ideas and feelings in artworks, using a variety of colors, forms, and lines;

(B) create effective compositions, using design elements and principles; and

(C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials.


(A) identify stories and constructions in a variety of artworks;

(B) compare ways individuals and families are depicted in different artworks; and

(C) identify different kinds of jobs in art.


(A) define reasons for preferences in personal artworks; and

(B) identify ideas in original artworks, portfolios, and exhibitions by peers and artists.


(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge


and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.




(A) identify instruments visually and aurally;

(B) use music terminology to explain sounds and performances; and

(C) identify music forms such as AB and ABA.





(A) read and write simple music notation, using a system (letters, numbers, syllables); and

(B) read and write music that incorporates basic rhythmic patterns in simple meters.


(A) create rhythmic phrases; and

(B) create melodic phrases.


(A) identify music from various periods of history and culture;


(B) sing songs and play musical games from diverse cultures; and

(C) identify relationships between music and other subjects.


(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and

(B) show appropriate audience behavior during live performances.


(a) Introduction.





(A) react to sensory experiences;

(B) expand spatial awareness in dramatic play, using expressive and rhythmic movement;

(C) participate in dramatic play, using actions, sounds, and dialogue; and

(D) role-play, imitate, and recreate dialogue.




(B) role-play in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization;

(C) create dramatizations of limited-action stories, using simple pantomime and puppetry; and

(D) dramatize poems and songs, using simple pantomime and puppetry.


(A) select aspects of the environment for use in dramatic play;

(B) adapt the environment for dramatic play, using simple materials;


(D) cooperate and interact with others in dramatic play.


(A) imitate life experiences from various historical periods in dramatic play; and

(B) identify diverse cultural dimensions in dramatic play.


(A) identify and apply appropriate audience behavior;

(B) react to and begin to evaluate dramatic activities;

(C) employ music, creative movement, and visual components in dramatic play; and



(a) Introduction.


(2) Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the


identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.




















(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In third grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.









(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

(A) decode multisyllabic words in context and independent of context by applying common spelling patterns including:

(i) dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

(ii) doubling final consonants when adding an ending (e.g., hop to hopping);

(iii) changing the final "y" to "i" (e.g., baby to babies);

(iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and

(v) using knowledge of derivational affixes (e.g., -de, -ful, -able);

(B) use common syllabication patterns to decode words including:

(i) closed syllable (CVC) (e.g., mag-net, splen-did);

(ii) open syllable (CV) (e.g., ve-to);

(iii) final stable syllable (e.g., puz-zle, con-trac-tion);

(iv) r-controlled vowels (e.g., fer-ment, car-pool); and

(v) vowel digraphs and diphthongs (e.g., ei-ther);

(C) decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought);

(D) identify and read contractions (e.g., I'd, won't); and

(E) monitor accuracy in decoding.



(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and




(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;

(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

(C) identify and use antonyms, synonyms, homographs, and homophones;

(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and

(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.


(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and

(B) compare and contrast the settings in myths and traditional folktales.

(6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).


(7) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.


(A) sequence and summarize the plot's main events and explain their influence on future events;

(B) describe the interaction of characters including their relationships and the changes they undergo; and

(C) identify whether the narrator or speaker of a story is first or third person.

(9) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography.

(10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses.

(11) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

(12) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text.


(A) identify the details or facts that support the main idea;

(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;

(C) identify explicit cause and effect relationships among ideas in texts; and


(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

(14) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do.


(A) follow and explain a set of written multi-step directions; and

(B) locate and use specific information in graphic features of text.

(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) understand how communication changes when moving from one genre of media to another;

(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); and

(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).


(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

(B) develop drafts by categorizing ideas and organizing them into paragraphs;

(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;

(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

(E) publish written work for a specific audience.



(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

(19) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.


(A) create brief compositions that:

(i) establish a central idea in a topic sentence;

(ii) include supporting sentences with simple facts, details, and explanations; and

(iii) contain a concluding statement;

(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and

(C) write responses to literary or expository texts that demonstrate an understanding of the text.

(21) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.


(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:



(iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);

(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);



(vi) possessive pronouns (e.g., his, hers, theirs);

(vii) coordinating conjunctions (e.g., and, or, but); and

(viii) time-order transition words and transitions that indicate a conclusion;

(B) use the complete subject and the complete predicate in a sentence; and

(C) use complete simple and compound sentences with correct subject-verb agreement.


(A) write legibly in cursive script with spacing between words in a sentence;


(i) geographical names and places;

(ii) historical periods; and

(iii) official titles of people;

(C) recognize and use punctuation marks including:

(i) apostrophes in contractions and possessives; and

(ii) commas in series and dates; and

(D) use correct mechanics including paragraph indentations.


(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

(B) spell words with more advanced orthographic patterns and rules:

(i) consonant doubling when adding an ending;

(ii) dropping final "e" when endings are added (e.g., -ing, -ed);

(iii) changing y to i before adding an ending;

(iv) double consonants in middle of words;

(v) complex consonants (e.g., scr-, -dge, -tch); and


(vi) abstract vowels (e.g., ou as in could, touch, through, bought);

(C) spell high-frequency and compound words from a commonly used list;

(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);

(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);

(F) spell complex contractions (e.g., should've, won't); and

(G) use print and electronic resources to find and check correct spellings.


(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.


(A) follow the research plan to collect information from multiple sources of information, both oral and written, including:

(i) student-initiated surveys, on-site inspections, and interviews;

(ii) data from experts, reference texts, and online searches; and

(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;

(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics);

(C) take simple notes and sort evidence into provided categories or an organizer;

(D) identify the author, title, publisher, and publication year of sources; and

(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.


(27) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).

(28) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.


(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

(30) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

(31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.


Third Grade (§110.14 English Language Arts and Reading)


(A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension;

(B) ask literal, interpretive, and evaluative questions of text;




(E) summarize information in text, maintaining meaning and logical order; and

(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.


(a) Introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 3 are multiplying and dividing whole numbers, connecting fraction symbols to fractional quantities, and standardizing language and procedures in geometry and measurement.

(2) Throughout mathematics in Grades 3-5, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use algorithms for addition, subtraction, multiplication, and division as generalizations connected to concrete experiences; and they concretely develop basic concepts of fractions and decimals. Students use appropriate language and organizational structures such as tables and charts to represent and communicate relationships, make predictions, and solve problems. Students select and use formal language to describe their reasoning as they identify, compare, and classify two- or three-dimensional geometric figures; and they use numbers, standard units, and measurement tools to describe and compare objects, make estimates, and solve application problems. Students organize data, choose an appropriate method to display the data, and interpret the data to make decisions and predictions and solve problems.

(3) Throughout mathematics in Grades 3-5, students develop numerical fluency with conceptual understanding and computational accuracy. Students in Grades 3-5 use knowledge of the base-ten place value system to compose and decompose numbers in order to solve problems requiring precision, estimation, and reasonableness. By the end of Grade 5, students know basic addition, subtraction, multiplication, and division facts and are using them to work flexibly, efficiently, and accurately with numbers during addition, subtraction, multiplication, and division computation.

(4) Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 3-5, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve meaningful problems as they do mathematics.


(3.1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to:

(A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;


(B) use place value to compare and order whole numbers through 9,999; and

(C) determine the value of a collection of coins and bills.

(3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to:

(A) construct concrete models of fractions;

(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models;

(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects; and

(D) construct concrete models of equivalent fractions for fractional parts of whole objects.

(3.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to:

(A) model addition and subtraction using pictures, words, and numbers; and

(B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

(3.4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to:

(A) learn and apply multiplication facts through 12 by 12 using concrete models and objects;

(B) solve and record multiplication problems (up to two digits times one digit); and

(C) use models to solve division problems and use number sentences to record the solutions.

(3.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to:

(A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and

(B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

(3.6) Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. The student is expected to:


(A) identify and extend whole-number and geometric patterns to make predictions and solve problems;

(B) identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and

(C) identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 2 = 3, 6 3 = 2.

(3.7) Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships. The student is expected to:

(A) generate a table of paired numbers based on a real-life situation such as insects and legs; and

(B) identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

(3.8) Geometry and spatial reasoning. The student uses formal geometric vocabulary.

The student is expected to identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two- dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary.

(3.9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:

(A) identify congruent two-dimensional figures;

(B) create two-dimensional figures with lines of symmetry using concrete models and technology; and

(C) identify lines of symmetry in two-dimensional geometric figures.

(3.10) Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships.

The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.

(3.11) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to:

(A) use linear measurement tools to estimate and measure lengths using standard units;

(B) use standard units to find the perimeter of a shape;


(C) use concrete and pictorial models of square units to determine the area of two-dimensional surfaces;

(D) identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass;

(E) identify concrete models that approximate standard units for capacity and use them to measure capacity; and

(F) use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.

(3.12) Measurement. The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is expected to:

(A) use a thermometer to measure temperature; and

(B) tell and write time shown on analog and digital clocks.

(3.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:

(A) collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;

(B) interpret information from pictographs and bar graphs; and

(C) use data to describe events as more likely than, less likely than, or equally likely as.

(3.14) Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

The student is expected to:


(B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

(C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and






(3.16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:

(A) make generalizations from patterns or sets of examples and nonexamples; and

(B) justify why an answer is reasonable and explain the solution process.


(a) Introduction.



(3) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific methods, analyzing information, making informed decisions, and using tools to collect and record information while addressing the content and vocabulary in physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 60% of instructional time.

(4) In Grade 3, students learn that the study of science uses appropriate tools and safe practices in planning and implementing investigations, asking and answering questions, collecting data by observing and measuring, and by using models to support scientific inquiry about the natural world.

(A) Students recognize that patterns, relationships, and cycles exist in matter. Students will investigate the physical properties of matter and will learn that changes occur. They explore mixtures and investigate light, sound, and heat/thermal energy in everyday life. Students manipulate objects by pushing and pulling to demonstrate changes in motion and position.

(B) Students investigate how the surface of Earth changes and provides resources that humans use. As students explore objects in the sky, they describe how relationships affect patterns and cycles on Earth. Students will construct models to demonstrate Sun, Earth, and Moon system relationships and will describe the Sun's role in the water cycle.


(C) Students explore patterns, systems, and cycles within environments by investigating characteristics of organisms, life cycles, and interactions among all components of the natural environment. Students examine how the environment plays a key role in survival. Students know that when changes in the environment occur organisms may thrive, become ill, or perish.


(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to:

(A) demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat; and

(B) make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:

(A) plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world;

(B) collect data by observing and measuring using the metric system and recognize differences between observed and measured data;

(C) construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data;

(D) analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations;

(E) demonstrate that repeated investigations may increase the reliability of results; and

(F) communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.

(3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;


(B) draw inferences and evaluate accuracy of product claims found in advertisements and labels such as for toys and food;

(C) represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials; and

(D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and

(B) use safety equipment as appropriate, including safety goggles and gloves.

(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

(A) measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float;

(B) describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container;

(C) predict, observe, and record changes in the state of matter caused by heating or cooling; and

(D) explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips.

(6) Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to:

(A) explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life;

(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons; and

(C) observe forces such as magnetism and gravity acting on objects.


(7) Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to:

(A) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains;

(B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides;

(C) identify and compare different landforms, including mountains, hills, valleys, and plains; and

(D) explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.

(8) Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(A) observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation;

(B) describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle;

(C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and

(D) identify the planets in Earth's solar system and their position in relation to the Sun.

(9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:

(A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;

(B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and

(C) describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

(A) explore how structures and functions of plants and animals allow them to survive in a particular environment;


(B) explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food; and

(C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs.


(a) Introduction.

(1) In Grade 3, students learn how individuals have changed their communities and world. Students study the effects inspiring heroes have had on communities, past and present. Students learn about the lives of heroic men and women who made important choices, overcame obstacles, sacrificed for the betterment of others, and embarked on journeys that resulted in new ideas, new inventions, and new communities. Students expand their knowledge through the identification and study of people who made a difference, influenced public policy and decision making, and participated in resolving issues that are important to all people. Throughout Grade 3, students develop an understanding of the economic, cultural, and scientific contributions made by individuals.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include the legend of Paul Bunyan. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.




(1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:

(A) describe how individuals, events, and ideas have changed communities over time;


(B) identify individuals such as Pierre-Charles L'Enfant who have helped to shape communities; and

(C) describe how individuals such as Christopher Columbus and Meriwether Lewis and William Clark have contributed to the expansion of existing communities or to the creation of new communities.

(2) History. The student understands common characteristics of communities, past and present. The student is expected to:

(A) identify reasons people have formed communities, including a need for security, law, and material well-being; and

(B) compare ways in which people in the local community and communities around the world meet their needs for government, education, communication, transportation, and recreation, over time and in the present.


(A) use vocabulary related to chronology, including ancient and modern times and past, present, and future times;

(B) create and interpret timelines; and

(C) describe historical times in terms of years, decades, and centuries.

(4) Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to:

(A) describe and explain variations in the physical environment including climate, landforms, natural resources, and natural hazards;

(B) compare how people in different communities adapt to or modify the physical environment;

(C) describe the effects of physical and human processes in shaping the landscape; and

(D) identify and compare the human characteristics of selected regions.

(5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:

(A) use cardinal and intermediate directions to locate places such as the Amazon River, Himalayan Mountains, and Washington D.C. on maps and globes;

(B) use a scale to determine the distance between places on maps and globes;


(C) identify and use the compass rose, grid, and symbols to locate places on maps and globes; and

(D) draw maps of places and regions that contain map elements including a title, compass rose, legend, scale, and grid system.

(6) Economics. The student understands the purposes of spending and saving money. The student is expected to:

(A) identify ways of earning, spending, and saving money; and

(B) analyze a simple budget that allocates money for spending and saving.

(7) Economics. The student understands the concept of an economic system. The student is expected to:

(A) define and identify examples of scarcity;

(B) explain the impact of scarcity on the production, distribution, and consumption of goods and services;

(C) explain the impact of scarcity on interdependence within and among communities; and

(D) explain the concept of a free market.

(8) Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to:

(A) give examples of how a simple business operates;

(B) explain how supply and demand affect the price of a good or service;

(C) explain how the cost of production and selling price affect profits; and

(D) identify historic figures, such as Henry Ford, and ordinary people in the community who have started new businesses.

(9) Government. The student understands the basic structure and functions of local government. The student is expected to:

(A) describe the basic structure of government in the local community;

(B) identify services commonly provided by local governments;

(C) identify local government officials and explain how they are chosen;

(D) explain how local government services are financed; and


(E) explain the importance of the consent of the governed to the functions of local government.



(B) identify historic figures such as Jane Addams, Helen Keller, and Harriet Tubman who have exemplified good citizenship;

(C) identify and explain the importance of acts of civic responsibility, including obeying laws and voting; and

(D) identify ordinary people who exemplify good citizenship.

(11) Citizenship. The student understands the impact of individual and group decisions on communities in a democratic society. The student is expected to:

(A) give examples of community changes that result from individual or group decisions;

(B) identify examples of actions individuals and groups can take to improve the community; and

(C) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.

(12) Culture. The student understands ethnic and/or cultural celebrations of the United States and other nations. The student is expected to:

(A) explain the significance of selected ethnic and/or cultural celebrations in Texas, the United States, and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa; and

(B) compare ethnic and/or cultural celebrations in Texas, the United States, and other nations.

(13) Culture. The student understands the role of real and mythical heroes in shaping the culture of communities, the state, and the nation. The student is expected to:

(A) identify the heroic deeds of state and national heroes such as Daniel Boone and Davy Crockett;

(B) retell the heroic deeds of characters from American folktales and legends such as Pecos Bill and Paul Bunyan;

(C) retell the heroic deeds of characters of Greek and Roman myths; and


(D) identify how selected fictional characters such as Robinson Crusoe created new communities.

(14) Culture. The student understands the importance of writers and artists to the cultural heritage of communities. The student is expected to:

(A) identify selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from communities around the world; and

(B) explain the significance of selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage to communities around the world.

(15) Science, technology, and society. The student understands how individuals have created or invented new technology and affected life in communities around the world, past and present. The student is expected to:

(A) identify scientists and inventors such as Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or invented new technology; and

(B) identify the impact of new technology in photography, farm equipment, pasteurization, and medical vaccines on communities around the world.


(A) obtain information, including historical and geographic data about the community, using a variety of print, oral, visual, and computer sources;

(B) sequence and categorize information;

(C) interpret oral, visual, and print material by identifying the main idea, identifying cause and effect, and comparing and contrasting;

(D) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information;

(E) interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps; and

(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

(17) Social studies skills. The student communicates effectively in written, oral, and visual forms. The student is expected to:

(A) express ideas orally based on knowledge and experiences;


(B) create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and

(C) use standard grammar, spelling, sentence structure, and punctuation.







(a) Introduction.


(2) In Grade 3, students build on the knowledge and skills learned in the second grade. In addition to students learning health knowledge that can help them improve or maintain health habits, students begin to learn about body systems, growth and development, and the relationship between health and the environment. Students are also introduced to interpersonal skills that they will use to communicate and interact with friends and family.



(1) Health behaviors. The student explains ways to enhance and maintain health throughout the life span. The student is expected to:

(A) explain how personal-health habits affect self and others;

(B) describe ways to improve personal fitness;

(C) identify types of nutrients;

(D) describe food combinations in a balanced diet such as a food pyramid;

(E) explain the effects of too much stress and practice ways to reduce stress such as exercising and listening to music; and

(F) explain strategies for maintaining a personal-health plan such as a commitment to good personal hygiene and checkups and an awareness of safety skills.

(2) Health behaviors. The student recognizes and performs behaviors that reduce health risks throughout the life span. The student is expected to:

(A) explain the need for obeying safety rules at home, school, work, and play such as bike safety and avoidance of weapons;

(B) describe the harmful effects of alcohol, tobacco, and other drugs on physical, mental, and social health and why people should not use them;

(C) identify reasons for avoiding violence, gangs, weapons and drugs;

(D) identify examples of abuse and describe appropriate responses; and

(E) describe the importance of taking personal responsibility for reducing hazards, avoiding accidents, and preventing accidental injuries.

(3) Health behaviors. The student knows and engages in behaviors that prevent disease and speed recovery from illness. The student is expected to:

(A) identify health behaviors that prevent the spread of disease and avoid behaviors that cause the transmission of disease;

(B) explain the body's defense systems and how they fight disease; and

(C) explain actions to take when illness occurs such as informing parents/adults.

(4) Health information. The student names the basic structures and functions of the human body and explains how they relate to personal health throughout the life span. The student is expected to:

(A) list and explain the stages of growth and development;


(B) name and locate major components of the body systems; and

(C) explain the interrelationships of the body systems.

(5) Health information. The student knows how to access health information. The student is expected to:

(A) demonstrate the ability to locate resources from parents and family members, school, and the community; and

(B) demonstrate the ability to locate school and community health helpers.

(6) Influencing factors. The student understands factors that influence individual and community health. The student is expected to:

(A) relate how protecting the environment promotes individual and community health;

(B) identify common health problems that result from unhealthy environments such as skin cancer, poisoning, and respiratory illness;

(C) identify ways to protect personal health from environmental hazards such as lead removal and no-smoking laws; and

(D) describe roles and responsibilities of family members in promoting and practicing health behaviors.

(7) Influencing factors. The student comprehends ways in which media and technology influence individual and community health. The student is expected to:

(A) describe how the media can influence knowledge and health behaviors; and

(B) identify ways in which health care has improved as a result of technology.

(8) Personal/interpersonal skills. The student understands how relationships can positively and negatively influence individual and community health. The student is expected to:

(A) distinguish between positive and negative peer pressures and their effects on personal health behaviors; and

(B) describe ways in which peers and families can work together to build a healthy community.

(9) Personal/interpersonal skills. The student uses social skills in building and maintaining healthy relationships. The student is expected to:

(A) demonstrate effective verbal and nonverbal communication;

(B) demonstrate strategies for resolving conflicts;


(C) explain how to be a good friend;

(D) demonstrate effective listening skills;

(E) identify ways to communicate with parents/trusted adults about health concerns; and

(F) demonstrate refusal skills.

(10) Personal/interpersonal skills. The student explains healthy ways to communicate consideration and respect for self, family, friends, and others. The student is expected to:

(A) demonstrate respectful communication with family members, peers, teachers, and others;

(B) describe the mental-health value of respectful communication such as reducing the potential for angry behavior; and

(C) express needs, wants, and emotions in healthy ways.

(11) Personal/interpersonal skills. The student recognizes critical-thinking, decision-making, goal-setting, and problem-solving skills for making health-promoting decisions. The student is expected to:

(A) practice critical-thinking skills when making health decisions;

(B) gather data to help make informed health choices;

(C) explain the positive and negative consequences of making a health-related choice;

(D) explain the importance of seeking assistance in making decisions about health;

(E) practice assertive communication and refusal skills;

(F) describe goal-setting skills; and

(G) explain the importance of time passage with respect to a goal.


(a) Introduction.



(2) In Grades 3-5, students continue to develop strength, endurance, and flexibility. Students can demonstrate mature form in fundamental locomotor and manipulative skills and can often maintain that form while participating in dynamic game situations. Identifying personal fitness goals for themselves and beginning to understand how exercise affects different parts of the body is an important part of the instructional process.

(3) In Grade 3, students begin to learn and demonstrate more mature movement forms. Students also learn age-specific skills and the health benefits of physical activity. Students begin to learn game strategies, rules, and etiquette.



(A) travel in forward, sideways, and backwards and change direction quickly and safely in dynamic situations;

(B) demonstrate proper form and smooth transitions during combinations of fundamental locomotor and body control skills such as running and jumping safely in dynamic situations;

(C) demonstrate mature form in jogging, running, and leaping;

(D) demonstrate moving in and out of a balanced position with control;

(E) demonstrate proper body alignment in lifting, carrying, pushing, and pulling;

(F) demonstrate control and appropriate form such as curled position and protection of neck in rolling activities such as forward roll, shoulder roll, and safety rolls;

(G) transfer on and off equipment with good body control such as boxes, benches, stacked mats, horizontal bar, and balance beam;

(H) clap echoes in a variety of one measure rhythmical patterns;

(I) demonstrate various step patterns and combinations of movement in repeatable sequences; and

(J) demonstrate key elements in manipulative skills such as underhand throw, overhand throw, catch and kick such as position your side to the target.


(A) identify similar positions in a variety of movements such as straddle positions, ready position, and bending knees to absorb force; and

(B) know that practice, attention and effort are required to improve skills.


(3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to:

(A) describe and select physical activities that provide for enjoyment and challenge;


(C) participate in appropriate exercises for developing flexibility;

(D) lift and support his/her own weight in selected activities that develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping; and

(E) identify opportunities for participation in physical activity in the community such as little league and parks and recreation.


(A) describe the long term effects of physical activity on the heart;

(B) distinguish between aerobic and anaerobic activities;

(C) identify foods that increase or reduce bodily functions; and

(D) identify principles of good posture and its impact on physical activity.

(5) Physical activity and health. The student understands and applies safety practices associated with physical activities. The student is expected to:

(A) use equipment safely and properly;

(B) select and use proper attire that promotes participation and prevents injury;

(C) identify and apply safety precautions when walking, jogging, and skating in the community such as use sidewalks, walk on the left side of street when facing traffic, wear lights/reflective clothing, and be considerate of other pedestrians; and

(D) identify exercise precautions such as awareness of temperature and weather conditions and need for warm-up and cool-down activities.

(6) Social development. The student understands basic components such as strategies and rules of structured physical activities including but not limited to, games, sports, dance, and gymnastics. The student is expected to:

(A) identify components of games that can be modified to make the games and participants more successful; and


(B) explain the importance of basic rules in games and activities.


(A) follow rules, procedures, and etiquette;

(B) persevere when not successful on the first try in learning movement skills; and

(C) accept and respect differences and similarities in physical abilities of self and others.

§117.11. Art, Grade 3.

(a) Introduction.





(A) identify sensory knowledge and life experiences as sources for ideas about visual symbols, self, and life events; and

(B) identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.


(A) create artworks based on personal observations and experiences;

(B) develop a variety of effective compositions, using design skills; and

(C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.



(A) compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions;

(B) compare selected artworks from different cultures; and

(C) relate art to different kinds of jobs in everyday life.


(A) identify general intent and expressive qualities in personal artworks; and

(B) apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.


(a) Introduction.





(A) categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures;

(B) use music terminology in explaining sound, music, music notation, musical instruments and voices, and musical performances; and

(C) identify music forms presented aurally such as AB, ABA, and rondo.






(A) read music notation, using a system (letters, numbers, syllables);

(B) write music notation, using a system (letters, numbers, syllables);

(C) read and write music that incorporates basic rhythmic patterns in simple meters; and

(D) identify music symbols and terms referring to dynamics and tempo.


(A) create rhythmic phrases; and

(B) create melodic phrases.


(A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures;

(B) perform songs and musical games from diverse cultures; and

(C) describe relationships between music and other subjects.


(A) define basic criteria for evaluating musical performances; and

(B) exhibit audience etiquette during live performances.


(a) Introduction.


(1) Four basic strands--perception, creative expression/ performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.




(A) react to sensory and emotional experiences;

(B) create playing space, using expressive and rhythmic movement;

(C) respond to sound, music, images, and the written word with voice and movement and participate in dramatic play, using actions, sounds, and dialogue; and

(D) reflect the environment, portray character, and demonstrate actions in classroom dramatizations.



(B) participate in a variety of roles in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization;

(C) dramatize literary selections, using shadow play and puppetry; and

(D) dramatize literary selections, using pantomime and imitative dialogue.


(A) identify technical theatre elements;

(B) begin to use simple technical theatre elements;


(D) cooperate and interact with others in dramatic play.



(A) illustrate similarities and differences in life and theatre through dramatic play; and

(B) reflect historical and diverse cultural influences in dramatic activities.


(A) evaluate and apply appropriate audience behavior consistently;

(B) evaluate simple dramatic activities and performances;

(C) incorporate music, movement, and visual components in dramatic play; and

(D) observe the performance of amateur and professional artists and begin to compare vocations in theatre.

§126.3. Technology Applications, Grades 3-5.

(a) Introduction.






(B) save and delete files, uses menu options and commands, and work with more than one software application;

(C) identify and describe the characteristics of digital input, processing, and output;


(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; and

(E) access remote equipment on a network such as a printer or other peripherals.



(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns;


(D) produce documents at the keyboard, proofread, and correct errors;

(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate; and

(F) demonstrate an appropriate speed on short timed exercises depending upon the grade level and hours of instruction.





(A) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies; and

(B) select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.



(B) use on-line help and documentation.



(A) apply critical analysis to resolve information conflicts and validate information;

(B) determine the success of strategies used to acquire electronic information; and

(C) determine the usefulness and appropriateness of digital information.


(A) use software programs with audio, video, and graphics to enhance learning experiences;

(B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and

(C) use a variety of data types including text, graphics, digital audio, and video.


(A) use communication tools to participate in group projects;

(B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and

(C) participate with electronic communities as a learner, initiator, contributor, or mentor.





(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience;

(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and


(C) use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources.


(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and

(B) use presentation software to communicate with specific audiences.


(A) select representative products to be collected and stored in an electronic evaluation tool;

(B) evaluate the product for relevance to the assignment or task; and

(C) create technology assessment tools to monitor progress of project such as checklists, timelines, or rubrics.




(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In fourth grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.









(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.


(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;

(C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____);

(D) identify the meaning of common idioms; and

(E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.


(A) summarize and explain the lesson or message of a work of fiction as its theme; and

(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).


(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to describe the structural elements particular to dramatic literature.


(A) sequence and summarize the plot's main events and explain their influence on future events;

(B) describe the interaction of characters including their relationships and the changes they undergo; and

(C) identify whether the narrator or speaker of a story is first or third person.

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery.

(9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.


(A) summarize the main idea and supporting details in text in ways that maintain meaning;

(B) distinguish fact from opinion in a text and explain how to verify what is a fact;


(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and

(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.

(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to explain how an author uses language to present information to influence what the reader thinks or does.


(A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and

(B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).


(A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior;

(B) explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and

(C) compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article).


(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

(B) develop drafts by categorizing ideas and organizing them into paragraphs;

(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;

(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and


(E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience.


(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

(17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.


(A) create brief compositions that:

(i) establish a central idea in a topic sentence;

(ii) include supporting sentences with simple facts, details, and explanations; and

(iii) contain a concluding statement;

(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and

(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

(19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.



(i) verbs (irregular verbs);



(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;

(vi) reflexive pronouns (e.g., myself, ourselves);

(vii) correlative conjunctions (e.g., either/or, neither/nor); and

(viii) use time-order transition words and transitions that indicate a conclusion;




(A) write legibly by selecting cursive script or manuscript printing as appropriate;


(i) historical events and documents;

(ii) titles of books, stories, and essays; and

(iii) languages, races, and nationalities; and

(C) recognize and use punctuation marks including:

(i) commas in compound sentences; and

(ii) quotation marks.


(A) spell words with more advanced orthographic patterns and rules:

(i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es);

(ii) irregular plurals (e.g., man/men, foot/feet, child/children);

(iii) double consonants in middle of words;


(iv) other ways to spell sh (e.g., -sion, -tion, -cian); and

(v) silent letters (e.g., knee, wring);

(B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);

(C) spell commonly used homophones (e.g., there, they're, their; two, too, to); and

(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings.


(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.


(A) follow the research plan to collect information from multiple sources of information both oral and written, including:

(i) student-initiated surveys, on-site inspections, and interviews;

(ii) data from experts, reference texts, and online searches; and

(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;

(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics);

(C) take simple notes and sort evidence into provided categories or an organizer;

(D) identify the author, title, publisher, and publication year of sources; and


(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).


(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.


(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively.

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.


Fourth Grade (§110.15 English Language Arts and Reading)



(B) ask literal, interpretive, and evaluative questions of text;



(E) summarize information in text, maintaining meaning and logical order; and

(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.



(a) Introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 4 are comparing and ordering fractions and decimals, applying multiplication and division, and developing ideas related to congruence and symmetry.





(4.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to:

(A) use place value to read, write, compare, and order whole numbers through 999,999,999; and

(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.

(4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to:


(A) use concrete objects and pictorial models to generate equivalent fractions;

(B) model fraction quantities greater than one using concrete objects and pictorial models;

(C) compare and order fractions using concrete objects and pictorial models; and

(D) relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models.

(4.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to:

(A) use addition and subtraction to solve problems involving whole numbers; and

(B) add and subtract decimals to the hundredths place using concrete objects and pictorial models.

(4.4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to:

(A) model factors and products using arrays and area models;

(B) represent multiplication and division situations in picture, word, and number form;

(C) recall and apply multiplication facts through 12 x 12;

(D) use multiplication to solve problems (no more than two digits times two digits without technology); and

(E) use division to solve problems (no more than one-digit divisors and three-digit dividends without technology).

(4.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to:

(A) round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and

(B) use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems.

(4.6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. The student is expected to:

(A) use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9); and


(B) use patterns to multiply by 10 and 100.

(4.7) Patterns, relationships, and algebraic thinking. The student uses organizational structures to analyze and describe patterns and relationships. The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table.

(4.8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to:

(A) identify and describe right, acute, and obtuse angles;

(B) identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models; and

(C) use essential attributes to define two- and three-dimensional geometric figures.

(4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:

(A) demonstrate translations, reflections, and rotations using concrete models;

(B) use translations, reflections, and rotations to verify that two shapes are congruent; and

(C) use reflections to verify that a shape has symmetry.

(4.10) Geometry and spatial reasoning. The student recognizes the connection between numbers and their properties and points on a line. The student is expected to locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.

(4.11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to:

(A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary;

(B) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system;

(C) use concrete models of standard cubic units to measure volume;

(D) estimate volume in cubic units; and

(E) explain the difference between weight and mass.


(4.12) Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to:

(A) use a thermometer to measure temperature and changes in temperature; and

(B) use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.


(A) use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; and

(B) interpret bar graphs.














(a) Introduction.




(4) In Grade 4, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(A) Within the natural environment, students know that earth materials have properties that are constantly changing due to Earth's forces. The students learn that the natural world consists of resources, including renewable and nonrenewable, and their responsibility to conserve our natural resources for future generations. They will also explore Sun, Earth, and Moon relationships. The students will recognize that our major source of energy is the Sun.

(B) Within the living environment, students know and understand that living organisms within an ecosystem interact with one another and with their environment. The students will recognize that plants and animals have basic needs, and they are met through a flow of energy known as food webs. Students will explore how all living organisms go through a life cycle and that adaptations enable organisms to survive in their ecosystem.


(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

(B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.


(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:

(A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;

(B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps;

(C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;

(D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured;

(E) perform repeated investigations to increase the reliability of results; and

(F) communicate valid, oral, and written results supported by data.

(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:


(B) draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen;

(C) represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size; and


(4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and

(B) use safety equipment as appropriate, including safety goggles and gloves.



(A) measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float;

(B) predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water; and

(C) compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water.

(6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(A) differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal;

(B) differentiate between conductors and insulators;

(C) demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field; and

(D) design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.

(7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:

(A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants;

(B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and

(C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key;


(B) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and

(C) collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.

(9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:

(A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and

(B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to:

(A) explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants;

(B) demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses; and

(C) explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans.


(a) Introduction.

(1) In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of the Western Hemisphere. Historical content focuses on Texas history including the Texas revolution, establishment of the Republic of Texas, and subsequent annexation to the United States. Students discuss important issues, events, and individuals of the 19th and 20th centuries. Students conduct a thorough study of regions in Texas and the Western Hemisphere that result from human activity and from physical features. A focus on the location, distribution, and patterns of economic activities and of settlement in Texas further enhances the concept of regions. Students describe how early Native Americans in Texas and the Western Hemisphere met their basic economic needs and identify economic motivations for European exploration and colonization and reasons for the establishment of Spanish missions. Students explain how Native Americans governed themselves and identify characteristics of Spanish and


Mexican colonial governments in Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and make generalizations and predictions.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include a children's biography of Stephen F. Austin. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.



(1) History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. The student is expected to:

(A) identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and

(B) compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration.

(2) History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. The student is expected to:

(A) summarize reasons for European exploration and settlement of Texas and the Western Hemisphere;

(B) identify the accomplishments of significant explorers such as Cabeza de Vaca; Christopher Columbus; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle and explain their impact on the settlement of Texas;

(C) explain when, where, and why the Spanish established Catholic missions in Texas;


(D) identify the accomplishments of significant empresarios including Moses Austin, Stephen F. Austin, and Martín de León and explain their impact on the settlement of Texas; and

(E) identify the impact of Mexico's independence from Spain on the events in Texas.

(3) History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:

(A) analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto;

(B) describe the successes and problems of the Republic of Texas;

(C) explain the events that led to the annexation of Texas to the United States;

(D) explain the impact of the Mexican War on Texas; and

(E) identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones.

(4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:

(A) describe the impact of the Civil War and Reconstruction on Texas;

(B) explain the growth and development of the cattle and oil industries;

(C) identify the impact of railroads on life in Texas, including changes to cities and major industries; and

(D) describe the effects of political, economic, and social changes on Native Americans in Texas.

(5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:

(A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, and the growth of aerospace and other technology industries; and

(B) identify the accomplishments of notable individuals such as Henry Cisneros, Miriam A. Ferguson, Audie Murphy, Cleto Rodríguez, and John Tower.

(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and


(B) translate geographic data into a variety of formats such as raw data to graphs and maps.

(7) Geography. The student understands the concept of regions. The student is expected to:

(A) describe a variety of regions in Texas and the Western Hemisphere such as political, population, and economic regions that result from patterns of human activity;

(B) describe a variety of regions in Texas and the Western Hemisphere such as landform, climate, and vegetation regions that result from physical characteristics; and

(C) compare the regions of Texas with regions of the United States and other parts of the world.

(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:

(A) identify clusters of settlement in Texas and explain their distribution;

(B) explain patterns of settlement at different time periods in Texas;

(C) describe the location of cities in Texas and explain their distribution, past and present; and

(D) explain the geographic factors that influence patterns of settlement and the distribution of population in Texas, past and present.

(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:

(A) describe ways people have adapted to and modified their environment in Texas, past and present;

(B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs; and

(C) analyze the consequences of human modification of the environment in Texas, past and present.

(10) Economics. The student understands the basic economic patterns of early societies in Texas and the Western Hemisphere. The student is expected to:

(A) explain the economic patterns of various early Native-American groups in Texas and the Western Hemisphere; and

(B) explain the economic patterns of early European immigrants to Texas and the Western Hemisphere.


(11) Economics. The student understands the reasons for exploration and colonization. The student is expected to:

(A) identify the economic motivations for European exploration and settlement in Texas and the Western Hemisphere; and

(B) identify the economic motivations for Anglo-American colonization in Texas.

(12) Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:

(A) describe the development of the free enterprise system in Texas;

(B) describe how the free enterprise system works in Texas; and

(C) give examples of the benefits of the free enterprise system in Texas.

(13) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:

(A) explain how people in different regions of Texas earn their living, past and present;

(B) explain how geographic factors have influenced the location of economic activities in Texas;

(C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas;

(D) describe the impact of mass production, specialization, and division of labor on the economic growth of Texas;

(E) explain how developments in transportation and communication have influenced economic activities in Texas; and

(F) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas.

(14) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:

(A) identify ways in which technological changes have resulted in increased interdependence among Texas, the United States, and the world;

(B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world; and

(C) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.


(15) Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to:

(A) compare how selected Native-American groups governed themselves; and

(B) identify characteristics of Spanish and Mexican colonial governments and their influence on inhabitants of Texas.

(16) Government. The student understands important ideas in historic documents of Texas. The student is expected to:

(A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and the Treaty of Velasco; and

(B) identify and explain the basic functions of the three branches of state government.

(17) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:

(A) explain the meaning of selected patriotic symbols and landmarks of Texas, including the six flags over Texas, San José Mission, and the San Jacinto Monument;

(B) sing or recite Texas, Our Texas;

(C) recite and explain the meaning of the Pledge to the Texas Flag; and

(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.

(18) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

(A) explain how individuals can participate voluntarily in civic affairs at state and local levels;

(B) explain the role of the individual in state and local elections;

(C) identify the importance of historical figures such as Sam Houston, Barbara Jordan, and Lorenzo de Zavala who modeled active participation in the democratic process; and

(D) explain how to contact elected and appointed leaders in state and local governments.

(19) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(A) identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties; and


(B) identify leadership qualities of state and local leaders, past and present.

(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:

(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas;

(B) identify customs, celebrations, and traditions of various culture groups in Texas; and

(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.

(21) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to:

(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, and Patillo Higgins and their contributions;

(B) describe how scientific discoveries and technological innovations have benefited individuals, businesses, and society in Texas; and

(C) predict how future scientific discoveries and technological innovations might affect life in Texas.


(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;

(D) identify different points of view about an issue or topic;

(E) identify the elements of frame of reference that influenced the participants in an event; and




(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication;

(C) express ideas orally based on research and experiences;

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

(E) use standard grammar, spelling, sentence structure, and punctuation.







(a) Introduction.



(2) In addition to learning age-specific health information on a variety of health topics, students in Grade 4 learn how their behaviors affect their body systems. Students are taught the consequences of unsafe behaviors, and how to protect themselves from harm. Students also learn the value and use of social skills in dealing with peer pressure, communicating effectively, and assisting in forming healthy social relationships.


(1) Health information. The student recognizes ways to enhance and maintain health throughout the life span. The student is expected to:

(A) identify the benefits of six major nutrients contained in foods;

(B) identify information on menus and food labels;

(C) differentiate between aerobic and anaerobic exercise;

(D) explain the physical, mental, and social benefits of fitness;

(E) explain how sleep affects academic performance; and

(F) identify the importance of taking personal responsibility for developing and maintaining a personal health plan such as fitness, nutrition, stress management, and personal safety.

(2) Health information. The student recognizes the basic structures and functions of the human body and how they relate to personal health throughout the life span. The student is expected to:

(A) describe how health behaviors affect body systems; and

(B) describe the basic function of major body systems such as the circulatory and digestive systems.

(3) Health information. The student knows how to access health information. The student is expected to:

(A) identify characteristics of health information; and

(B) describe the importance of accessing health information through a variety of health resources.

(4) Health behaviors. The student understands and engages in behaviors that reduce health risks throughout the life span. The student is expected to:

(A) identify the use and abuse of prescription and non-prescription medication such as over-the-counter;

(B) explain the similarities of and the differences between medications and street drugs/substances;


(C) describe the short-term and long-term harmful effects of tobacco, alcohol, and other substances such as physical, mental, social, and legal consequences;

(D) identify ways to avoid drugs and list alternatives for the use of drugs and other substances;

(E) explain how to develop a home-safety and emergency response plan such as fire safety;

(F) identify strategies for avoiding deliberate and accidental injuries such as gang violence and accidents at school and home; and

(G) identify types of abuse such as physical, emotional, and sexual and know ways to seek help from a parent and/or trusted adult.

(5) Health behavior. The student comprehends and practices behaviors that prevent disease and speed recovery from illness. The student is expected to:

(A) set personal-health goals for preventing illness;

(B) identify different pathogens and explain how the body protects itself from pathogens such as viruses, bacteria, and fungi;

(C) discuss ways in which prevention and transmission of disease are affected by individual behaviors; and

(D) distinguish between communicable and noncommunicable diseases.

(6) Influencing factors. The student comprehends factors that influence individual, family, and community health. The student is expected to:

(A) identify similarities in which healthy environments can be promoted in homes, schools, and communities; and

(B) explain the importance of a community environmental health plan.

(7) Influencing factors. The student comprehends ways in which the media and technology can influence individual and community health. The student is expected to:

(A) explain how the media can influence health behaviors; and

(B) describe ways technology can influence health.

(8) Personal/interpersonal skills. The student understands how relationships can positively and negatively influence individual and community health. The student is expected to:

(A) explain the influence of peer pressure on an individual's social and emotional health; and


(B) describe the importance of being a positive role model for health.

(9) Personal/interpersonal skills. The student uses social skills for building and maintaining healthy relationships throughout the life span. The student is expected to:

(A) describe the qualities of a good friend;

(B) explain steps in conflict resolution;

(C) explain the importance of refusal skills and why the influence of negative peer pressure and the media should be resisted;

(D) demonstrate healthy ways of gaining attention;

(E) identify critical issues that should be discussed with parents/trusted adults such as puberty, harassment, and emotions;

(F) analyze strengths and weaknesses in personal communication skills;

(G) identify positive and negative characteristics of social groups such as gangs, clubs, and cliques; and

(H) demonstrate refusal skills.

(10) Personal/interpersonal skills. The student explains healthy ways to communicate consideration and respect for self, family, friends, and others. The student is expected to:

(A) demonstrate consideration when communicating with individuals who communicate in unique ways such as someone having a speech defect, someone not speaking English, or someone being deaf;

(B) describe healthy ways of responding to disrespectful behavior; and

(C) describe strategies for self-control and the importance of dealing with emotions appropriately and how they affect thoughts and behaviors.

(11) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goal-setting, and problem-solving skills for making health-promoting decisions. The student is expected to:

(A) explain the importance of seeking guidance from parents and other trusted adults in making healthy decisions and solving problems;

(B) explain the advantages of setting short and long-term goals;

(C) describe the importance of parental guidance and other trusted adults in goal setting;

(D) explain the dangers of yielding to peer pressures by assessing risks/consequences; and


(E) describe steps in decision making and problem solving.


(a) Introduction.


(2) Fourth grade students learn to identify the components of health-related fitness. Students combine locomotor and manipulative skills in dynamic situations with body control. Students begin to identify sources of health fitness information and continue to learn about appropriate clothing and safety precautions in exercise settings.



(A) demonstrate changes in speed during straight, curved, and zig zag pathways in dynamic situations;

(B) catch an object while traveling such as catch a football pass on the run;

(C) combine shapes, levels, pathways, and locomotor patterns smoothly into repeatable sequences;

(D) jump and land for height and distance using key elements for creating and absorbing force such as bending knees, swinging arms, and extending;

(E) perform sequences that include traveling, showing good body control combined with stationary balances on various body parts;

(F) demonstrate body control in jumping and landing such as land on feet, bend knees, and absorb force;

(G) transfer weight along and over equipment with good body control;

(H) create a movement sequence with a beginning, middle, and end;

(I) perform basic folk dance steps such as grapevine, schottische, and step-together-step;

(J) travel into and out of a rope turned by others without hesitating; and


(K) demonstrate key elements in manipulative skills such as volleying, hand dribble, foot dribble, punt, striking with body part, racquet, or bat.


(A) identify similar movement elements in sports skills such as underhand throwing and underhand volleyball serving;

(B) identify ways movement concepts such as time, space, effort, and relationships can be used to refine movement skills;

(C) make appropriate changes in performance based on feedback; and

(D) describe key elements of mature movement patterns of throw for distance or speed such as catch, kick, strike, and jump.

(3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to:

(A) describe and select physical activities that provide for enjoyment and challenge;

(B) name the components of health-related fitness such as strength, endurance, and flexibility;

(C) identify and demonstrate a variety of exercises that promote flexibility;

(D) improve flexibility in shoulders, trunk, and legs;

(E) participate in activities that develop and maintain muscular strength and endurance; and

(F) identify opportunities for participation in physical activity in the community such as little league and parks and recreation.


(A) describe the effects of exercise on heart rate through the use of manual pulse checking or heart rate monitors;

(B) participate in moderate to vigorous physical activities on a daily basis;

(C) identify methods for measuring cardiovascular endurance, muscular strength and endurance, and flexibility;

(D) identify major muscle groups and the movements they cause;


(E) describe the relationship between food intake and physical activity such as calories consumed and calories expended;

(F) explain the link between physical activity/inactivity and health such as reduce stress and burn calories;

(G) explain the relationship between physical activity and stress relief and demonstrate stress relief activities such as brisk walking, gentle stretching, and muscle tension and release;

(H) describe the need for rest and sleep in recovering from exercise; and

(I) identify sources of information on skill improvement, fitness, and health such as books and technology.




(C) describe and apply safety precautions when cycling and skating; and

(D) identify potential risks associated with physical activities.


(A) distinguish between compliance and noncompliance with rules and regulations; and

(B) analyze potential risks associated with unsafe movement and improper use of equipment.



(B) respond to winning and losing with dignity and understanding;

(C) work independently and stay on task; and

(D) demonstrate effective communication, consideration and respect for the feelings of others during physical activities such as encourage others, allow others equal turns, and invite others to participate.


§117.14. Art, Grade 4.

(a) Introduction.





(A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and

(B) choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.


(A) integrate a variety of ideas about self, life events, family, and community in original artworks;

(B) design original artworks; and

(C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.


(A) identify simple main ideas expressed in art;

(B) compare and contrast selected artworks from a variety of cultural settings; and

(C) identify the roles of art in American society.



(A) describe intent and form conclusions about personal artworks; and

(B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.


(a) Introduction.





(A) categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments of various cultures;

(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and

(C) identify music forms presented aurally such as AB, ABA, and rondo.






(A) read and write music notation, using a system (letters, numbers, syllables);

(B) incorporate basic rhythmic patterns in simple meters in musical compositions; and

(C) identify music symbols and terms referring to dynamics and tempo, interpreting them appropriately when performing.


(A) create rhythmic and melodic phrases; and

(B) create simple accompaniments.



(B) perform music and movement from diverse cultures;

(C) perform music representative of American and Texas heritage; and

(D) identify connections between music and the other fine arts.


(A) apply basic criteria in evaluating musical performances and compositions;

(B) justify, using music terminology, personal preferences for specific music works and styles; and

(C) practice concert etiquette as an actively involved listener during live performances.


(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of


theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.

(2) Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students that are appreciative and evaluative consumers of live theatre, film, television, and other technologies.



(A) relate sensory and emotional responses to theatre;

(B) develop body awareness and spatial perceptions, using rhythmic and expressive movement;

(C) respond to sounds, music, images, and the written word, using movement;

(D) express emotions and ideas, using interpretive movements, sounds, and dialogue;

(E) imitate and synthesize life experiences in dramatic play; and

(F) represent environment, characterization, and actions.


(A) demonstrate safe use of the voice and body;

(B) describe clearly characters, their relationships, and their surroundings;

(C) develop characters and assume roles in short improvised scenes, using imagination, personal experiences, heritage, literature, and history; and

(D) dramatize literary selections in unison, pairs, and groups and create simple stories collaboratively through imaginative play in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events.


(A) demonstrate the safe use of props, costumes, and visual elements, defining character, environment, action, and theme;

(B) alter space to create suitable environments for play-making;


(C) plan brief dramatizations collaboratively; and

(D) interact cooperatively with others in brief dramatizations.


(A) explain theatre as a reflection of life in particular times, places, and cultures; and

(B) identify the role of live theatre, film, television, and electronic media in American society.


(A) identify and apply appropriate audience behavior at performances;

(B) define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and discuss these aspects as found in art, dance, and music;

(C) compare and contrast the ways ideas and emotions are depicted in art, dance, music, and theatre and select movement, music, or visual elements to enhance classroom dramatizations; and

(D) compare theatre artists and their contributions


(a) Introduction.








(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In fifth grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.









(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.


(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

(C) produce analogies with known antonyms and synonyms;

(D) identify and explain the meaning of common idioms, adages, and other sayings; and


(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.


(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures;

(B) describe the phenomena explained in origin myths from various cultures; and

(C) explain the effect of a historical event or movement on the theme of a work of literature.

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the similarities and differences between an original text and its dramatic adaptation.


(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;

(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and

(C) explain different forms of third-person points of view in stories.

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.


(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text.

(9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.


(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;

(B) determine the facts in text and verify them through established methods;

(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;

(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; and

(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and

(B) recognize exaggerated, contradictory, or misleading statements in text.



(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and

(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.


(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);

(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news);

(C) identify the point of view of media presentations; and

(D) analyze various digital media venues for levels of formality and informality.


(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

(D) edit drafts for grammar, mechanics, and spelling; and

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.



(A) write imaginative stories that include:

(i) a clearly defined focus, plot, and point of view;

(ii) a specific, believable setting created through the use of sensory details; and

(iii) dialogue that develops the story; and

(B) write poems using:

(i) poetic techniques (e.g., alliteration, onomatopoeia);

(ii) figurative language (e.g., similes, metaphors); and

(iii) graphic elements (e.g., capital letters, line length).

(17) Writing. Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience.


(A) create multi-paragraph essays to convey information about the topic that:

(i) present effective introductions and concluding paragraphs;

(ii) guide and inform the reader's understanding of key ideas and evidence;

(iii) include specific facts, details, and examples in an appropriately organized structure; and

(iv) use a variety of sentence structures and transitions to link paragraphs;

(B) write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); and

(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.


(19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.



(i) verbs (irregular verbs and active voice);

(ii) collective nouns (e.g., class, public);

(iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best);

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;

(vi) indefinite pronouns (e.g., all, both, nothing, anything);

(vii) subordinating conjunctions (e.g., while, because, although, if); and

(viii) transitional words (e.g., also, therefore);




(A) use capitalization for:

(i) abbreviations;

(ii) initials and acronyms; and


(iii) organizations;

(B) recognize and use punctuation marks including:

(i) commas in compound sentences; and

(ii) proper punctuation and spacing for quotations; and

(C) use proper mechanics including italics and underlining for titles and emphasis.


(A) spell words with more advanced orthographic patterns and rules:

(i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician);

(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal); and

(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation);

(B) spell words with:

(i) Greek Roots (e.g., tele, photo, graph, meter);

(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);

(iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and

(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);

(C) differentiate between commonly confused terms (e.g., its, it's; affect, effect);

(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and

(E) know how to use the spell-check function in word processing while understanding its limitations.



(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and

(B) generate a research plan for gathering relevant information about the major research question.


(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;

(B) differentiate between primary and secondary sources;

(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;

(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and


(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) refine the major research question, if necessary, guided by the answers to a secondary set of questions; and

(B) evaluate the relevance, validity, and reliability of sources for the research.

(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(A) compiles important information from multiple sources;

(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;

(C) presents the findings in a consistent format; and


(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).


(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective;

(B) follow, restate, and give oral instructions that include multiple action steps; and

(C) determine both main and supporting ideas in the speaker's message.

(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.


Fifth Grade (§110.16 English Language Arts and Reading)



(B) ask literal, interpretive, evaluative, and universal questions of text;




(E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts; and

(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence.


(a) Introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 5 are comparing and contrasting lengths, areas, and volumes of two- or three-dimensional geometric figures; representing and interpreting data in graphs, charts, and tables; and applying whole number operations in a variety of contexts.






(5.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to:

(A) use place value to read, write, compare, and order whole numbers through the 999,999,999,999; and

(B) use place value to read, write, compare, and order decimals through the thousandths place.

(5.2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations. The student is expected to:

(A) generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3;

(B) generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number;

(C) compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and

(D) use models to relate decimals to fractions that name tenths, hundredths, and thousandths.

(5.3) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to:

(A) use addition and subtraction to solve problems involving whole numbers and decimals;

(B) use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);

(C) use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology), including interpreting the remainder within a given context;

(D) identify common factors of a set of whole numbers; and

(E) model situations using addition and/or subtraction involving fractions with like denominators using concrete objects, pictures, words, and numbers.

(5.4) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to use strategies, including rounding and


compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems.

(5.5) Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships. The student is expected to:

(A) describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams; and

(B) identify prime and composite numbers using concrete objects, pictorial models, and patterns in factor pairs.

(5.6) Patterns, relationships, and algebraic thinking. The student describes relationships mathematically. The student is expected to select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations.

(5.7) Geometry and spatial reasoning. The student generates geometric definitions using critical attributes. The student is expected to identify essential attributes including parallel, perpendicular, and congruent parts of two- and three-dimensional geometric figures.

(5.8) Geometry and spatial reasoning. The student models transformations. The student is expected to:

(A) sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid; and

(B) identify the transformation that generates one figure from the other when given two congruent figures on a Quadrant I coordinate grid.

(5.9) Geometry and spatial reasoning. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to locate and name points on a coordinate grid using ordered pairs of whole numbers.

(5.10) Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. The student is expected to:

(A) perform simple conversions within the same measurement system (SI (metric) or customary);

(B) connect models for perimeter, area, and volume with their respective formulas; and

(C) select and use appropriate units and formulas to measure length, perimeter, area, and volume.


(5.11) Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to:

(A) solve problems involving changes in temperature; and

(B) solve problems involving elapsed time.

(5.12) Probability and statistics. The student describes and predicts the results of a probability experiment. The student is expected to:

(A) use fractions to describe the results of an experiment;

(B) use experimental results to make predictions; and

(C) list all possible outcomes of a probability experiment such as tossing a coin.


(A) use tables of related number pairs to make line graphs;

(B) describe characteristics of data presented in tables and graphs including median, mode, and range; and

(C) graph a given set of data using an appropriate graphical representation such as a picture or line graph.














(a) Introduction.




(4) In Grade 5, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(A) Within the physical environment, students learn about the physical properties of matter, including magnetism, physical states of matter, relative density, solubility in water, and the ability to conduct or insulate electrical and heat energy. Students explore the uses of light, thermal, electrical, and sound energies.


(B) Within the natural environment, students learn how changes occur on Earth's surface and that predictable patterns occur in the sky. Students learn that the natural world consists of resources, including nonrenewable, renewable, and alternative energy sources.

(C) Within the living environment, students learn that structure and function of organisms can improve the survival of members of a species. Students learn to differentiate between inherited traits and learned behaviors. Students learn that life cycles occur in animals and plants and that the carbon dioxide-oxygen cycle occurs naturally to support the living environment.


(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

(B) make informed choices in the conservation, disposal, and recycling of materials.

(2) Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:

(A) describe, plan, and implement simple experimental investigations testing one variable;

(B) ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology;

(C) collect information by detailed observations and accurate measuring;

(D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence;

(E) demonstrate that repeated investigations may increase the reliability of results;

(F) communicate valid conclusions in both written and verbal forms; and

(G) construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.


(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:


(B) evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels;

(C) draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works; and


(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums; and

(B) use safety equipment, including safety goggles and gloves.


(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;

(B) identify the boiling and freezing/melting points of water on the Celsius scale;

(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and

(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.


(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;

(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;

(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and

(D) design an experiment that tests the effect of force on an object.

(7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to:

(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels;

(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice;

(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and

(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(A) differentiate between weather and climate;

(B) explain how the Sun and the ocean interact in the water cycle;

(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and

(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.


(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;

(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;

(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and

(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;

(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and

(C) describe the differences between complete and incomplete metamorphosis of insects.


(a) Introduction.

(1) In Grade 5, students learn about the history of the United States from its early beginnings to the present with a focus on colonial times through the 20th century. Historical content includes the colonial and revolutionary periods, the establishment of the United States, and issues that led to the Civil War. An overview of major events and significant individuals of the late-19th century and the 20th century is provided. Students learn about a variety of regions in the United States that result from physical features and human activity and identify how people adapt to and modify the environment. Students explain the characteristics and benefits of the free enterprise system and describe economic activities in the United States. Students identify the roots of representative


government in this nation as well as the important ideas in the Declaration of Independence and the U.S. Constitution. Students recite and explain the meaning of the Pledge of Allegiance. Students examine the importance of effective leadership in a democratic society and identify important leaders in the national government. Students examine fundamental rights guaranteed in the Bill of Rights. Students describe customs and celebrations of various racial, ethnic, and religious groups in the nation and identify the contributions of famous inventors and scientists. Students use critical-thinking skills including sequencing, categorizing, and summarizing information and drawing inferences and conclusions.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include Yankee Doodle. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.



(1) History. The student understands the causes and effects of European colonization in the United States. The student is expected to:

(A) explain when, where, and why groups of people colonized and settled in the United States; and

(B) describe the accomplishments of significant colonial leaders such as Anne Hutchinson, William Penn, John Smith, and Roger Williams.

(2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to:


(A) identify the contributions of significant individuals during the revolutionary period, including Thomas Jefferson and George Washington;

(B) analyze the causes and effects of events prior to and during the American Revolution such as the Boston Tea Party; and

(C) summarize the results of the American Revolution, including the establishment of the United States and the origins of U.S. military institutions.

(3) History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to:

(A) identify the contributions of individuals including James Madison and Roger Sherman who helped create the U.S. Constitution; and

(B) summarize the events that led to the creation of the U.S. Constitution.

(4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:

(A) identify changes in society resulting from the Industrial Revolution and explain how these changes led to conflict among sections of the United States;

(B) identify reasons people moved west;

(C) identify examples of U.S. territorial expansion;

(D) describe the causes and effects of the Civil War;

(E) explain the reasons for and rights provided by the 13th, 14th, and 15th amendments to the U.S. Constitution;

(F) explain how industry and the mechanization of agriculture changed the American way of life; and

(G) identify the challenges, opportunities, and contributions of people from selected Native-American and immigrant groups.

(5) History. The student understands important issues, events, and individuals of the 20th century in the United States. The student is expected to:

(A) analyze various issues and events of the 20th century such as urbanization, industrialization, increased use of oil and gas, world wars, and the Great Depression; and


(B) identify the accomplishments of notable individuals such as Carrie Chapman Catt, Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell, and Franklin D. Roosevelt who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.

(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and

(B) translate geographic data into a variety of formats such as raw data to graphs and maps.

(7) Geography. The student understands the concept of regions. The student is expected to:

(A) describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity;

(B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics; and

(C) locate the fifty states on a map and identify regions such as New England and the Great Plains made up of various groups of states.

(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:

(A) identify and describe the types of settlement and patterns of land use in the United States;

(B) describe clusters of settlement in the United States and explain their distribution;

(C) analyze the location of cities in the United States, including capital cities, and explain their distribution, past and present; and

(D) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present.

(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:

(A) describe ways people have adapted to and modified their environment in the United States, past and present;


(B) identify reasons why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs; and

(C) analyze the consequences of human modification of the environment in the United States, past and present.

(10) Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to:

(A) explain the economic patterns of various early Native-American groups in the United States; and

(B) explain the economic patterns of early European colonists.

(11) Economics. The student understands the reasons for exploration and colonization. The student is expected to:

(A) identify the economic motivations for European exploration and settlement in the United States; and

(B) identify major industries of colonial America.

(12) Economics. The student understands the characteristics and benefits of the free enterprise system in the United States. The student is expected to:

(A) describe the development of the free enterprise system in colonial America and the United States;

(B) describe how the free enterprise system works in the United States; and

(C) give examples of the benefits of the free enterprise system in the United States.

(13) Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to:

(A) explain how supply and demand affects consumers in the United States; and

(B) evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States.

(14) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to:


(A) analyze how people in different parts of the United States earn a living, past and present;

(B) identify and explain how geographic factors have influenced the location of economic activities in the United States;

(C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States;

(D) describe the impact of mass production, specialization, and division of labor on the economic growth of the United States;

(E) analyze how developments in transportation and communication have influenced economic activities in the United States; and

(F) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.

(15) Government. The student understands how people organized governments in colonial America. The student is expected to:

(A) compare the systems of government of early European colonists; and

(B) identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.

(16) Government. The student understands important ideas in the Declaration of Independence and the U.S. Constitution. The student is expected to:

(A) identify the purposes and explain the importance of the Declaration of Independence; and

(B) explain the purposes of the U.S. Constitution as identified in the Preamble to the Constitution.

(17) Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to:

(A) identify and explain the basic functions of the three branches of government;

(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and

(C) distinguish between national and state governments and compare their responsibilities in the U.S. federal system.



(A) explain selected patriotic symbols and landmarks such as the Statue of Liberty and the White House and political symbols such as the donkey and elephant;

(B) sing or recite The Star-Spangled Banner and explain its history;

(C) recite and explain the meaning of the Pledge of Allegiance; and

(D) describe the origins and significance of national celebrations such as Memorial Day, Labor Day, and Columbus Day.

(19) Citizenship. The student understands the importance of individual participation in the democratic process. The student is expected to:

(A) explain how individuals can participate in civic affairs and political parties at the national level;

(B) analyze the role of the individual in national elections;

(C) identify significant individuals such as César Chávez and Benjamin Franklin who modeled active participation in the democratic process; and

(D) explain how to contact elected and appointed leaders in the national governments.

(20) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(A) identify leaders in the national governments, including the president and selected members of Congress, and their political parties; and

(B) identify and compare leadership qualities of national leaders, past and present.

(21) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to:

(A) summarize the reasons for the creation of the Bill of Rights;

(B) describe important individual rights including freedom of religion, speech, and press and the right to assemble and petition the government;


(C) describe important due process rights including trial by jury and the right to an attorney; and

(D) summarize selected amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens.

(22) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A) identify significant examples of art, music, and literature from various periods in U.S. history; and

(B) explain how examples of art, music, and literature reflect the times during which they were created.

(23) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:

(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in the United States;

(B) describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States; and

(C) summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity.

(24) Science, technology, and society. The student understands the impact of science and technology on life in the United States. The student is expected to:

(A) describe the contributions of famous inventors and scientists such as Neil Armstrong, John J. Audubon, Benjamin Banneker, Clarence Birdseye, George Washington Carver, Thomas Edison, and Carl Sagan;

(B) identify how scientific discoveries and technological innovations such as the transcontinental railroad, the discovery of oil, and the rapid growth of technology industries have advanced the economic development of the United States;

(C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States;

(D) analyze environmental changes brought about by scientific discoveries and technological innovations such as air conditioning and fertilizers; and


(E) predict how future scientific discoveries and technological innovations could affect life in the United States.


(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;

(D) identify different points of view about an issue or topic;

(E) identify the elements of frame of reference that influenced the participants in an event; and



(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication;

(C) express ideas orally based on research and experiences;

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

(E) use standard grammar, spelling, sentence structure, and punctuation.








(a) Introduction.


(2) In addition to age-appropriate information about personal health habits, students in Grade 5 are taught about the human body and the changes that come with puberty. Students are taught how to maintain healthy body systems and prevent disease. Students also learn how technology and the media influence personal health and how to apply problem-solving skills to improve or protect their health.


(1) Health information. The student knows ways to enhance and maintain personal health throughout the life span. The student is expected to:

(A) examine and analyze food labels and menus for nutritional content;


(B) apply information from the food guide pyramid to making healthy food choices;

(C) identify foods that are sources of one or more of the six major nutrients;

(D) calculate the relationship between caloric intake and energy expenditure;

(E) differentiate between health-related and skill-related physical activities; and

(F) analyze the components of a personal health maintenance plan for individuals and families such as stress management and personal safety.

(2) Health information. The student recognizes the basic structures and functions of the human body and how they relate to personal health throughout the life span. The student is expected to:

(A) describe the structure, functions, and interdependence of major body systems; and

(B) identify and describe changes in male and female anatomy that occur during puberty.

(3) Health information. The student knows how to utilize health information. The student is expected to:

(A) describe methods of accessing health information; and

(B) demonstrate ways to communicate health information such as posters, videos, and brochures.

(4) Health behaviors. The student recognizes behaviors that prevent disease and speed recovery from illness. The student is expected to:

(A) explain how to maintain the healthy status of body systems such as avoiding smoking to protect the lungs;

(B) relate the importance of immunizations in disease prevention;

(C) distinguish between myth and fact related to disease and disease prevention;

(D) list the effects of harmful viruses on the body such as polio, Human Immunodeficiency Virus (HIV), and the common cold; and

(E) explain how to manage common minor illnesses such as colds and skin infections.


(5) Health behaviors. The student comprehends behaviors that reduce health risks throughout the life span. The student is expected to:

(A) describe the use and abuse of prescription and non-prescription medications such as over-the-counter;

(B) compare and contrast the effects of medications and street drugs;

(C) analyze the short-term and long-term harmful effects of alcohol, tobacco, and other substances on the functions of the body systems such as physical, mental, social, and legal consequences;

(D) identify and describe alternatives to drug and substance use;

(E) demonstrate strategies for preventing and responding to deliberate and accidental injuries;

(F) explain strategies for avoiding violence, gangs, weapons and drugs;

(G) describe response procedures for emergency situations;

(H) describe the value of seeking advice from parents and educational personnel about unsafe behaviors; and

(I) explain the impact of neglect and abuse.

(6) Influencing factors. The student understands how relationships influence individual and family health including the skills necessary for building and maintaining relationships. The student is expected to:

(A) distinguish between healthy and harmful influences of friends and others;

(B) describe the characteristics of healthy and unhealthy friendships;

(C) identify ways to enhance personal communication skills;

(D) analyze respectful ways to communicate with family, adults, and peers;

(E) demonstrate ways of communicating with individuals who communicate in unique ways such as having a speech defect and not speaking English;

(F) apply and practice strategies for self-control; and

(G) describe strategies for stress management.


(7) Influencing factors. The student comprehends ways in which media and technology influence individual and community health. The student is expected to:

(A) research the effect of media on health-promoting behaviors; and

(B) identify the use of health-related technology in the school such as audiometry and the Internet.

(8) Influencing factors. The student knows how various factors influence individual, family, and community health throughout the life span. The student is expected to:

(A) explain the importance of communication skills as a major influence on the social and emotional health of the individual and family;

(B) describe daily and weekly activities that promote the health of a family;

(C) describe how a safe school environment relates to a healthy community; and

(D) identify environmental protection programs that promote community health such as recycling, waste disposal, or safe food packaging.

(9) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goal-setting and problem-solving skills for making healthy decisions. The student is expected to:

(A) describe health-related situations that require parent/adult assistance such as a discussion of the health-related consequences of high-risk health behaviors or going to a doctor;

(B) assess the role of assertiveness, refusal skills, and peer pressure on decision making and problem solving;

(C) utilize critical thinking in decision making and problem solving;

(D) describe benefits in setting and implementing short and long-term goals;

(E) explain the necessity of perseverance to achieve goals; and

(F) explain the importance of parent/trusted adult guidance in goal setting.


(a) Introduction.



(2) Fifth grade students demonstrate competence such as improved accuracy in manipulative skills in dynamic situations. Basic skills such as jumping rope, moving to a beat, and catching and throwing should have been mastered in previous years and can now be used in game-like situations. Students continue to assume responsibility for their own safety and the safety of others. Students can match different types of physical activities to health-related fitness components and explain ways to improve fitness based on the principle of frequency, intensity, and time. Students continue to learn the etiquette of participation and can resolve conflicts during games and sports in acceptable ways.


(1) Movement. The student demonstrates competency in movement patterns and proficiency in a few specialized movement forms. The student is expected to:

(A) demonstrate appropriate use of levels in dynamic movement situations such as jumping high for a rebound and bending knees and lowering center of gravity when guarding an opponent;

(B) demonstrate smooth combinations of fundamental locomotor skills such as running and dodging and hop-step-jump;

(C) demonstrate attention to form, power, accuracy, and follow-through in performing movement skills;

(D) demonstrate controlled balance on a variety of objects such as balance board, stilts, scooters, and skates;

(E) demonstrate simple stunts that exhibit agility such as jumping challenges with proper landings;

(F) combine traveling and rolling with smooth transitions;

(G) combine weight transfer and balance on mats and equipment;

(H) demonstrate the ability to contrast a partner's movement;

(I) perform selected folk dances;

(J) jump a rope using various rhythms and foot patterns repeatedly;


(K) demonstrate competence in manipulative skills in dynamic situations such as overhand throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities such as hitting a softball; and

(L) demonstrate combinations of locomotor and manipulative skills in complex and/or game-like situations such as pivoting and throwing, twisting and striking, and running and catching.


(A) identify common phases such as preparation, movement, follow through, or recovery in a variety of movement skills such as tennis serve, handstand, and free throw;

(B) identify the importance of various elements of performance for different stages during skill learning such as form, power, accuracy, and consistency; and

(C) choose appropriate drills/activities to enhance the learning of a specific skill.

(3) Physical activity and health. The student exhibits a health-enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to:

(A) participate in moderate to vigorous physical activities on a daily basis that develop health-related fitness;

(B) identify appropriate personal fitness goals in each of the components of health-related fitness; and

(C) explain the value of participation in community physical activities such as little league and parks and recreation.


(A) relate ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs;

(B) self-monitor the heart rate during exercise;

(C) match different types of physical activity with health-related fitness components;


(D) define the principle of frequency, intensity, and time and describe how to incorporate these principles to improve fitness;

(E) describe the structure and function of the muscular and skeletal system as they relate to physical performance such as muscles pull on bones to cause movement, muscles work in pairs, and muscles work by contracting and relaxing;

(F) identify the relationship between optimal body function and a healthy eating plan such as eating a variety of foods in moderation according to U. S. dietary guidelines;

(G) describe common skeletal problems and their effect on the body such as spinal curvatures;

(H) describe the changes that occur in the cardiorespiratory system as a result of smoking and how those changes affect the ability to perform physical activity; and

(I) describe how movement and coordination are effected by alcohol and other drugs.




(C) describe the importance of taking personal responsibility for reducing hazards, avoiding accidents, and preventing injuries during physical activity; and

(D) identify potentially dangerous exercises and their adverse effects on the body.


(A) describe fundamental components and strategies used in net/wall, invasion, target, and fielding games such as basic positions-goalie, offense, or defense; and

(B) explain the concept and importance of team work.




(B) use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all; and

(C) describe how physical activity with a partner or partners can increase motivation and enhance safety.

§117.17. Art, Grade 5.

(a) Introduction.





(A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and

(B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.


(A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community;


(B) compare relationships between design and everyday life; and

(C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.


(A) compare artworks from several national periods, identifying similarities and differences;

(B) compare cultural themes honoring history and traditions in American and other artworks; and

(C) identify the use of art skills in a variety of jobs.


(A) analyze personal artworks to interpret meaning; and

(B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.


(a) Introduction.






(A) distinguish among a variety of musical timbres;

(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and

(C) identify a variety of music forms such as AB, ABA, rondo, and theme and variations.

(2) Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. The student is expected to:

(A) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques;

(B) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and

(C) demonstrate appropriate small- and large-ensemble performance techniques during formal and informal concerts.


(A) read standard notation;

(B) use standard symbols to notate meter, rhythm, and pitch in simple patterns (manuscript or computer-generated);

(C) read and write music that incorporates rhythmic patterns in various meters; and

(D) identify music symbols and terms referring to dynamics, tempo, and articulation.


(A) create rhythmic and melodic phrases; and

(B) create/arrange simple accompaniments.




(B) describe various music vocations and avocations;

(C) perform music and movement from diverse cultures;

(D) perform music representative of American and Texas heritage; and

(E) identify concepts taught in the other fine arts and their relationships to music concepts.


(A) apply criteria in evaluating musical performances and compositions;

(B) evaluate, using music terminology, personal preferences for specific music works and styles; and

(C) exhibit concert etiquette as an actively involved listener during varied live performances.


(a) Introduction.






(A) develop characterization, using sensory and emotional recall;

(B) develop body awareness and spatial perceptions, using pantomime;

(C) respond to sounds, music, images, and the written word, using movement;

(D) express emotions and relate ideas, using interpretive movement and dialogue;

(E) integrate life experiences in dramatic play; and

(F) portray environment, characterization, and actions.


(A) demonstrate safe use of the voice and body;

(B) describe characters, their relationships, and their surroundings in detail;

(C) select movements and portray a character, using dialogue appropriately; and

(D) dramatize literary selections in pairs and various groupings and create simple stories collaboratively in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events.


(A) define character, environment, action, and theme, using props, costumes, and visual elements;

(B) alter space appropriately to create a suitable environment for play-making;

(C) plan brief dramatizations collaboratively; and

(D) interact cooperatively with others in brief dramatizations.


(A) relate theatre to life in particular times, places, and cultures; and


(B) analyze the role of live theatre, film, television, and electronic media in American society.


(A) analyze and apply appropriate audience behavior at a variety of performances;

(B) define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and describe these components in art, dance, and music;

(C) compare and contrast ideas and emotions depicted in theatre, dance, music, and art and select and explain the use of movement, music, or visual elements to enhance classroom dramatizations; and

(D) analyze and compare theatre artists and their contributions.


(a) Introduction.






Approved by the Commissioner of Education, May 21, 2008

REVISED TEXAS

PREKINDERGARTEN GUIDELINES

2008

TEXAS EDUCATION AGENCY 1701 North Congress Ave.* Austin, Texas 78701-1494 * 512/463-9734 * FAX: 512/463-9838 * http://www.tea.statc.tx.us

Robert Scott Commissioner

Office of the Commissioner Texas Education Agency

Statement of Intent/Terms of Use Prekindergarten Guidelines

October 8, 2008

In May, 2008, the Texas Education Agency (TEA) released the Texas Prekindergarten Guidelines. It is my intent that these Guidelines be made available to any entity developing a product for use in any Texas Prekindergarten (Prek) environment, as a "royalty-free right and license." Any company wishing to develop a product supporting the Texas Prek Guidelines for use in Texas, may access and copy those guidelines from the TEA website at http://www.tea.state.tx.us/ed init/pkquidelines/index.html.

When printed or downloaded, the Guidelines will contain the joint copyright notice from TEA and the University of Texas System as part of the document. Any use of these Guidelines for purposes outside of the State of Texas is prohibited. Any entity wishing to obtain a license for use of the Texas Prek Guidelines outside of Texas must contact the University of Texas Health Science Center at Houston, Office of Technology Management, at 713-500-3369, or at [email protected].

Robert Scott Commissioner of Education

RS/rg

2

Texas Prekindergarten Guidelines

Copyright Notice

Copyright 2008 The University of Texas System and Texas Education Agency.

Permission for in-State, Texas uses: These Guidelines were developed at public expense to benefit Texas public school districts, Texas approved charter schools, Texas regional education service centers and other Pre-K Texas entities. Residents of and entities operating within the State of Texas may freely copy, distribute, create derivative products based on and publicly display and perform these Guidelines (“use the Guidelines”) for the intended beneficiaries.

All other uses (non-Texas uses) require the express permission of the copyright owners. For information, please contact the University of Texas Health Science Center at Houston, Office of Technology Management, by telephone at 713-550-3369, or by email at [email protected].

3

TABLE OF CONTENTS

Introduction

i. Welcome to the Texas Prekindergarten Guidelines 4

ii. Families: Critical Players in Children�’s School Readiness and Prekindergarten Experience 6

Utilizing the Texas Prekindergarten Guidelines in the Classroom

iii. How Texas Prekindergarten Guidelines Support Instruction for English Language Learners (ELL) 9

iv. How Texas Prekindergarten Guidelines Support Instruction for Children with Special Needs 13

v. The Learning Environment: Physical Arrangements, Activities, and Social Relationships 17

vi. Monitoring Children�’s Learning and Development in Ways that Provide Feedback andEvidence of Success 24

Linking the Texas Prekindergarten Guidelines to School Readiness

vii. Developmental Approach to Promoting School Readiness 27

viii. Effective Practices for Promoting School Readiness 29

ix. Professional Development: The Key to High Quality Prekindergarten Programs 34

Skill Domains

I. Social and Emotional Development 37

II. Language and Communication 49

III. Emergent Literacy Reading 67

IV. Emergent Literacy Writing 78

V. Mathematics 83

VI. Science 96

VII. Social Studies 101

VIII. Fine Arts 106

IX. Physical Development 110

X. Technology 114

Appendices 116

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Introduction

i. Welcome to the Texas Prekindergarten Guidelines

The learning experiences of the preschool years provide a foundation that guides children academically, socially,and emotionally. These experiences can influence the rest of a child�’s life. Children�’s learning and intellectualgrowth are affected by the specific experiences (e.g., instruction, guidance) they have in a preschool classroom.

Informed efforts by families and teachers to build on children�’s motivation to learn play a critically importantrole in providing children with the proper foundations for school success. The Texas Prekindergarten Guidelinesoffer detailed descriptions of expected behaviors across multiple skill domains that should be observed in 4 to5 year old children by the end of their prekindergarten experience. The guidelines are developed to be useful toa broad audience including school districts, Head Start programs, child care and most importantly by children�’sfamilies. The guidelines also offer suggestions on ways to deliver developmentally appropriate experiences forthe learning needs of all children to help ensure an effective, efficient prekindergarten year. The guidelines alsoprovide information on responsive teaching practices, the physical arrangement of a prekindergarten classroom,professional development as the key to high quality preschool programs, the involvement of families for betterreadiness of children for school, and methods of monitoring children�’s progress. Specific attention is given to adiscussion of the importance of adopting a developmental approach in order to effectively promote schoolreadiness for 3 and 4 year old children. The guidelines can and should be used to support learning in a broadrange of skills for children who are English language learners (ELL), including those children receiving instructionin their home language. A discussion of how this can be done successfully and instructional strategies toconsider are included. When planning for the education of children with special needs, use of the guidelines isdescribed in relation to the many considerations that need to be taken into account for special needs children�’ssuccessful inclusion in the classroom. Together these discussions should provide a comprehensive framework foreffective use of the Texas Prekindergarten Guidelines.

Research confirms the value of early education for young children. Prekindergarten programs that supporteffective teaching practices and opportunities for child discovery through play have been shown to lead tosignificant growth in children�’s intellectual and social development, both of which are critical to their futureacademic success. Quality programs provide challenging but achievable curriculum which actively engagechildren in thinking, reasoning, and communicating with others. With teacher direction and guidance, childrenrespond to the challenge and acquire important skills and concepts.

The purpose of this document is to help educators make informed decisions about curriculum content forprekindergarten children. The guidelines are based on current knowledge of theory and scientific researchabout how children develop and learn; they reflect the growing consensus among early childhood professionalorganizations that a greater emphasis be placed on young children�’s conceptual learning, acquisition of basicskills, and participation in meaningful, relevant learning experiences. The guidelines delineate the behaviors andskills that children are to exhibit and achieve, as well as instructional strategies for the teachers. Finally, theguidelines provide a means to align prekindergarten programs with the Texas Essential Knowledge and Skills(TEKS).

The guidelines describe specific outcomes for prekindergarten children in each domain skill area. The intent ofthis organizational design is to ensure that all 4 year old children have the opportunity to strive toward theseoutcomes. Due to age differences and previous experiences, however, children will have a great range of priorknowledge. Some children, regardless of their age level, will be at the beginning of the learning continuum,while others will be further along. Children with disabilities may need accommodations and modifications of theguidelines in order to benefit from them.

Under Texas Education Code §28.005, the state�’s policy is to ensure the mastery of English by all students,specifically in situations in which Bilingual instruction is necessary to ensure students�’ reasonable proficiency inthe English language and ability to achieve academic success. Texas Administrative Code, Chapter 89 furtheremphasizes the goal of Bilingual education programs to enable limited English proficient students to becomecompetent in the [understanding], speaking, reading, and [writing] of the English language by developingliteracy and academic skills in the primary language and English. Such programs shall emphasize the mastery ofEnglish language skills, as well as mathematics, science and social studies, as integral parts of the academic goalsfor all students to enable limited English proficient students to participate equitably in school. Children whospeak a language other than English at home come to school with varying degrees of bilingualism and at leastsome level of proficiency in two different languages. The student�’s home language should serve as thefoundation for second language acquisition, as cognitive skills transfer from one language to another. Childrenwho are English Language Learners (ELL) should receive instruction in a manner they can understand and that iscommensurate with their proficiency level in English. Children�’s current strengths and skills should serve as thestarting point for new experiences and instruction rather than become a limitation. To use these guidelines tothe best advantage and to extend the learning of skills and concepts, teachers must build on children�’s existingcompetencies.

These guidelines are designed as a resource to help teachers define and implement a comprehensivecurriculum. Such a curriculum helps to build connections between subject matter disciplines by organizing thelarge amounts of information children must learn into a set of meaningful concepts. Using concepts from theguidelines, teachers can work across subject matter to provide many opportunities for children to achieveknowledge and skills. The guidelines are organized to provide descriptions of children�’s behavior anddevelopment at the beginning of the prekindergarten year. These descriptions are based on an average child inthis age range. Of course, it is well understood that not all children show this level of development when theyenter the 4 year old prekindergarten year. Also, the guidelines describe development and learning for 4 yearold children. As there are many 3 year old children in prekindergarten programs, these children will not beexpected to reach these outcomes for two years. Finally, descriptions of children�’s skills at the beginning of the4 year old program are not included for several domains (science, social studies, fine arts and technology) asthere is not an adequate research base to guide these descriptions.

This document presents the Commissioner�’s guidelines for prekindergarten curriculum. Because there is nostate required prekindergarten curriculum, use of these guidelines is voluntary. Texas Education code §29.153contains statutory requirements concerning prekindergarten.

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6

Introduction

ii. Families: Critical Players in Children�’s School Readinessand Prekindergarten Experience

Families are a child�’s first and most important teachers. They represent perhaps the single most influentialfactor in their children�’s development. While curricula, educators, and early care settings all contributesignificantly to children�’s learning and development, the fact remains that prekindergarten programs cannotafford to overlook the important impact that families have on their children.

Recommended ways to involve families in their child�’s prekindergarten program includes but are not limited to:

Encourage families to read to their children and to take the children to the library to pickout their own books, as well as attend special programs for young children as a family.

Help families connect with voluntary local family education courses, such as Parents asTeachers, Home Instruction for Parents of Preschool Youngsters (HIPPY), and Family LiteracyPrograms that help families develop language and pre literacy skills in their young children.

Encourage families to take their children for regular visits to the doctor and forimmunizations.

Urge local pediatricians to use periodic checkups to �“prescribe reading�” and to modeleffective parenting techniques.

Help families find high quality early care and education programs. Encourage families to get early assistance for children with disabilities and developmental

delays so they may receive the special services to which they are entitled in order to helpthem be ready for school.

Families Should Be Responsive to Their Children

Warm, accepting relationships between families and children produce happier, less withdrawn children withfewer behavior problems. Also, families who talk with and respond to their children make them feel as if theyhave some control over their own environment, boosting their self esteem.

The Family Is a �‘Cognitive Agent�’ in the Child�’s Learning

The family provides various learning opportunities that advance the child�’s development andcapabilities as a learner. The extent to which families provide these experiences is related to theirperception of their own role in their children�’s cognitive development.

Opportunities for Learning with Appropriate Modeling of Language: Children whose families read tothem regularly beginning in early childhood are more likely to have age appropriate language skills. Modelinglanguage by asking questions that require children to think predicts higher cognitive levels and aids languageand literacy development. Early literacy development is enhanced when families provide access to andexperiences with books in their homes and interactions that focus children�’s attention on letters and sounds inwords. Rich language experiences in the home promote cognitive readiness for children with different biologicalrisk factors, and are relevant across different ethnicities and economic gradients.

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Opportunities for Engagement with Objects: This experience goes beyond toys to household items,playground equipment, furniture, and more. The intent is to allow the child to explore and discover the use ofobjects, improving cognitive and motor skills with each new learning encounter.

An Array of Experiences with Their Environment: Giving children information about their environment alsopredicts higher cognitive levels. For example, families help children understand their surroundings and broadentheir world by saying names of objects and animals, explaining how things work, going to a variety of places anddescribing what the child encounters, allowing the child to feel different textures and taste various foods, and soforth. Once families understand the importance of their roles and of family modeling, they can prepare theirchildren for learning by the frequency and type of stimulation they give and by a focus on instructional activities.

The Family Is a Socialization Agent in the Child�’s Behavior

A family becomes a socialization agent through behaviors that include appropriate modeling, responsiveness,and setting appropriate boundaries with a warm style. The qualitative aspects of warm responsiveness andspecific interactive styles, such as maintaining focus, demonstrate sensitivity to children�’s signals and needsrelated to greater gains in social competency. Furthermore, when families provide clear and consistentboundaries for their children�’s behavior in warm and sensitive ways, the children are more likely to learn how toself regulate behavior in terms of emotions, reactivity to the environment, and social interactions. Theseboundaries can be established with a disciplinary approach that is a cooperative give and take interactionbetween family and child. When children are able to control their own behavior, they become more sociallycompetent with their peers and teachers, are less impulsive and emotionally reactive, and take initiative moreoften. In the classroom and in group problem solving activities, these attributes enable children to more easilydevelop their cognitive skills as well.

Family Involvement Is a Needed Component for a Child�’s Success in School

Understanding that families are children�’s first and most important advocates, the quality and effectiveness ofprograms for young children are contingent on the degree to which families�’ needs are met and to the degreethat families understand, demand, and are engaged in high quality early care and education. The NationalAssociation for the Education of Young Children recommends the following guidelines for families and educatorsworking together:

Reciprocal relationships between teachers and families require mutual respect, cooperation, sharedresponsibility, and negotiation of conflicts toward achievement of shared goals.

Early childhood teachers work in collaborative partnerships with families, establishing andmaintaining regular, frequent two way communication with children�’s families.

Families are welcome in the program and participate in decisions about their children�’s care andeducation. Families observe and participate.

Teachers acknowledge families�’ choices and goals for children and respond with sensitivity andrespect to families�’ preferences and concerns without abdicating professional responsibility tochildren.

Teachers and families share their knowledge of the child and understanding of children�’sdevelopment and learning as part of day to day communication and planned conferences.

Teachers support families in ways that promote maximum family decision making capabilities andcompetence.

To ensure more accurate and complete information, the program involves families inassessing and planning for individual children.

The program links families with a range of services, based on identified needs, resources,priorities, and concerns.

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Teachers, families, programs, social service and health agencies, and consultants who mayhave educational responsibility for the child at different times should, with familyparticipation, share developmental information about children as they pass from one levelof a program to another.

The program provides translation services for families when needed. It is beneficial for children�’s school success to encourage families to communicate closely

with schools about their children�’s school programs and activities.

Teachers can initiate improved communication with families if they inform and involve families andencourage them to talk, listen, and read to their preschool children. The use of home visits, teacherconferences, and family training classes are effective ways to keep families informed. Besidesimpressing upon families the importance of reading aloud to their children daily, teachers also caninform families in their native language when possible about:

What their children should learn in preschool, Their children�’s progress, and Specific ideas concerning how they can help out at home. Since family expectations and support for learning contribute significantly to a child�’s school

adjustment, early childhood educators need to continue to explore ways to help shapefamily goals and behaviors that will result in beneficial outcomes for children.

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iii. How Texas Prekindergarten Guidelines Support Instructionfor English Language Learners (ELL)

Language acquisition is occurring in all 4 year old children. Many children who are English Language Learnerscome to school already Bilingual to some degree. A Bilingual child has at least some level of proficiency in twodifferent languages. (LEER MAS, 2001) According to the Texas Administrative Code, public prekindergartenprograms are bound by the following rules:

Chapter 89. Adaptations for Special Populations, Subchapter BB. Commissioner's RulesConcerning State Plan for Educating Limited English Proficient Students

§89.1205. Required Bilingual Education and English as a Second Language Programs(a) Each school district which has an enrollment of 20 or more limited English proficient students in any languageclassification in the same grade level district wide shall offer a bilingual education program as described insubsection (b) of this section for the limited English proficient students in prekindergarten through theelementary grades who speak that language. "Elementary grades" shall include at least prekindergarten throughGrade 5; sixth grade shall be included when clustered with elementary grades.(b) A district shall provide a bilingual education program by offering a dual language program in prekindergartenthrough the elementary grades, as described in §89.1210 of this title (relating to Program Content and Design).

§89.1201. Policy(b) The goal of bilingual education programs shall be to enable limited English proficient students to becomecompetent in the comprehension, speaking, reading, and composition of the English language through thedevelopment of literacy and academic skills in the primary language and English. Such programs shall emphasizethe mastery of English language skills, as well as mathematics, science and social studies, as integral parts of theacademic goals for all students to enable limited English proficient students to participate equitably in school.(c) The goal of English as a second language programs shall be to enable limited English proficient students tobecome competent in the comprehension, speaking, reading, and composition of the English language throughthe integrated use of second language methods. The English as a second language program shall emphasize themastery of English language skills, as well as mathematics, science and social studies, as integral parts of theacademic goals for all students to enable limited English proficient students to participate equitably in school.

Texas provides different models of instruction for students who speak a language other than English in theirhomes. English as a Second Language (ESL) programs provide English instruction, while Bilingual programsprovide instruction in both the child�’s home language as well as English. While instructional programs differthroughout the state of Texas, the outcomes provided in the Texas Prekindergarten Guidelines are meant to beimplemented and met with all students regardless of home language and instructional context.

Children who enter prekindergarten with a home language other than English are in an environment in whichthey are developing two languages simultaneously. Acquisition of a second language (English) can happen intandem with the development of a child�’s home language. Children�’s home language serves as the foundationfor English language acquisition. Cognitive skills transfer from one language to another. In order for ELL childrento have long term success, they must acquire both social and academic language proficiency in English�—�“socialproficiency�” = language for daily interactions; �“academic proficiency�” = language needed to think critically;understand and learn new concepts; process complex academic material; and interact and communicate inEnglish academic settings. Children literate in their first language will apply these skills to the second language.Teachers should use the language and literacy skills ELL children have when entering prekindergarten. Effectiveteachers understand that for ELL children, language and literacy skills in the child's home language must be usedto develop English language and literacy. (LEER MAS, 2001)

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In its position statement �“Responding to Linguistic and Cultural Diversity Recommendations for Effective EarlyChildhood Education,�” the National Association for the Education of Young Children (NAEYC) stresses howimportant it is for early childhood educators to:

Understand that, without comprehensive input, second language learning can be difficult. Recognize that all children are cognitively, linguistically, and emotionally connected to the language

and culture of their home. Acknowledge that children can demonstrate their knowledge and capabilities in many ways.

Children who are English language learners differ in their rates of English acquisition. It is important to besupportive of a child�’s emotional as well as academic needs during second language acquisition. It is alsoimportant for the teacher to understand that some children, when learning a second language experience�“silent�” periods during this time, they are listening actively and gathering information about the new language.As they acquire sufficient English by listening, children enter a stage of early production in which they usetelegraphic speech. Telegraphic speech refers to children�’s use of one or two word phrases to communicatemuch longer ideas. For example, a child at this level may point and say simply �“Ball,�” meaning, �“Can I pleasehave that ball?�” Subsequently, children begin productive language use. In this phase of second languageacquisition, children use new vocabulary and their growing knowledge of English grammar, and begin to gainconfidence to build sentences and express their understanding and motivation in different ways. Children whoare English language learners should be encouraged to express their understanding in their home language,while teachers actively increase the child�’s use of the English language.

Instructional Recommendations

Children who are English Language Learners in a prekindergarten classroom should receive instruction in amanner they can understand and at their English proficiency level. Language proficiency levels of beginning,intermediate, advanced, and advanced high are not grade specific. Children who are English language learnersmay exhibit different proficiency levels in listening, speaking, reading, and writing. The proficiency leveldescriptors outlined in subsection (d) of this section show the progression of second language acquisition fromone proficiency level to the next and serve as a road map to help content area teachers instruct children whoare English language learners commensurate with children's linguistic needs (see 19 Texas Administrative Code(TAC) 74.4 English Proficiency Standards for further information related to children�’s proficiency level).http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html. A child's current strengths and skills shouldserve as the starting point for new experiences and instruction.

Recommendations:

Provide an environment that is sensitive to cultural, language, and learning differences among allchildren served.

Align the instruction in ESL, Bilingual, and General Education Classrooms. Ensure that children who are English language learners participate in supplemental programs as

warranted. In settings where children are learning English, whenever possible, provide books, environmental

print, and other print resources relevant to children�’s linguistic and cultural backgrounds, alongsiderich English language print resources.

Instruction is presented: In an explicit manner with modeling (explain) Systematically with appropriate scaffolding (explain) Use incidental learning (natural course, repetition, motivation, novelty). Learning should be interactive and cognitively challenging.

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Provide a variety of instructional strategies and instruction that connects school to the lives ofchildren.

Hold high expectations. Use knowledge of the stages of language development in planning instruction with emphasis on oral

language development and vocabulary development to integrate into all instruction. Facilitate the development of essential language and early literacy skills at the child�’s level of oral

proficiency in English. Provide multiple opportunities for children to respond: Immediate and corrective feedback, Appropriate pacing, and Use ongoing progress monitoring

One Child, Two Languages by Patton Tabors provides the following strategies to facilitate languagedevelopment:

1. Provide opportunities for language use and interaction:

Provide rich and interesting activities.

Allow quiet times to provide opportunity for children to initiate conversation.

Arrange the environment so all materials are not readily accessible in order to encouragechildren�’s efforts at interaction.

2. Provide focused stimulation on particular language features, such as targeted sounds, words, orforms to be used with particular children.

3. Develop routines to help children connect events and language.

4. Stimulate social interaction among children.

5. Other potentially useful strategies may include:

Expanding and extending language input,

Using repetition to support understanding,

Talking about the here and now,

Using running commentary,

Providing scripted dramatic play,

Completing the phrase (Cloze technique).

Children tend to function at a slightly higher level in receptive language skills (listening) than in expressivelanguage skills (speaking). Home language and literacy skills promote English language and literacydevelopment. Optimal language development occurs for children who are English language learners when theyhave opportunities to use language frequently.

An effective instructional design for young English language learners should include the following tenets:

1. Hold high expectations for all children�’s learning.

2. Ensure children feel safe and secure in their environment and in their attempts to communicatewith others.

3. Create opportunities for children to interact with others using their new language in playful andpurposeful ways.

4. Facilitate the development of essential language and early literacy skills at the child�’s level of oralproficiency in English.

(Tabors, 1997)

To support a literacy framework in a child�’s native language for the development of English literacy concepts andskills, teachers must provide for ESL and ELL instruction, in the areas of:

Word analysis

Vocabulary

Comprehension

Fluency

Writing

Strategic use of a child�’s home language for English instruction includes:

Emphasis on universally accepted terms or labels

Active knowledge of primary language (L1) prior to secondary language (L2) instruction

Ability to use proper nouns

Ability to clarify a certain point

Ability to express a term or concept that does not have an equivalent in the culture of the otherlanguage

The process of language transfer (with literacy based ESL and oral language beginning in prek) requires that wetake what students already know and understand about literacy in their primary language and ensure that thisknowledge is used to help them gain English language and literacy skills.

How to use the Texas Prekindergarten Guidelineswith Children who are English languagelearners (ELL)

The goal for children, who are English language learners (ELL), as with all children in prekindergarten, is toprovide language and literacy rich environments that foster the mastery of all the Texas PrekindergartenGuidelines. Embedded within the guidelines are instructional techniques and child behaviors that are specific to

ELL children. The sections are indicated by the following icon and are meant to provide further guidancewhen working with ELL children during instruction in English. It should be noted, however, that the TexasPrekindergarten Guidelines are meant for all prekindergarten children regardless of the child�’s home language;

the additional instructional strategies and child behaviors indicated by the icon are supplements to the TexasPrekindergarten Guidelines.

* Texas Education Agency. Accessed May 02, 2008. LEER MAS I, www.tea.state.tx.us/curriculum/biling/tearesources.html. Texas Education Agency. Accessed May 02, 2008. LEER MAS II, www.tea.state.tx.us/curriculum/biling/tearesources.html. Texas Education Agency, Accessed May 02, 2008. Implementing the Prekindergarten Curriculum Guidelines for Language and Early Literacy, www.texasreading.org/utcrla/materials/prek_language.asp Texas Family Literacy Resource Center. Accessed May 02, 2008. www.tei.education.txstate.edu/famlit/EarlyChildhood/earlychildhood.html

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iv. How Texas Prekindergarten GuidelinesSupport Instruction for Children with Special Needs

�“The success of inclusion relies on the belief of the early childhood teacher that the child with a disability is avalued member of the classroom with the same rights and needs as their typically developing peers.�” PreschoolInclusion Manual, Circle of Inclusion, 2002.

The Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) require thatall early childhood programs make reasonable accommodations to provide access for children with disabilities ordevelopmental delays [Division for Early Childhood of the Council for Exceptional Children (DEC/CEC) & NationalAssociation of Educators of Young Children (NAEYC 1993)]. This legal right reflects the growing consensus thatyoung children with disabilities are best served in the same community settings where their typically developingpeers are found (DEC/CEC 1994).

Preschool teachers are increasingly presented with the challenge of including children in their classrooms whomay have orthopedic disabilities, special medical conditions, visual or hearing impairment, seizure disorder,speech and language delays, and/or developmental disabilities such as Down Syndrome or an Autistic SpectrumDisorder. Teachers should approach the inclusion of these children as a positive opportunity for growth andlearning �– in themselves as teachers, in the child with a disability, and in their typically developing peers. Whileteachers may initially feel apprehensive about how best to meet their students�’ special needs, studies haveshown that the inclusion of children with special needs can accrue benefits to everyone involved, and that theattitude of the classroom teacher sets the tone for success.

In planning for the education of a child with special needs, it is useful to view this process as an extension of theneed to view all children as individuals with their own unique learning styles and needs. The difference in a childwith a diagnosed disability or delay may simply be more immediately obvious and may, or may not, requiresignificant adaptations to support successful learning. Teachers who are effective in including children withspecial needs in their classrooms see this process as part of acknowledging and welcoming diversity in theclassroom in its many forms, including ethnicity, home cultures, languages, physical appearance, etc. They areable to cultivate a positive attitude, remain open to learning new skills, and engage collaboratively with thefamily and other professional members of the team to meet the needs of the child.

The Importance of a Team Approach

It is essential for teachers to take a team approach in order to achieve successful inclusion of a child with specialneeds in the classroom. This includes first and foremost, open and ongoing communication with the child�’sfamily. As the child�’s primary caregivers, families will have valuable knowledge about this child �– what she cando, how she communicates, what assistance may be needed, and what strategies and adaptations have beenfound effective. The family also will have beliefs, goals, and desires related to their child�’s school experience,and it is important to share these openly so that the family and school staff are aligned in helping the child worktoward meeting those goals during the course of the school year. Special education and allied healthprofessionals are also valuable members of the collaborative team. Special educators, speech and languagepathologists, occupational and physical therapists, orientation and mobility specialists (for children with visualimpairment), and/or behavior specialists may be part of a particular child�’s team as the child�’s needs dictate.These professionals offer a wealth of practical information and expertise that can be of great help to theclassroom teacher. The skillful teacher will take good advantage of their assistance in planning for the child�’ssuccessful inclusion and for assistance with problem solving as challenges arise. Ongoing communicationbetween the family and all other team members is critically important to ensure successful outcomes. This can

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be accomplished through regular meetings, phone calls, emails, and/or a communication notebook that travelswith the child.

Children who have been previously identified as having a delay or disability will often enter the preschoolclassroom with an Individualized Education Program (IEP) which outlines specific long term and short termgoals, specifies provision of therapeutic services, and recommends adaptations and instructional strategies.Children transitioning from Early Childhood Intervention programs may have an Individualized Family ServicePlan (IFSP) which serves a similar purpose for infants and toddlers with special needs. The effective classroomteacher will be proactive in reading these documents, participating in team meetings to update or modify them,and asking questions and requesting assistance with aspects of the plan that they do not understand or areuncertain about how to implement. When the teacher has taken the time to educate herself regarding thechild�’s disability or condition, needs, strengths, goals, ancillary services, and family perspective, she can feelprepared and confident to move forward in addressing the child�’s needs within the classroom setting.

All children need to feel that they are welcomed and included as integral members oftheir classroom community.

Feeling fully accepted and valued is particularly important for children with disabilities or delays, as theirdifferences may be more noticeable. The teacher�’s role is to support the child with special needs in ways thatfacilitate their active participation in all aspects of classroom life. Being present in the room or observing theirpeers is not sufficient �– children with special needs need to be engaged to the greatest extent possible with theirpeers, teachers, and classroom materials throughout the school day. Research indicates that many children withdisabilities may tend to take a more passive approach unless they are encouraged and helped to participate.They may not know what to do with toys or materials. They may be accustomed to observing more thanparticipating. They may have motor or language impairments that make it difficult for them to initiate or sustainparticipation and interaction with other children. It is important for teachers to observe each child�’s style, notethe factors that seem to be hindering active participation, and work with the child�’s family and other teammembers to devise strategies to address these issues. Examples of such strategies may include modifications ofmaterials (e.g., adding a handle or textured material to an object to make grasping easier), changes in theenvironment (e.g., creating more space in the dramatic play center for a child with a walker to move around),providing explicit instruction and demonstration of how to use materials, making use of the child�’s assistivetechnology devices (e.g., a speech generating computer), or helping typically developing peers to communicatewith and include the child with special needs. The list of potential modifications and strategies is much longerthan space permits in this document, but the reader is referred to publications and websites such as those listedin the Early Childhood Inclusion bibliography available at www.ctserc.org and the resources provided atwww.circleofinclusion.org as well as being encouraged to make use of the expertise of the other professionalsproviding services to the child.

Effective teachers help typically developing peers to build comfort and friendships withtheir classmates with disabilities.

Preschool age children are full of curiosity and interest in their peers, including those with obvious differences.In a safe, supportive setting, they will feel free to ask questions and express interests and concerns about theirclassmates. However, typically developing peers may not know how to approach or respond to the child with adisability. They may accept the child�’s presence but not initiate invitations to play together without teachers�’assistance and support. With appropriate information and guidance, teachers can help typically developingchildren to understand, accept, welcome, and include the child with special needs in the classroom community.

The effective teacher strikes a balance between providing information and not overemphasizing differences anddisabilities. For example, teachers can explain in simple language why a child is behaving or moving orcommunicating in an unfamiliar manner: �“Charlie uses his walker to help him balance when he walks.�” �“Miranda

15

wears her hearing aides to help make sounds louder.�” �“Steven is still learning to talk. He makes that sign to say�‘yes�’�”. They also point out common interests, similarities, and strengths in the child with a disability. Forexample, teachers may say: �“Abby, Fernando really likes cars too. Maybe you could build a garage for your carstogether.�” �“Hey, I just noticed that Rafael and Sammy have on the same shoes today! You both like those specialones that light up when you walk.�” �“Tonya, did you know that Yolanda is really great at puzzles? Let�’s see if shecan help you find that missing piece.�” Teachers should also look for opportunities to place the child with adisability in a leadership or helping role, so that the child is not viewed by peers as only being the recipient ofhelp.

Teachers may particularly need to facilitate interactions with children who have communication difficultieswhich are typically related to diagnoses such as specific language impairment, autism, cerebral palsy, hearingimpairment, etc. When a child cannot express himself verbally to other children, more adult support is oftenneeded to help interpret the child�’s communicative efforts for his peers and to help children engage in activitiesthat they can do together without high demands for verbalization. Teachers should also recognize that childrenwith communication difficulties are more likely to experience frustration and confusion in the classroom. Thesefeelings may lead to acting out or aggressive behaviors (e.g., pushing, biting, throwing objects, etc.). Whenteachers can view these maladaptive behaviors as the result of frustration and limited communication skills,they can focus on teaching the child more acceptable ways to communicate, and can help other children in theclassroom to set limits and communicate more effectively with the child.

Are children with special needs expected to meet the Texas Prekindergarten Outcomes?

The answer to this question is, �“It depends.�” Some children whose disabilities are primarily orthopedic or whohave special health needs that may not be accompanied by significant cognitive impairment (e.g., type 1diabetes, epilepsy) can be expected to work toward the same level outcomes as their typically developing peers.Other children may be able to meet these standards with adaptations in materials or instructional strategies.There will also be some children whose cognitive or language impairments are significant enough that goals willneed to be modified in order to be realistically achievable for that individual child. It is important, however, notto assume that a child cannot meet the outcomes in each domain without undertaking a careful appraisal of theindividual child�’s capabilities and needs. If the child has a current developmental evaluation report, an existingIEP, or an IEP which is in the process of being revised, these documents can be used to carefully review theTexas Prekindergarten Guidelines and determine which are possible for the child to work toward withoutmodifications or accommodations, which are attainable with some accommodations, and which will requiremodifications. These decisions require thoughtful consideration and should be conducted as part of the teamprocess, including the child�’s family and other professionals. Decisions resulting from this process should bedocumented in writing so that all members of the team are clear about how the child�’s needs will be met, whattypes of accommodations and modifications will be made in different domains, and how his or her educationalgoals will align with the Prekindergarten Guidelines.

Skillful teachers observe all children for signs indicating the need for developmental ormedical evaluation.

A classroom teacher may be the first person to notice unusual behaviors or possible delays in a child who hasnot yet been identified as having a disability or special need. Since early identification and intervention are mosteffective, teachers have a responsibility to share their observations and concerns with the child�’s family and toencourage them to seek out an appropriate evaluation. Teachers should start by observing and recording thebehaviors which seem unusual or which concern them. The teacher should then make a time to sit down withthe child�’s family or guardian and share these observations and concerns. The teacher should describe thesebehaviorally rather than suggesting a diagnosis. For example, the teacher might say �“I have noticed that Alainaoften tunes out and does not respond when I call her name. She also avoids eye contact with me and with otherchildren,�” rather than �“I think Alaina is autistic.�” Teachers should encourage families to pursue an evaluation,

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and preferably provide them with information about how to locate an appropriate provider of such evaluationsin their community (e.g., through local school district and/or private developmental specialists). Families shouldalso be encouraged to discuss developmental concerns with their pediatrician, who should be able to guidethem through the evaluation and intervention process.

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v. The Learning Environment:Physical Arrangements, Activities, and Social Relationships

There is strong consensus in the field of early childhood development that it is important to consider themutuality of influences between children and their environment �– the people they interact with, and thecharacteristics of the activities and physical space they share with others.

Definitions of high quality preschool settings often include characteristics of the adult�–child interactions, such assensitivity and stimulation, e.g., responsiveness to the children�’s needs and signals, positive affect, and frequentverbal and social interaction. Factors important for school readiness also include the amount of time being readto, one to one teaching interactions, engagement with functional and environmental print, use of well plannedlessons, and incorporating materials in play that promote literacy, math, and science in play settings. In addition,other significant factors described as key for an effective learning environment include the physical setup andrichness of a child�’s classroom or home care environment.

Physical Arrangement of Spaces: Promoting Positive Early Childhood Outcomes

Effective classroom management can set the stage for exciting possibilities for children�’s learning. This includesattention to the organization of the space and furnishings, predictable daily routines, and responsiveinteractions between teachers and children. While these factors often are described as distinct, theirinterconnection is critical for promoting effective teaching.

Successful teachers know that the arrangement and management of the early childhood classroom have directeffects on the kinds of behaviors children exhibit as they live and work together. The difference between chaosand an orderly atmosphere that facilitates learning depends in great part on how the teacher prepares theenvironment. That preparation involves what happens before school begins, when children arrive and depart,when schedule transitions occur, when children interact freely with equipment and materials, and whenconflicts arise.

At the beginning of each school year before the children enter the classroom, to be successful the teacher mustset up the environment properly. A well planned physical room arrangement rich with environmental printimpacts language development and the interactions among the children. Children enjoy small, cozy spaces witheasily accessible materials and books. Much more talking can occur with this arrangement and many feweraccidents.

Components of such an environment include:

Protecting children�’s health and safety; Supporting children�’s physiological needs for activity, sensory stimulation, outdoor experiences,

rest, and nourishment; Providing a balance of rest and active movement throughout the day; Materials that reflect the children�’s culture and background; and Protecting children�’s psychological safety (e.g., children feel secure, relaxed, and comfortable rather

than disengaged, frightened, worried, or stressed).

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Setting Up the Physical Space

Teachers must consider a number of factors and components of the physical space when setting up theclassroom. The strong consensus regarding these factors is highlighted in the 2000 report Eager to Learn:Educating our Preschoolers.

Traffic Patterns: Furniture and play center arrangement should consider which areas children usemost often and which play centers or areas should logically be located close to the door, to the sink,to the teacher�’s desk, etc.

Materials Placed at the Children�’s Level: Things the children use should be put where they canreach them. When the children can access needed materials without having to ask the teacher toget them, they become more independent and activities proceed more quickly and smoothly.

Organized Storage: The old adage, �“A place for everything and everything in its place,�” strictlyapplies in the early childhood classroom if the teacher hopes to avoid chaos, confusion, and a messyroom. Children need the security that organization provides. All materials should be labeled to assistwith organization and to reinforce literacy skills. It is documented that when children are helped toorganize their world, they learn classification skills and a sense of satisfaction from beingindependent and self sufficient.

Adequate Equipment and Supplies: Centers should have certain basic equipment and an everchanging variety of materials to intrigue the children.

Clearly Delineated Areas: Each area should have low and well defined boundaries. Low boundariesallow the teacher an unobstructed view of the children at all times and give the room a more open,interactive feel.

Coordinated Placement of Centers: Teachers should separate noisy areas from quiet areas andplace interlinked centers, such as the dress up and kitchen areas, near each other to encouragecreative interaction.

Small Group and Independent Work Areas: Separate learning areas are important for facilitatingself directed but teacher guided hands on activities on a variety of subjects and skill levels. In smallgroups, a child has the additional benefit of interacting with other children on a more personal androtating basis.

Large Group Areas: Early education classrooms need an open area large enough to accommodateall the children at one time for whole group meetings. Specific considerations for this space includewhether the children can sit comfortably or perform large muscle movements without feelingcrowded and making the area free of distractions so that the children will focus on the large groupactivity.

Classroom furniture should be child sized, and labels and objects placed strategically where children can readthem. The classroom should be clean, well maintained, interesting, and attractive. The classroom should becolorful and well lit and should consist primarily of examples of children�’s and teacher�’s work displayed at thechild�’s eye level and when possible, supplemented with culturally and linguistically diverse posters, pictures, andbooks, depicting real people of differing abilities.

Using Physical Space to Promote Language and Literacy

Creating a classroom that promotes children�’s language and literacy development should focus primarily onensuring that language and literacy materials (such as, books, writing utensils, and printed matter) are locatedthroughout the classroom. The environment and teaching materials should be reflective of the children�’s needs,culture, and language of instruction whether it is a Bilingual, English as a Second Language or English onlyinstruction. Techniques common to the early classroom, such as thematic units and dramatic play activities, canpromote literacy development when integrated across classroom activities. A high quality oral language andliterature rich environment addresses a few key research based findings.

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First, studies show that providing even the most basic print rich environment requires a minimum of five booksper child in the classroom. Access to a wide array of print provides opportunities and tools for children to seeand use written language for a variety of purposes. Secondly, for hands on reinforcement of language andliteracy skills child directed learning areas should have multiple materials that make connections to relevantliterature. In classrooms with children who are learning English, it is important for the environmental print to befamiliar print that is found in the places, objects, and materials that children encounter every day often servingas the earliest source of print awareness for young learners. Labels with words and pictures are everywhere inthe classroom so that children constantly connect written language with the things they represent.

Organization and Routine of Activities: Promoting Effective Learning

Classroom management, or the manner in which activities are conducted throughout the day, is closely linkedwith the physical arrangement in achieving a successful environment. Children need an organized environmentand an orderly routine that provides an overall structure in which learning takes place. A variety of materialsand opportunities for children to have meaningful experiences should be carefully planned.

Classroom management is important for the purpose of setting routines. Components can include color coding,daily plans, and classroom rules expressed with clear expectations, consistent use of rules, and frequentfeedback. Children feel more secure when there is structure, so a well planned day with built in supports iscritical to the children�’s behavior, well being, and receptiveness to learning.

Use of charts can help with classroom management. Charts help order the daily routine, allow children to useprint in a meaningful way, and provide examples of print around the classroom. Management charts thatincorporate pictures or icons help make a visual impression upon children. Some examples include:

Rules Chart: Use strategies to ensure that children understand expectations about classroom rules,activities, and directions.

Helpers Chart: Aspects of the daily routine can promote social competence by providingopportunities for children to help with tasks. Encourage children to read the chart by listing as manyjobs as possible and changing the jobs frequently. Children should be involved in thinking up thejobs and watching the teacher create the chart.

Attendance Chart: Another means of teaching independence and responsibility while freeing theteacher for more substantive activities is to have an attendance chart during large group time; theattendance helper can count the number present and absent.

Daily Schedule Chart:While an intuitive practice, the use of a daily schedule chart to give children avisual plan of what their routine will be on any given day is supported by research. The teacher canexplain the chart, pointing out the words and the matching icon or picture of the activity, so that thechildren can associate the action with the printed word.

Learning Area Planning Chart: Planning charts have words and pictures to illustrate the purpose ofeach learning area. The charts provide children with an opportunity to make choices and to activelyparticipate in their own learning. Each planning chart could include the name of the learning area,an icon representing it, and a number that tells the children how many can use that area at onetime.

Teachers play a critical role in helping children learn classroom routines, through modeling, thinking out loudand, initially, sharing the responsibility. These supports continue for several weeks, with the teacher acting asthe children�’s memory of what they are supposed to do, praising early attempts, and encouraging children togradually take more ownership of these routines. The initial time put into this effort pays off in the long runwith children being much more independent, allowing the teacher to spend time teaching and interacting withchildren. Along with this gradual increase in what children are asked to do independently, teachers can set upthe environment for success by doing such things as opening one center at a time in the beginning of the year,

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continuing to explain new materials as they are placed in the centers, and using labels to clearly help childrenknow where items belong.

Classroom Activity Planning: Creating Opportunities for Interaction as Well as SelfDiscovery

Decisions about curriculum and adult interaction with children should be as individualized as possible. It isimportant for teachers to be attentive to the manner and pace of individual children�’s learning so it can bemaximally supported. At the same time, interaction, understanding, and cooperation with other children andadults are crucial skills for children to develop at this age. Supporting children in learning to adapt and functionsuccessfully in a classroom setting is a key component of early childhood education. With these two principles ofindividual instruction and instruction with adults and peers in mind, preschool programs should includeopportunities for both individual and group activities to allow for independent exploration and play, as well associalization.

Large Group Instruction: There are many times when a teacher may gather the entire class of children togetherto provide information, support collaboration, and listen to their ideas. Large group sessions should occur twoto three times per day and last 15 20 minutes.

During this time, the teacher can:

Deliver a morning message, Go over the schedule for the day, Conduct a read aloud, Allow the children to share news, Engage the children in a language or phonological awareness activity, Announce a �“Special Person of the Week�” or a birthday, Lead the children in a musical activity, such as a song, or Introduce an instructional theme.

Small Group Instruction: Small group learning activities with the teacher providing intentional instructionabout new concepts may be one of the most effective ways to promote young children�’s learning. Recentresearch shows that children learn math, literacy, and language concepts best when teachers support theirattention and growth in gaining new knowledge in small groups (about six children). These are effective if theteacher engages children with targeted activities for short periods of time (10 15 minutes). The activities,whether they are meant to facilitate the learning of specific cognitive (such as math or literacy) or social skills,need to be engaging with children taking an active role using manipulatives, books, and pictures, as opposed toworksheets or flashcards.

Individual Learning Areas: Children also learn effectively when working in separate, set apart learning areas.These are not places to go for playtime activities after the �“important�” instruction. In small group learning areas,the children cement the instruction with guided exploration and hands on experience. With a little creativity,even home care environments can have effective learning centers. Every learning area should have:

Fun, playful and purposeful activities, A literacy connection, Writing materials, and An opportunity for conversation (language) with an adult or another child.

Developmentally appropriate programs provide opportunities for children to broaden and deepen theirbehavioral knowledge. They provide a variety of firsthand experiences and help children acquire symbolic

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knowledge by representing their experiences in a variety of media, such as drawing, painting, dramatic play, andverbal and written descriptions. Furthermore, while small group learning schedules involve a lot of time forchild directed learning, the teacher is as active as the child in directing learning and supporting discovery. In fact,the teacher provides and encourages the critical interactions that turn play into learning. Research suggests theseven following types of centers:

1. Pretend and Learn Center2. Writer�’s Corner3. Library and Listening Center4. Construction Center5. Math and Science Center6. Creativity Station7. ABC Center

These areas should integrate a variety of different learning concepts, including mathematics, science,phonological awareness, reading aloud, motivation to read, letter knowledge, written expression, print and bookawareness, and language development. Well stocked learning areas supplied with books and other educationalmaterials will help promote the integration of these academic concepts. It is important that children haveexperiences with books that help them understand the world they live in as well as those that reflect their ownculture. Whenever possible, classrooms should include books that are culturally and linguistically relevant inchildren�’s learning centers.

Data from the behavioral science literature have long pointed to the need to create safe, secure, supportiveenvironments for infants and young children. Overall, a positive and effective classroom environment makesclassroom management easier, gives children ownership of the classroom and the power to manage themselves,respects each child�’s individuality, and recognizes and promotes children taking responsibility in the classroomcommunity. This type of learning conducive environment will create positive impacts on young children�’sdevelopment, preparing them to acquire skills needed in both school and in life. A properly set up andmaintained classroom provides the essential foundation upon which a teacher can build to effectively promotechildren�’s success and school readiness.

Establishing a Schedule

Schedules give children a sense of structure throughout their day so they can anticipate when specific activitieswill occur and how long they will be engaged in these activities. This sense of anticipation facilitates childrenbeginning to regulate their attention and emotions. It gives them a plan of their daily routine.

When making a daily schedule:

List each activity with a picture (time is optional) Draw children�’s attention to the schedule as activities change Have children refer to the schedule to identify what activity comes next Post the daily schedule at the children�’s eye level

What happens daily in a prek schedule?

Every day should include:

Phonological awareness activities (minutes throughout the day) Reading aloud (twice a day per half day session, three or more times per full day session) Writing (teacher modeled, shared, interactive, and independent)

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Math concept development Language development �– incorporated throughout the day, especially during the read aloud session.

The following are examples of suggested schedules:

Half Day Schedule

Time ActivityChild Arrival & Independent Activities

10 min Opening (for example, Pledge, Helper Chart, Calendar (2 3 minutes), Songs with Movement15 min Circle Time (for example, Read Aloud, introducing center activities, talking about children�’s

experiences)60 min Centers/Small Group Time (includes child directed play in play centers)15 min Snack Time15 min Circle Time (for example, science and math activities, Read Aloud)30 min Outdoor Time (for independent play and teacher child conversations)15 min Circle Time10 min Closing/Reflection

Full Day Schedule

Time ActivityChild Arrival & Independent Activities

10 min Opening (for example, Pledge, Helper Chart, Calendar(2 3 minutes), Songs with Movement15 min Circle Time (for example, introducing center activities, talking about children�’s experiences)60 90 min Centers/Small Group Instruction Time (includes child directed play in play centers)15 min Snack Time15 min Read Aloud20 min Outdoor Time (for independent play and teacher child conversations)15 min Circle Time (for example, science, math activities)30 min Lunch Time15 min Read Aloud

Rest Time15 min Movement/Large Motor/Music15 min Circle Time30 min Centers (for example, child directed play, science discovery, child directed reading or writing time)25 min Outdoor Time (for independent play and teacher�–child conversations)10 min Closing/Reflection

In addition to teacher guidance and conversation during learning activities, teachers can assist children�’slearning during other times of the day, such as outdoor time and snack or meal time.

During Outdoor Time Move close to a group of children and describe what they are doing (�“I see Josh and William running

very fast!�”; �“Juan and Sandra are building a big sand castle together.�”) This is a good time to teachaction words and descriptive words such as: climbing, swinging, running, building, shouting, chasing,racing, riding; fast, quick, powerful.

Ask the children open ended questions as they are playing (�“Marvin, how does it feel when youswing high?�”; �“Keshia, what are you making with your sand pile?�”)

Point out interesting things outdoors that children might not have noticed, such as a bird�’s nest in atree, a bug crawling in the grass, or workers building a house. Invite children to talk about what

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they see and what they think is happening.

During Meal Time

Show children each part of the meal they will be eating, and ask them if they know what it is. If they don�’trecognize or name it correctly,

Name it for them and encourage them to say the name of the food or drink. Label utensils and other items on the table. Use these words throughout the meal: plate, cup,

spoon, fork, napkin, bowl, pitcher, serving spoon. Encourage the children to describe and talk about the food they are eating (not with their mouths

full). For example, they may be eating round, orange carrots; long, skinny, green beans; soft, whitebread.

Make these descriptions spontaneous and creative rather than just encouraging repeating phrases.Encourage the children to come up with their own descriptions of their food, such as, �“My tomatolooks like a ball!�” �“My gingerbread is squishy like a sponge.�”

Take opportunities to talk to the children about table manners, such as staying seated while eatingand not talking with food in their mouths.

Use meal time as a time to reflect on the activities children did earlier in the day. Ask about what the childrendid or played with or built. By participating in a conversation with the children, rather than just telling them toeat, meal time can be a time for developing rich language and conversational skills.

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vi. Monitoring Children�’s Learning and Development inWays that Provide Feedback and Evidence of Success

The systematic monitoring of children�’s progress has an important role to play in revealing a child�’s priorknowledge, development of concepts, and ways of interacting with and understanding of the world.

Progress monitoring is a way of discovering what children are interested in, what they are learning and havingdifficulty learning, and how they are changing over time. Armed with this knowledge, teachers can choose apedagogical approach and curricular materials that will support the child�’s further learning and development.School readiness behaviors are important to assess because they are authentic and legitimate skills. They aretoo important for teachers to ignore or only �“guesstimate.�”

Continued assessment provides teachers with the feedback they need to identify which parts of the curriculumneed modification�—this constant feedback mechanism allows teachers to provide the most meaningful andeffective educational experience possible, as it allows them to constantly focus on and respond to the children�’schanging needs. Classroom assessment is a critical component of effective teaching. Preschool teachers mustbase their instructional choices on what each child brings to the interaction in order to effectively promotelearning. Broadly conceived, assessment consists of a set of tools for identifying each child�’s skill level, learninghow children solve everyday problems and conflicts, how they change over time, and what motivates them.

The question of how to assess children is multifaceted, as it is influenced by a number of factors. For example, ifa teacher wishes to determine if a child has age appropriate school readiness skills, she needs to use astandardized measure. This means the assessment has a common set of questions, tasks, and materials and thechild�’s score is based on a normative sample of children. This is important because the child�’s performance canbe related to the performance of a large number of other children of the same age. Sometimes standardizedmeasures are referred to as formal assessment approaches and include a variety of engaging tasks used fordifferent purposes.

Whenever possible, skill levels of children who speak a language other than English should be assessed in boththeir home language and English. Measurement of home language skill level is essential when children areenrolled in Bilingual instructional programs.

Formal assessment approaches include:

Screening Measures: Brief assessment of skills that are important early indicators of later schoolcompetence. These provide information on entry level skills at the beginning of the preschool year.

Progress Monitoring Measures: Brief measures that are conducted on a routine basis to provideinformation on what children are learning and rates of improvement across the preschool year.Results of progress monitoring measures should be predictive of more lengthy (e.g., comprehensive)standardized measures. As progress monitoring measures are brief, teachers can conduct them atleast three times across a school year and learn who is or is not demonstrating adequate progress.With this knowledge, teachers report that they no longer have to �“guesstimate�” what children arelearning and can adapt their curricular activities and instructional approaches to be more responsiveto the children�’s needs.

Diagnostic Assessments: This approach is used to obtain a more in depth analysis of a child�’sstrengths and weaknesses in order to determine what learning supports are needed. Children withmental, physical, or emotional difficulties that may require special services benefit greatly from earlydetection and diagnosis. For such children, diagnostic assessments can be very helpful. Whilediagnostic assessments do not determine the underlying reasons for a child�’s lack of progress, they

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can suggest a special need. There are many reasons why a child may have difficulty with the earlyacquisition of academic or social skills. Any or all of the following can explain problems in learning:health, unidentified disabilities, family concerns, or social and emotional difficulties. Fortunately,specific assessments designed to identify underlying problems and disabilities exist and should beused if necessary. Once teachers discover the underlying causes for a child�’s difficulties in learning,they can seek appropriate assistance for the child and the child�’s family.

Effective preschool programs should use multiple forms of assessment, track individual children�’s progress in ascientifically reliable way, and use assessment to inform instruction. Assessments, when used carefully andappropriately, can resolve�—rather than create�—educational problems. Because young children experienceincredible growth and learning at an uneven and sometimes unpredictable pace, it is imperative that teachersand caregivers have the necessary training to think about and use assessment well.

Informal Assessments: Tracking Children over Time

Early childhood teachers have a number of informal assessments at their disposal, including observation,reflection, collection of children�’s work in portfolios, and checklists. Numerous uses of portfolios include guidinginstructional decisions, encouraging children�’s reflections on their own learning, and sharing information aboutchildren�’s learning with families. Comprised of samples of a child�’s work, teacher observations, and copies ofdevelopmental checklists, the portfolio provides an overview of the child�’s development. However, whileinformal progress monitoring provides immediate feedback for teachers, this type of assessment has a numberof limitations.

Informal assessments cannot:

Effectively indicate whether or not preschoolers are learning at rates that will assure they are readyfor formal schooling,

Determine baseline level of functioning, Provide norm referenced information, Determine if the child has age appropriate skills, Determine if a child has a learning problem, or Offer clearly reliable and valid assessment results.

These goals require formal assessment.

Overall, educators and program directors must keep any assessments manageable by planning a reasonabletime frame for collecting assessment information, selecting only a few of the most informative assessments, andcollecting information on a systematic basis. These assessments should align with both the specific curriculumused in the classroom and the state�’s early childhood guidelines.

Results from assessments should be used for purposeful planning of a child�’s preschool experience. For example,teachers can respond to the feedback received from assessment by changing or enriching play centers withactivities that better serve the needs of the children or by providing additional read aloud sessions if theassessment points to a need for such changes. Furthermore, assessment can indicate which children need moreone on one attention for particular skills, or it may motivate a teacher to consult with other teachers andsupervisors for suggestions on further instructional strategies. Whatever the results, they should be shared withfamilies, and the assessments should be repeated periodically to evaluate the children�’s progress.

Skilled early childhood teachers embed systematic observations and other assessments in children�’s everydayactivities and interactions; children under skilled teachers do not feel examined or tested but rather will benefitfrom a tailor made educational experience. With the knowledge derived from assessments, teachers and others

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can make certain that young children receive essential services and supports, including further assessment andintervention when necessary.

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vii. A Developmental Approach to Promoting School Readiness

Children build competencies as they progress along their individual developmental pathways.

When reviewing and implementing the Texas Prekindergarten Guidelines, it is important to keep in mind thatchildren master new knowledge and skills through a series of developmental processes that evolve over time.While effective teachers plan lessons and structure their classrooms with an awareness of the ultimate goalsthey want children to achieve, they also recognize that children at different developmental levels have differentcapabilities, therefore expectations need to be adjusted accordingly. Preschool children are maturing over timein parallel areas such as: length of attention span, expressive vocabulary, behavioral self control, problemsolving skills, fine motor coordination, and working memory skills. These diverse aspects of development impact�– directly and indirectly �– children�’s ability to understand particular concepts and carry out specific activitiessuccessfully. For example, a 3 year old may be learning to sort and classify objects by color or size, while a 4year old can learn to sort objects based on their beginning sound (such as /pig/, /pot/, /puzzle/). A 3 year oldmay be working on motor skills such as jumping, standing on one foot, and throwing a ball, whereas a 4 year oldcan learn to follow directions such as �“Hop 2 times�” or �“Walk quickly�”, and is learning to throw a ball with aim.In the social emotional domain, younger preschoolers are still practicing basic skills such as taking turns andsharing toys without hitting or grabbing. Older preschoolers are more able to resolve conflicts verbally (thoughthey often still need teacher support to do so) and to engage in cooperative play. Thus, what may beappropriate for 4 and 5 year olds may not be appropriate for 3 year olds. This attention to children�’s varyingdevelopmental needs is critically important. Also, as many early childhood classrooms have children of mixedages (3 to 5 year olds) flexibility in learning and play activities within a classroom will often be necessary tooptimally support each child.

Teachers individualize instruction to facilitate children�’s developmental progress.

Teachers are encouraged to take a developmental perspective in implementing the Prekindergarten Guidelines.Teachers should �“meet children where they are�” and provide information and activities at a level that childrencan readily understand and engage with. This will mean building children�’s skills over time, working toward theschool readiness outcomes step by step as children demonstrate mastery of beginning level skills. Teachersshould have the outcome skills in mind, but will need to prepare children to meet these goals throughscaffolding experiences and activities that are appropriate for individual children�’s current developmental levelsand capabilities.

Effective teachers know that each child is unique and can be appreciated as an individual with a unique style,temperament, set of interests, and aptitude for learning. Teachers should have high, positive expectations for allchildren, but this does not mean that all children should be expected to learn at the same rate or in the sameway. There may be some advanced 3 year olds who are ready to meet some of the Prekindergarten Guidelinesoutcomes right now, while there are 4 year olds who seem far from attaining these outcomes. Teachers shouldmake use of available assessments and daily observations to determine where each child is in terms ofmastering skills in the various domains. They can then use this information to plan lessons and provide activitiesthat can be individualized to the needs of children who are at varying skill levels.

Integration of developmental domains and curriculum content supports children�’slearning.

Developmental research also tells us that children�’s acquisition of concepts and skills is not always linear andevenly paced. Children need to be exposed to new concepts multiple times and across a variety of contexts inorder to solidify their understanding. A teacher models, demonstrates, and �“thinks aloud�” so the children

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understand the thoughts behind what the teacher is doing. Then, children are provided opportunities to practicethe skill or concept, with the teacher beside them to guide their practice, scaffolding or supporting the children�’slearning so they are successful. The teacher provides many opportunities for practicing the concept, moving theconcept from something the child can do slowly, to something that he/she can do quickly and easily. Thoughtfulplanning is required for children to have the multiple opportunities needed for this transition from somethingbeing hard to something being very easy for a child to accomplish without assistance.

Gradual Release Model

1. Teachermodels, demonstratesand thinks out loud.

Child watches.

2. Teacher does task.

Child helps.

3. Child does task.

Teacher helps.

4. Child completes taskindependently.

Teacher watches.

(Pearson and Gallagher, 1983)

Children also must have sufficient opportunities to practice new skills in a variety of ways and in differentsettings. A rich curriculum that integrates materials and concepts across different parts of the day provides suchopportunities. For example, a child learning about shapes may complete a shape puzzle during center time, sortand count beads of different shapes during a small group math lesson, and then use a magnifying glass duringoutdoor time to �“spy�” shapes of objects on the playground (such as a rectangular slide, a triangular roof on aplayhouse, a circular wheel on a riding toy). When concepts and vocabulary words are reinforced acrosscontexts and over time, children can make use of their attention, memory, vocabulary, visual observation, andmotor skills to build internal mental representations of complex concepts such as �“shapes.�”

Finally, effective teachers recognize the reciprocal, interactive relations among the different areas ofdevelopment. They recognize, for example, that when a child is emotionally anxious or frustrated, s/he will havemore difficulty using adaptive problem solving skills or following directions in a group activity. When childrenare presented with activities that are too far beyond their capabilities, they are more likely to show avoidance,passivity, or acting out behavior. On the other hand, when children are provided with activities that areinteresting, challenging, and manageable for them, they experience pride in their success and are eager to learnmore.

Promoting prekindergarten children�’s school readiness will best be achieved when teachers integrate thefollowing guidelines and outcomes into their instructional approach, while maintaining a perspective that viewsthe child as an active learner who is continually developing, adapting, synthesizing new information, and strivingtoward competence.

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viii. Effective Practices for Promoting School Readiness

Key concepts involved in each domain of preschool learning must go hand in hand with information and skillacquisition.

A key to developing effective practices for promoting school readiness is the integration in the classroom of fivekey elements, each known to be important to young children�’s learning and development. While each adds to ateacher�’s ability to build a strong foundation for children�’s learning, their influence when combined into anintegrated and comprehensive whole is greater than the sum of the parts.

The five elements that are key to effective preschool programs are:

Consistent use of a Responsive Interaction Style to support learning, Content that builds cognitive and social skills known to predict school readiness, Planning that takes advantage of recent brain research for memory development, A balance of teaching strategies, and Flexible groupings of children for learning activities including one to one, small groups, and large

groups.

Responsive Interaction Style

The socio cultural theory provides an excellent framework to guide teachers in their efforts to support youngchildren�’s learning. A hallmark of this theory is the importance it places on the child�’s ability to learn at higherlevels with specialized support, referred to as scaffolding, from more competent others (e.g., families, teachers)than occurs when children attempt to learn on their own. When the responsive interactions occur, youngchildren�’s social and cognitive skills are placed on more positive trajectories.

A considerable number of studies have examined teacher behavior and their interactions and relationships withchildren. That literature supports the teachers�’ anecdotal assertion: The way in which teachers interact withyoung children affects the children�’s social and emotional outcomes either negatively or positively depending onthe quality of the interactions. In light of this, the National Center for Children in Poverty, along with numerousother institutions, recommends a policy of quality early childhood care and learning experiences in classroomswith warm teachers and a predictable, stimulating atmosphere.

Responsive interpersonal relationships with teachers nurture young children�’s dispositions to learn and theiremerging abilities. Good teachers acknowledge and encourage children�’s efforts, model and demonstratebehaviors, create challenges and support children in extending their capabilities, and provide specific directionsor instructions. Children are eager and excited to learn, and encouraging this excitement generates positiveresults in learning new vocabulary, letter names and sounds, and number and science concepts. In fact, closeteacher child relationships in prekindergarten are related to greater phonemic awareness and better language,communication, and math skills, as well as more positive attitudes and perceptions, better social and thinkingskills, and fewer problem behaviors.

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Responsive and appropriate interactions that scaffold children�’s learning require:

Sensitivity to a child�’s level of understanding, Responses contingent on a child�’s signals, An ability to maintain and build on a child�’s focus, Rich oral language input, Avoiding excessive restrictions on behavior, and Providing choices and adapting to a child�’s changing needs.

By vigilantly observing and evaluating children�’s needs and happiness in their environment and by providingresponsible and responsive care, a teacher establishes a warm and caring environment that helps the child feelcomfortable and facilitates the learning process.

An effective teacher shows respect for each child�’s individuality.

Responsive Interactions: Warm, Sensitive, and Contingent on Children�’s Signals

Early childhood educators set the tone for every interaction that occurs within their classrooms; it follows, then,that cultivating a warm, caring atmosphere will allow children to explore and discover their world without fearof punishment or ridicule. In creating this environment and bolstering children�’s self esteem, teachers makehuge strides in helping children achieve school readiness.

Teachers can cultivate responsiveness and warmth in their interactions with children when they:

Listen and respond with warmth and sensitivity to children�’s feelings, ideas, and opinions; Use positive language that builds children�’s self esteem; Show respect for child�’s linguistic and cultural individuality; Help children learn self control by supporting emerging emotional coping skills; Offer varied opportunities for children to make choices and decisions; Give oral directions after using an established signal to gain children�’s attention, making sure

children understand what is being required of them; Encourage children to manage their behavior by setting up a supportive environment (room

arrangement, management charts, etc.); Establish classroom rules that are clear, simple, and developmentally appropriate; Use creative problem solving in all parts of the curriculum; and Use the problems that naturally occur throughout the day to model a constructive problem solving

approach.

A responsive style needs to be combined with an effective plan for teaching the content critical toschool readiness.

Responsive Style + Content Plan

A working knowledge of the major cognitive and social areas of development, along with the TexasPrekindergarten Guidelines, should serve as a guide for the planning of preschool curricula. A content planneeds to take advantage of opportunities to build multiple areas of learning (e.g., math, social, language) withina single lesson, activity, or experience. For example, in an effective �“read aloud,�” the teacher builds vocabularyand background knowledge as she highlights characters or key concepts in the book. Her questioning promoteslanguage expression as the children attempt to describe their thoughts about the book. The �“give and take�”among the children and their ability to cooperate as she requests that they wait their turn and listen to each

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other�’s responses supports their development of social competence. As the book may be about early math,science, history, or literacy (such as an alphabet book), the read aloud activity builds learning in any one of theseimportant areas.

Of course, the children�’s ability to learn from this multidimensional activity is dependent on the teacher�’s use ofthe key components of a responsive style as previously described. In this example, the children�’s learning can beadvanced to a greater extent within this teacher guided book reading activity than it can in an independentactivity, such as a child looking at a book on his or her own. This only occurs, however, if the teacher�’s reactionsare: contingently responsive to the child�’s signals; incorporate rich and appropriately paced language input;considerate of ELL development; used in ways that build on the child�’s focus of attention; and are warm andsupportive. Thus, when the content areas known to predict school readiness are presented in this responsivestyle, children make large strides, and the level of achievement necessary for school readiness can occur.

Responsive Style + Content + Planning Effectively Build New Memories

Before outlining general ways to build language, literacy, math, and social skills, the teacher can better assurethat children learn�—build knowledge that sustains�—through effective planning and implementation of activitiesthat provide new information. It is well documented that children learn a new concept (such as the name andcharacteristics of a new object) if they have closely repeated experiences.

For example, a child might hear for the first time about an object during a science or a read aloud activity. In thefirst exposure, the child hears about and sees characteristics of the object. Touching the object also helps thechild remember more about it. This new vocabulary word and what it means will be more likely to be learned ifthe child has multiple related exposures or experiences with it that occur close in time to the first exposure. Asearly childhood teachers plan the activities across a day, week, and month, attention to this should supportmore effective teaching. The use of rich themes (e.g., underwater sea life, things that fly, gardens, orconstruction) makes it easier to build repeated related experiences for children. So, when children learn aboutgardens across many days through related but varied activities, they begin to make connections between thetools needed to plant in a garden, the flowers and vegetables that grow in gardens, gardening clothes (gloves,hats, boots), and the purpose of soil, nutrients, sun, and water.

It�’s easy to see from this example how much fun a teacher can make learning about gardens. With thoughtful,intentional planning and playful activities, new vocabulary skills are promoted. As children think about thebeginning letters and sounds in the new words, they are exposed to literacy, and math occurs as they count outthe seeds they will plant. Of course, social/emotional skills are supported as they share their garden tools withtheir classmates, take turns digging or describing plants, laugh together as they make up silly alliterations or singrhyming songs ( �“Mary, Mary, quite contrary, how does your garden grow?�”).

This approach assures effective learning, in part, because it incorporates the three �‘P�’s:

Purposeful Planful Playful

With attention to the three �‘P�’s, teachers will always ask �“What is the purpose of this?�” before they put anactivity in their lesson plan. The answer should be:

It builds one or more of the skills necessary for school readiness, It expands and builds on children�’s current level of understanding, and It encourages the understanding of new information that has direct links to what children will need

to succeed in kindergarten.

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After meeting these criteria, careful planning occurs. This includes: Selection of fiction and nonfiction books for group readings and their placement in the centers so

that new knowledge is encouraged; Selection of activities that take advantage of the overlap among language, literacy, and math skill

domains; Identifying fun phonological awareness games to use when moving children from one activity to

another; and Being sure books, materials, activities, games, and conversations are engaging.

Implementing Effective Plans + a Balance of Teaching Strategies

Two teaching strategies that often are contrasted are �“direct�” and �“indirect�” instruction. Direct, or explicit,instruction often has been discouraged in early childhood settings because it is frequently associated with highstructure or with scripted approaches. This is unfortunate, since directly instructing children about the meaningof new words or how something works is an important aspect of supporting their learning. Rather than assumethat this more explicit form of instruction equates with a �“skill and drill�” approach, early childhood teachers canobserve and determine those times when children will benefit from direct instruction about interesting newareas. Given the young age and limited attention span of 4 year olds, this type of instruction needs to berelatively short. It should encourage child participation through questioning, the use of �“hands on�” materials(rather than worksheets), and physical movement.

Indirect instruction has been interpreted in numerous ways:

To some it means that children have the freedom to choose what they want to do. With thisinterpretation, children often spend a lot of time in a variety of centers, exploring the materials ontheir own or with other classmates. Sometimes those centers look the same across the year, or theymight be refreshed with new materials.

For others teachers, guided instruction of children�’s efforts in the centers is included in theirinterpretation of child directed learning. In this case, the teacher would observe and comment onconversational topics or actions with objects or make links between the child�’s play and a literacy ormath concept.

Although this is an effective way to scaffold children�’s learning, many teachers do not perceive that they have arole in children�’s explorations and play. In a descriptive study (McLaine, J.B. 1996) examining early childhoodteachers�’ beliefs and practices of their role in children�’s play, most saw themselves as observers only there tokeep children safe. Of the 65 teachers in the study, only four saw play as an opportunity for making connectionswith literacy, and as few as 15 viewed it as a time to promote thinking. The teacher�’s role in children�’s play andexploration of materials has been described as �“multifaceted,�” including being an organizer of the environment,facilitator, a manager, and a scribe. As more teachers accept this range of roles, child directed learning shouldenhance teacher directed activities to provide the best balance for school readiness.

Just as a teacher must ask questions about the purpose of teacher directed activities, the purpose and mannerwith which child directed activities occur must also receive attention, careful planning, and teacher involvement.Thus, it is important to strike a balance between teacher vs. child directed learning in early childhoodclassrooms. In child directed approaches, the teacher may establish learning centers that incorporate books andmaterials that assure that as children play, they will have repeated exposure to concepts or information theteacher has previously shared. Teacher directed activities may lead to child directed learning. The direction,however, could be reversed such that children�’s explorations and observations may lead to the teacher settingup an experiment or a math task to build on the children�’s interest. The important point is that it is not one vs.the other approach, but a complementary balance of the two.

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Incorporating Flexible Groupings + Balanced Strategies + Effective Planning + Content+ a Responsive Style

The fifth key element is the inclusion of different types of groupings (one on one, small group, large group) ofchildren across the day. Children receive higher quality relations with teachers when there is a smaller teacherto child ratio. This may occur because the teacher is more likely to respond sensitively to children�’s signals,including their attempts to verbalize, when she is interacting with smaller numbers of children.

As preschool classrooms often have as many as 20 children, it is challenging for teachers to provide thisindividualized responsiveness. However, for activities such as read aloud sessions, small groupings of childrenare more likely to encourage children�’s �“talk�” than large group readings. The presence of a teaching aide or anassistant teacher often allows for more opportunity to use flexible groupings of children. With a team teachingapproach, one teacher can work with a small group of children, while the other teacher moves around thecenters scaffolding the learning of the other children or possibly carrying out an activity with them in a largegroup. It is important that all children benefit from participation in flexible groupings.

One on one:

�• Provides the teacher the opportunity to individualize instruction and meet special needs.

Small groups:

�• Allows children more opportunity for talking,�• Provides the teacher opportunity for scaffolding, and�• Encourages hands on activities and child discovery.

Large groups:

�• Build a sense of community, and�• Set the stage for the introduction of themes, information about new concepts, and review.

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ix. Professional Development: The Key to High Quality Prekindergarten Programs

A key to assuring that young children have effective teachers is to assure that teachers have effectiveprofessional development. Good teachers provide appropriate levels of challenge, help children question theirown assumptions, and encourage them to think about and recognize relationships between objects.

Professional Development: Continuing Improvement and Support for Teachers ImprovesQuality in Preschool Experiences

Teachers can learn and develop appropriate and effective techniques for positive teacher child interactions.Through careful and continued development, teachers can build their effectiveness as educators over time.Therefore, professional development comprises an essential element in achieving quality preschool programs.Teachers trained in early care and education are more responsive to children�’s needs and better equipped tohelp children succeed.

According to the National Partnership for Excellence and Accountability in Teaching, professional developmentactivities�—regardless of their content and goals�—are more likely to be effective when:

The content focuses on what children should learn and how to address the different problemschildren may have in learning the material;

Professional development is based on analyses of the differences between actual studentperformance and goals and standards for student learning;

Professional development involves teachers in identifying what they need to learn and in developingthe learning experiences in which they will participate;

Professional development takes place primarily in the classroom and is integrated into the day today work of teaching;

Most professional development is organized around collaborative problem solving in small groups ofteachers;

Professional development is continuous and ongoing, involving follow up and support for furtherlearning, including building support networks between multiple schools and garnering support fromsources external to the school that can provide new perspectives;

Professional development incorporates evaluation of multiple sources of information on outcomesfor children and the instruction and other processes involved in implementing lessons learnedthrough professional development;

Professional development provides opportunities to understand the theory underlying theknowledge and skills being learned; and

Professional development is connected to a comprehensive change process focused on improvingstudent learning.

All early childhood stakeholders (public school, Head Start, child care) should have opportunities to becomewell versed in the Texas Prekindergarten Guidelines. Professional development with a focus on the importanceof using these guidelines as a tool for playful, well planned, and purposeful instruction in prekindergartenclassrooms should be available for all administrators and directors.

In addition, teachers planning instructional approaches using the guidelines as a foundation will expose childrento experiences with emergent literacy, math, and social/emotional skills. These teachers are more likely to havechildren who show cognitive gains that carry into kindergarten. (Whitehurst & Lonigan, 1998; Zevenbergen,Whitehurst, Payne, Crone Hiscott, Nania, et. al., 1997) A first step in reaching this goal is evidence that teachers

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can be provided with professional development that promotes their ability to utilize the guidelines in providingthe early learning experiences necessary for the development of these skills.

A research based practice for professional development is hands on with videos of classroom models. Webbased professional development or module type district trainings with on going updates as support can providecost effective formats to assist teachers in balancing teaching strategies based on research regarding cognitivereadiness with developmental research about how children learn most effectively. The inclusion of theseguidelines in any model of professional development will ensure a balance between integrity of training andcost.

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Organization of the Guidelines

There are 10 Domains:

I. Social and Emotional DevelopmentII. Language and CommunicationIII. Emergent Literacy ReadingIV. Emergent Literacy WritingV. MathematicsVI. ScienceVII. Social StudiesVIII. Fine ArtsIX. Physical DevelopmentX. Technology

Each Domain includes Skill Areas.

Six Domain Areas include these columns:

By around 48 Months of Age, End of Prekindergarten Year Outcomes, Examples of Child Behaviors, and Examples of Instructional Strategies.

Four Skill Domain Areas do not include the column of �“By around 48 Months of Age�” as there is no research toguide the inclusion of this in those four areas.

Within the document, child and teacher are referred to by his or her and he or she interchangeably. This is forease of reading, not as a specific gender reference.

Outcomes are numbered in the following manner:

Domains are indicated with Roman numerals. Within each domain, separate skills are listed with an alphabetic indicator. Under each skill, the outcomes are then numbered sequentially.

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I. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN

While a preschool education should include activities that strengthen cognitive skills, it must provide for thedevelopment of the social and emotional competencies required for school readiness. The vast majority ofsocial/emotional development occurs with little or no formal instruction but with appropriate teacher guidancesurrounding social and emotional situations such as separating from families, sharing space and materials withpeers, resolving conflicts, and developing empathy for others. The development of these personal and socialskills enables children to build a sense of who they are and what they can do. Children establish positiverelationships with teachers and peers which enable them to participate effectively in the classroom community,assert independence in appropriate ways, and accomplish tasks that are meaningful to them without infringingon the rights of others.


A. Self Concept Skills

Central to understanding emotional development is the idea of self concept–an increasing level of consciousawareness of one�’s feelings, thoughts, abilities, likes, and dislikes, as well as awareness of one�’s body in space.Preschool children�’s emerging ability to perceive these aspects of themselves at a conscious level distinguishesthem from toddlers, who lack such awareness. Children begin to generate multiple answers to the question �“Whoam I?�” which is an essential aspect of becoming competent in related areas such as self control andsocial/friendship skills.

By around 48months of age

End ofPrekindergarten

Year Outcomes

Examples of Child Behaviors Examples of InstructionalStrategies

Child is buildingcompetence incontrolling ownbody movements(such as balancing,sitting still, startingand stopping inresponse torequests).

I.A.1.Child is aware ofwhere own body is inspace, respectspersonal boundaries.

The child: is able to stay in designatedpersonal space withoutintruding upon others�’ (staysin own seat at lunch tablewithout kicking feet orleaning against neighboringchildren).

can move around theclassroom without steppingon materials or disruptingothers�’ activities.

The teacher: arranges classroom furniturein a manner that allowschildren to engage in classactivities.

conducts activities in spacesthat are adequate forchildren�’s space needs.

uses positive cues to remindchildren what to do withtheir bodies at certain times(�“hands in your lap;�” �“quietfeet�”).

Child can identifyown physicalcharacteristics andindicate some likesand dislikes whenprompted.

I.A.2.Child showsawareness of areas ofcompetence anddescribes selfpositively in what he isable to do.

The child: describes self using basiccharacteristics (hair color,eye color, gender).

describes self using personalpreferences (favorite color;favorite food; �“I like to�…�”).

describes self using specificcompetencies (�“I can bucklemy shoes.�” �“I�’m good at

The teacher: acknowledges children�’sefforts, providing supportwhen needed.

engages children inconversations aboutthemselves.

provides opportunities forchildren to draw selfportraits and describe

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End ofPrekindergarten

Year Outcomes


drawing.�”). describes self in terms ofbeing a member of differentcommunities (family;classroom; school).

themselves. reads aloud and discussesbooks about self awareness.

points out observations ofprogress in children�’sgrowing competence.

Child mayoverestimate orunderestimate ownabilities.

I.A.3.Child showsreasonable opinion ofhis own abilities andlimitations.

The child: exercises appropriatecaution in clearly dangeroussituations.

requests help from adultswhen appropriate.

declines help politely whennot needed (�“No, thanks, Ican do it myself.�”).

The teacher: sets appropriate safety limitsfor children�’s age level.

provides help kindly whenrequested.

encourages children to do asmuch as they are ableindependently.

points out and complimentschildren when they use goodjudgment (�“Jasmine, I�’m gladto see you carrying thosescissors so carefully.�” �“Thankyou, Derrick, for wiping upthat spilled water so no onewill slip and fall.�”).

models and encouragespractice of self help skillschild has not yet mastered.

Child showsinitiative in tryingnew activities, butmay not persist insolving problems.

I.A.4.Child shows initiativein independentsituations and persistsin attempting to solveproblems.

The child: is eager to try out newactivities and materials.

participates in a variety ofindividual activities andtasks.

selects centers or activitiesbased on personalpreferences.

plans and sustainsindependent play sequences.

tries several strategies tosolve a problem beforeseeking adult assistance.

The teacher: provides a variety of learningcenters and activities thatmeet the needs and interestsof different children.

gives children opportunitiesto make independentdecisions about whichlearning center or materialsto work with.

models appropriate use ofmaterials for independentwork or play.

comments on thecontributions of children inactivities, tasks, and play.

teaches and encourageschildren to solve problemsand persist at challengingtasks.

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B. Self Control Skills

Preschool children feel safer and function more successfully in the classroom when rules and routines areconsistently followed. A well organized classroom with well prepared activities helps children extend theirattention span and build self control and personal responsibility. As they encounter and overcome new andvarious social obstacles when playing with peers, guidance from teachers will enable them to learn acceptableand unacceptable ways of dealing with social and emotional stress and/or excitement.

1. Behavior Control


End ofPrekindergartenYear Outcomes


Child follows simplerules and routineswhen assisted byadults.

I.B.1.a.Child followsclassroom rules androutines withoccasional remindersfrom teacher.

The child: participates in thedevelopment of classroomrules.

transitions from one activityto another.

comments on the sequenceof the day�’s events (�“Aftercenters it�’s time to gooutside.�”).

goes to the daily schedulechart and points out whatcomes next.

The teacher: involves children in creatingclassroom rules andexpectations so they feelsense of ownership.

consistently refers to anduses the rules and routinesto structure the day.

establishes signals (fingerplays; songs; chants, etc.) tohelp children transitionfrom one activity toanother.

uses a daily schedule chartto help children follow theday�’s activities.

Child is able tomanage a smallnumber ofmaterials withsupport.

I.B.1.b.Child takes care of andmanages classroommaterials.

The child: appropriately handles

materials during activities. cleans up and puts

materials away inappropriate places (places apuzzle back into its labeledspot).

puts away his belongings inhis personal space.

The teacher: provides demonstrations

and reminders ofappropriate use ofmaterials.

establishes signals (cleanup song) to help childrenclean up.

provides adequate timefor cleaning up materials.

labels materials to makethem accessible forchildren.

provides a space for eachchild to store his personalbelongings.

introduces new materialsand shows children how touse them before placingthe materials in a learningcenter.

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Child needs adultguidance to helpmanage herbehavior.

I.B.1.c.Child regulates hisown behavior withoccasional remindersor assistance fromteacher.

The child: responds to signals for

transitioning from oneactivity to another.

communicatesappropriately to makeneeds known.

waits for her turn (waitspatiently at the waterfountain for a classmate tofinish drinking; selectsanother learning centerwhen the learning center ofher first choice is full).

refrains from impulsiveresponding (waits turn tobe called on during groupdiscussion; requestsmaterials rather thangrabbing them).

refrains from aggressivebehavior toward peers orself.

The teacher: establishes and uses

signals to help transitionfrom one activity toanother.

responds to a child�’srequest for assistance in atimely manner.

uses center signs to helpstructure the number ofchildren in a center.

reads aloud and discussesbooks that showcharacters regulatingbehavior.

intervenes promptly whenchild�’s behavior begins toescalate.

2. Emotional Control




Child expresses arange of emotions.

I.B.2.a.Child begins tounderstand differenceand connectionbetween feelings andbehaviors.

The child: expresses emotions that arecongruent with situations(disappointment when plansare changed; happiness andpride at mastering achallenging task).

uses words to expressfeelings about specific events(�“It makes me mad when youtake my toy!�” �“I love topaint!�”).

verbalizes understandingthat all feelings are okayeven though some behaviorsmay not be okay.

uses sign language, a picturesystem or anadaptive/assistive device asappropriate.

The teacher: uses activities that involvechildren in discussions aboutemotions and how to reactto them ( books; role playing;puppets).

engages children indiscussions of differencebetween feelings andbehaviors (�“It is great to feelexcited, but you may notjump off furniture.�” �“It isokay to feel angry, but youmay not hit people because ithurts them.�”).

models and encourageschildren to express and actout different feelings in thedramatic play center whilerole playing.

models appropriateverbalization of emotions

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during everyday events. acknowledges children�’semotions.

Child becomesfamiliar with basicfeeling words(happy, sad, mad,scared) and beginsto be able toidentify facesreflecting basicfeelings.

I.B.2.b.Child is aware of ownfeelings most of thetime.

The child: is familiar with a variety offeeling words (happy; sad;mad/angry; scared; proud;worried; excited).

can identify feelings ofcharacters in storybooks.

can usually label own feelingswhen prompted.

The teacher: provides classroom

materials that introducefeeling words (posters;books).

helps children label theirown feelings.

models labeling of ownfeelings (�“Maria, I am soproud of you �– You wroteyour whole name today!�”;�“Please sit down Diego, I amworried that you mightfall.�” �“We cannot go outsidebecause it is raining.�”).

reads books and sings songsthat pertain to feelings.

prompts children to identifycharacters�’ feelings instorybooks, and to explainwhy characters might behaving those feelings.

Child needs adultassistance tomodulate level ofemotionalintensity.

I.B.2.c.Child is able toincrease or decreaseintensity of emotionsmore consistently,although adultguidance is sometimesnecessary.

The child: uses appropriate strategiesto decrease level of distress(requests help when feelingfrustrated with a task; seekscomfort from teacher whenfeeling sad).

responds positively to adultguidance in using calmingstrategies (suggestions toseparate self fromfrustrating situation; takes adeep breath; etc.).

enjoys participating inactivities that stimulatepositive emotions(playground games; musicaland singing activities thatrequire alternation ofloud/quiet, fast/slow).

The teacher: establishes consistent

signals to prompt childrento become quiet and listento instructions.

models and promptschildren to use effectivestrategies for calming downwhen they are too excited(introducing quiet game oractivity; spending timealone in quiet area of theroom; breathing slowly anddeeply).

creates a daily schedule thatbalances quiet and activetimes, and allows childrenopportunities to expendphysical energy and benoisy.

arranges the classroom toprovide areas for quiet, calmactivities.

provides supportiveassistance to children duringsituations that may be

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emotionally challenging,such as separating fromfamily members in themorning.

provides opportunities forchildren to practicemodulating levels ofemotion and intensity, suchas songs and games thatalternate fast/slow,loud/soft.

3. Control of Attention




Child focusesattention on onetask at a time butmay not stay with itto completion.

I.B.3.a.Child sustainsattention topersonally chosen orroutine tasks untilthey are completed.

The child: selects an activity or book

to look at and completes itbefore selecting a differentactivity.

makes and carries out asequence of dramatic playplans with a peer.

follows familiar/routine 3step directions correctly(�“Go wash your hands, getyour lunch kit, and find aseat at the table.�”).

The teacher: arranges the classroom to

facilitate children�’s accessto, and selection of, sets ofmaterials with which tocomplete a task (access topaint, paper, smock, andpaintbrushes in thecreativity center; access topencils, paper, letterstamps, and ink pads in thewriting center).

encourages children tocontinue with their plannedactivity until it is completed.

refrains from distracting orredirecting children�’sattention from their chosenactivity/play unless it isclearly necessary to do so.

provides assistance to achild who needs support tocontinue focusing on a taskor activity (praising effort;offering encouragement;offering help if needed;suggesting expansions tochild�’s play idea; offeringadditional related props ormaterials).

provides opportunities topractice following multi stepdirections.

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Child sits andlistens to storiesand/or participatesin large groupactivities for up to10 15 minutes at atime.

I.B.3.b.Child remains focusedon engaging groupactivities for about 20minutes at a time.

The child: listens attentively to stories

and instructions duringcircle times.

contributes verbalresponses that areappropriately related to thetopic during groupdiscussion.

attends to peer responsesduring small and largegroup discussion.

The teacher: schedules large and small

group activities withdurations matched tochildren�’s attention spans.

prepares ahead for groupactivities so that childrenare not left waiting withnothing to do.

uses lively pacing of groupactivities and encourageschildren�’s activeparticipation to helpchildren sustain attention.

encourages children toattend to each other�’scontributions rather thanattending only when it istheir turn.

minimizes distractions(extraneous noise; toys leftwithin children�’s reach;adults entering and leavingthe room frequently) duringtimes when children areexpected to attend to groupactivities.

C. Social Competence Skills

As preschool children enter school they start forming relationships with the adults and other children in theirenvironment. Teachers can help children develop meaningful and rewarding relationships by offering themfacilitative support. During this developmental period, children often begin to develop special friendships withparticular peers which increase their feelings of comfort, pleasure, and confidence in their social world. Theseexperiences also help build a sense of empathy and caring for others.


End of PrekindergartenYear Outcomes


Child forms warmrelationships withteachers.

I.C.1.Child uses positiverelationships asmodeled by his teacherfor her own pro socialbehaviors.

The child: greets teacher in the morningand says goodbye whenleaving.

coordinates eye contact withcommunication (looks atteacher or peer duringcommunicative exchanges).

engages in conversations withan adult about what he isdoing (e.g., discusses what heis painting at the easel).

takes multiple turns during a

The teacher: displays a warm, welcoming

attitude toward all children. greets children by name at

arrival times and saysgoodbye at departure times.

recognizes that in certaincultures, children�’s avertingeye contact from adults maybe considered a sign ofrespect for authority.

establishes consistentclassroom routines and rules.

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conversation. views teacher as a helpfulresource for information aswell as social support(approaches teacher to askquestions or solicit help whenneeded).

enjoys sharing stories andexperiences from outside ofthe school with the teacher.

respects teacher�’s authority(accepts limits and rules set byteacher).

engages in conversations witheach child throughout theday.

asks questions to scaffoldconversations with children.

allows ample wait time forchildren to respond or to askquestions.

gets down to child�’s level(seated on floor or chair)during conversation as oftenas possible.

remembers and responds toinformation specific toindividual children (Lauren�’smom is about to have a baby;Jake�’s grandfather died lastweek. Shana is adjusting tobeing in a new home.).

Child feelscomfortable andconfident withinclassroomenvironment.

I.C.2.Child assumes variousroles andresponsibilities as partof a classroomcommunity.

The child: cares for classroom materialsappropriately.

recognizes that classroommaterials belong to everyone.

readily accepts and carries out�“classroom helper�” jobs.

respects other�’s work spacesand time with sharedmaterials.

takes turns with materials andin activities.

participates in individual,small , and large groupactivities (sings along with thegroup during circle time; playscooperatively in the blockcenter with classmates to builda tower).

takes responsibility forcleaning up own spills andmesses.

enjoys seeing own work and selfrepresentations displayed in theclassroom (artwork on the wall;name and picture on charts andcubbies).

The teacher: teaches children how to

properly care for classroommaterials and to clean upafter themselves.

makes children part ofdecision making processes(naming the classroom pet).

provides meaningfulclassroom �“helper�” jobs thatallow each child to participatein the classroom community.

provides time, space, andmaterials that allow childrento work together in small andlarge groups.

provides interactive songs andactivities to engage childrenduring circle time.

displays children�’s work,names, play products, andpictures in the classroom.

Child shows interestin joint play but maybe less skilled atinitiating and joiningunstructured peerplay.

I.C.3.Child showscompetence ininitiating socialinteractions.

The child: participates spontaneously in

a variety of group activities,tasks, and play.

actively seeks out playpartners and appropriatelyinvites them to play (starts agame with classmates on theplayground).

The teacher: encourages children to show

initiative rather than passivity(inviting children to sharetheir opinions andpreferences; saying �“Jesse,why don�’t you ask Mark if hewants a ride in yourwagon?�”).

45



Examples of Child Behaviors Examples of InstructionalStrategies provides time, space, and

materials that encouragechildren to work and playtogether in small and largegroups.

reads aloud and discussesbooks where the charactersdeal with a variety of socialsituations.

Child enjoys paralleland associative playwith peers.

I.C.4.Child increasinglyinteracts andcommunicates withpeers to initiatepretend play scenariosthat share a commonplan and goal.

The child: shares space and materials

with other childrencomfortably.

follows the lead of others(enters a center and adaptsto the ongoing play ofothers).

generates joint play goals andcarries them out with at leastone other child at a time.

demonstrates ability tonegotiate & compromisewith peers to achieve acooperative goal.

The teacher: models positive interactions

by engaging in play with thechildren.

arranges classroom toprovide space forcooperative as well asindividual play activities.

assists children incommunicating effectivelywith each other and resolvingconflicts appropriately.

encourages quieter/shychildren to connect withothers, providing assistanceto do so when needed.

Child seeks adulthelp whenexperiencingconflicts withanother child.

I.C.5.Child initiates problemsolving strategies andseeks adult help whennecessary.

The child: attempts to work out

problems with a peerindependently before seekingadult help.

asks an adult or peer for helpwhen needed (�“Will you pushme on the swing?�”).

asks the teacher for help inresolving a conflict with aclassmate after attempting tosolve the problem herself(�“Mary won�’t give me a turnon the swing!�”).

follows conflict resolutionsteps with teacher�’s guidanceto solve a dispute with aclassmate.

The teacher: encourages children to

communicate directly witheach other in respectfulways.

models appropriate ways toask for assistance.

involves children indiscussions and activitiesabout how to get own needsmet while respecting theneeds of others (books; roleplaying; puppets).

helps children learn steps totake in conflict resolution.

Child responds withconcern when achild or adult isdistressed.

I.C.6.Child demonstratesempathy and caring forothers.

The child: shows emotions related to

another�’s experience(expresses sadness for acharacter in a book; showsexcitement when a classmatecrosses the finish line in arace).

demonstrates a desire to behelpful (volunteers to help aclassmate clean up a spill).

demonstrates concern for a

The teacher: models concern for others. acknowledges when children

help each other. uses activities that introduce

children to the concept ofperspective taking (the ideathat others may see or feelthings differently than theydo).

uses activities that involvechildren in discussions about

46




classmate (comforts aclassmate who is crying;slows down to walk with aclassmate with a physicaldisability).

interacts with a variety ofpeers regardless of race,gender, or ability.

the feelings of others (books;role playing; puppets).

provides active opportunitiesfor children to be helpful andcaring (making get well cardsfor a sick classmate; makinggifts for family and friends atholiday times; taking care ofa classroom pet; pairing achild with a disability with apeer who can help).

Child interacts easilywith a variety ofplaymates, mayhave preferredfriends.

I.C.7.Child begins to havemeaningful friends.

The child: talks with the friend to plan

their play (planning to playhouse in the pretend andlearn center).

seeks help for the friend(going to the teacher for helpwhen a friend falls down).

talks about the friend. chooses to work with the

friend. copies the friend�’s ideas or

behaviors at times. expresses pleasure at

spending time with thefriend.

follows friend�’s preferencesor notices concerns at times.

expresses interest in playingwith the friend outside ofschool.

The teacher: provides time, space, and

materials that allow childrento work and play together insmall and large groups.

leads activities that involvechildren in discussions aboutfriendship (books; roleplaying; puppets).

acknowledges classmateswho are working together orhelping each other as doingwhat friends do.

respects child�’s desire forproximity or pairing with aspecial friend whenappropriate (wanting to sittogether at lunch time;partnering for a game).

47


D. Social Awareness Skills

Preschool children still need adult support and guidance in learning how to operate socially with others. Inaddition to facilitating peer group and adult child interaction, teachers can help to reinforce understanding ofsocial situations with rich, socially relevant educational material and thought provoking questions.


End ofPrekindergarten YearOutcomes


Child notices (withlimitedunderstanding)how people are thesame and different.

I.D.1.Child demonstrates anunderstanding thatothers have specificcharacteristics.

The child: describes others using

specific characteristics(�“Mrs. Smith wearsglasses.�” �“Calvin is thetallest child in the class.�”).

The teacher: uses graphic organizers to

compare and contrastchildren�’s characteristics.

models using descriptivewords to describe others.

scaffolds children�’sdrawings of each other ordictated descriptions toinclude morecharacteristics.

Child is interestedin other people andtheir feelings.

I.D.2.Child demonstrates anunderstanding thatothers haveperspectives andfeelings that aredifferent from herown.

The child: uses visual cues from other

children to identify how heis feeling.

uses words to express ownand other�’s preferences (�“Ilike to paint with red, andMary likes to paint withblue.�”).

uses words to express ownand other�’s feelings(�“Michael thinks that�’sfunny, but I don�’t!�”).

asks questions that indicateunderstanding that peersmay have a differentperspective thanthemselves (�“Do you likeraisins?�” �“Were you scaredof that movie?�”).

The teacher: models acceptance of

someone�’s differentperspective.

reads aloud and discussesbooks that show characterswith differing perspectives.

has children identify thefeelings of different storycharacters during readalouds.

provides activities thatpromote respect fordiversity (culture; ethnicity;special needs; andlanguage).

introduces activities thatgive children concreteexperiences with theconcept of differentperspectives (taking turnslooking around throughdifferent colored lenses orthrough binoculars; havingchildren pair up and sitback to back with theirpartner and describe whatthey can see from theirposition, then trade places).

48




uses a graph to compareand contrast children�’spreferences (favorite food,color, book).

II. LANGUAGE AND COMMUNICATION DOMAIN

During the prekindergarten years, children�’s experiences with language begin to form the basis for their laterschool success. Explaining words and sounds, talking to children about objects and their names (labeling), andusing expanded vocabulary are all ways in which teachers can help to build children�’s oral language skills. Givenadequate opportunities to interact with responsive adults in language rich classrooms, young children�’slanguage skills usually expand rapidly during these years. For children whose first language is other than English,the native language serves as the foundation for communication among family and community members, andbuilding concepts and understanding of the world around them. This proficiency also assists in English languageacquisition. Many children who are English language learners (ELL) enter our schools with a remarkableknowledge of their native language, a �“linguistic knowing�” that they utilize instinctively in their dailycommunications. The process of transfer (with literacy based ESL and oral language beginning inprekindergarten, requires that we take what students already know and understand about literacy in their homelanguage and ensure that this knowledge is used to help them gain literacy skills in a second language. Thelanguage skills include listening and speaking, expanding both children�’s understanding of what they hear, aswell as their ability to communicate their own ideas and experiences. These language skills in turn have atremendous impact upon reading and writing as children progress through school. Language is optimallysupported by providing a large amount of time throughout the day for oral language communication includingtime for authentic, purposeful child initiated oral language opportunities. Prekindergarten educators shouldprovide opportunities to promote language learning in children who speak a language other than English.Children who are English language learners may have difficulties with the pragmatics (the appropriate use oflanguage to communicate effectively in many different situations and for many different purposes) of English.These include rules of politeness, conversational skills, and extended discourse (telling story and giving anexplanation). Pragmatic skills are important for children who are English language learners to understand whatteachers say in the classroom. Scaffolding is effective for building young children�’s language and literacy; this isalso true for the English Language Learner. Except where specified, the following guidelines outline languageaccomplishments for 4 year old children in their native language. The stated outcomes should be used as aguide for children who have limited English proficiency and are appropriate for all children who are Englishlanguage learners, providing guidance for teachers�’ instruction. Additional specific guidelines for the support oflanguage development of prekindergarten children whose home language is not English in English only settings

appear below and are indicated by this icon. (LEER MAS, 2001)

49

50


A. Listening Comprehension Skills

From birth, children begin learning by listening to the world around them. As their exposure increases, so doestheir understanding. Prekindergarten age children are able to comprehend with increasing accuracy what theyhear in conversations and in stories read aloud. Children demonstrate understanding through their questions,comments, and actions. According to state law, prekindergarten children who are English language learners canbe in a classroom environment that is either English as a Second Language instruction or Bilingual. Children whoare English language learners arrive at school with listening comprehension skills in their home language. Theseskills can be used to support the child�’s development in English. Children who are English language learners listenpurposefully to both English speaking and Spanish speaking teachers and peers to gather information aboutboth their home language and their new language (English). (LEER MAS, 2001)

By around 48Months of Age


Examples of ChildBehaviors

Examples of Instructional Strategies

Child responds tosituations in waysthat demonstratehe understandswhat has been said.

II.A.1.Child showsunderstandingby respondingappropriately.

The child: has a multiple turn

conversation withanother person,listening in order toextend or connect to anidea expressed by theother person.

responds to stories byasking and answeringquestions.

makes commentsrelated to the topicbeing discussed.

responds before,during, and after storiesread to the whole class,as well as respondingwhen read to in a smallgroup.

follows a change in themorning activityschedule as describedby the teacher.

follows verbaldirections.

listens to audio tapedstories and showsunderstanding throughbody language, pointingto the appropriatepictures, or retellingwhat she heard.

The teacher: engages children daily in

conversations related to themes orcontent where children takemultiple turns listening andresponding, either orally orphysically.

provides feedback whenconversing with a child to modellistening and encouragesadditional comments from thatchild.

asks children to recall and adddetails to expand their responseswhile engaged in group activities,such as read aloud time, show andtell, author�’s chair.

asks children who, what, where,and why questions to engagechildren in the read aloudexperience.

provides multicultural, culturallyrelevant books for children.

By around 48 End of

51

Months of Age PrekindergartenYear Outcomes



Child follows simplesingle steprequests.

II.A.2.Child showsunderstandingby following twostep oraldirections andusually followsthree stepdirections.

The child: follows directions given

by the teacher to�“Please put your thingsaway, and then sitdown on the carpet.�”

responds toinstructions given tothe whole class (�“Pleaseget your jackets, putthem on, and get inline.�”).

repeats an instructionto a friend.

follows directions on atape or CD to performvarious movements, orgestures.

participates in gamessuch as �“Follow theLeader.�”

The teacher: instructs children in daily routines,

such as setting the table, going tocenters, going outside and to therestroom, by giving two andthree step directions.

provides two and three stepdirections for children to completespecific tasks during transitionssuch as cleaning up and getting inline.

plays or sings songs requiringchildren to act out multiplebehaviors and multi step directions(�“Hokey, Pokey�”; �“If You�’re Happyand You Know It�”).

Child demonstratesbasicunderstanding offollowing classroomroutines.

II.A.3.Child shows

understanding ofthe newlanguage beingspoken byEnglish speakingteachers andpeers (ELL).

The child: follows a set of routines

for activities and canmake sense of what ishappening.

responds to consistentand simplified languagewhen instructed inliteracy activities andassignments.

turns to a partner andrepeats instructions �–Think, Turn and Talk.

responds to questionsby using the followingto represent answers:popsicle sticks (withgreen/red ends); whitesocks vs. colored socks;yes no cards; thumbsup thumbs down;beanbag; beach ball.

The teacher: provides scaffolds in how to use

strategies, skills, and concepts. adjusts own use of English to make

concepts comprehensible. accepts responses in child�’s native

language. selects and incorporates children's

responses, ideas, examples, andexperiences into lesson.

always gives children think timebefore asking for a response.

ensures quality of independentpractice.

asks questions to ensurecomprehension.

provides extra instruction,practice, and review.

maintains close proximity tochildren.

uses the child�’s home language asbase to support the developmentof English oral language (inBilingual and ESL programs).

allows children to respond in theirhome language (in Bilingual/ESLinstructional settings).

52


B. Speaking (Conversation) Skills

Prekindergarten children gain the ability to use language in a variety of settings and for a variety of reasons.They become increasingly able to describe wants and needs, carry on a conversation with others, and shareinformation with both peers and adults. The skill to engage others in conversations involves asking questions,listening, and responding, as well as using verbal and nonverbal expressions. Children who are English languagelearners may require more time to respond and greater wait time, because they are learning and processing twolanguages at once. This is a normal part of second language acquisition. Children learning English should beencouraged and expected to demonstrate their speaking/communication skills in their home language as well asin English.





Child sometimesuses language fordifferent purposes.

II.B.1.Child is able touse language fordifferentpurposes.

The child: requests help from a

teacher to get a ballthat went over theplayground fence.

tells a friend that she isangry about beingpushed.

uses �“please�” and�“thank you�”appropriately.

participates in adiscussion aboutmagnets, makingpredictions about whatthings the magnet willattract.

tells the class about afamily trip to the zoo.

The teacher: models appropriate language usage. engages children verbally in center

activities, role playing, and modelingdesired language skills.

provides experiences that requirechildren to talk, play and workcooperatively.

engages children in active problemsolving situations (�“What do you thinkwill happen if�…?�” �“How would itchange what happens when�…?�”).

Child sometimesuses acceptedlanguage and styleduringcommunicationwith familiar adultsand children.

II.B.2.Child engages inconversations inappropriateways.

The child: enters an existing play

situation, joining intothe conversations inprogress (outside,dramatic play, orconstruction center,etc.).

responds to both openended questions andquestions with specificanswers (�“What do youthink about�…?�” �“Whatis your favorite kind ofpizza?�”).

initiates or terminates

The teacher: creates a play environment that

encourages children to engage inconversations during play.

provides interesting and changingmaterials and settings for children totalk about.

engages in conversational exchangeswith each child every day.

notices the children who do notengage in talk as easily and looks forways to initiate conversation or tohave another child initiate aconversation with those children.

53





conversationsappropriately.

engages in appropriategreeting and departingconversations.

Child is able tocommunicate basicinformation infamiliar socialsettings.

II.B.3.Child providesappropriateinformation forvarioussituations.

The child: answers questions from

adults within theschool, other than theclassroom teacher, suchas a nurse.

asks the teacher forhelp in problem solvingor with tasks such astying a shoe.

introduces herself to anew child in the class.

The teacher: models classroom expectations for

greeting and responding to newpeople.

teaches children to ask for help whennecessary.

helps children learn their personalinformation and appropriate peopleto share that information with in asafe manner.

Child sometimesuses acceptedlanguage and styleduringcommunicationwith familiar adultsand children.

II.B.4.Childdemonstratesknowledge ofverbalconversationalrules.

The child: participates in a

conversation with apeer or adult, takingturns talking and notinterrupting.

waits until a teacherfinishes a conversationwith an adult beforetalking.

uses the appropriatetone of voice for thesituation (a raised voiceto show excitementwhen talking about anew pet or outside; aquiet voice wheninside).

The teacher: models conversational etiquette

during whole group time, such assharing a journal entry or during showand tell (�“James is sharing now. Yourturn is next.�”).

models and explains when and howto use the phrase, �“Excuse me,�” whena child needs to interrupt an ongoingconversation.

provides assistance to children inlearning to wait their turn to talk,through the establishment ofclassroom rules and expectations.

Child sometimesuses appropriatenonverbalstandards inconversations withothers.

II.B.5.Childdemonstratesknowledge ofnonverbalconversationalrules.

The child: looks at a classmate as

he discusses what he isgoing to build in theconstruction center.

shows excitement bydisplaying wide openeyes and a smile whentalking about a familyexperience.

sits or stands anappropriate distancefrom a friend as theytalk.

talks to the people inher vicinity, at her table

The teacher: reads parts of a book using different

facial expressions and discusses howthis affects the story.

models and explains differentnonverbal conversational rules(�“When you look at me, it shows methat you are listening.�”).

role plays conversations usingappropriate nonverbal behaviors(�“Watch my face while I am talking toMaria. See how I watch her while sheis talking, smiling if she tells mesomething good, looking sad if shetells me something that is sad.�”)Then, have a conversation with the

54





or beside her on thecarpet.

child.

Child sometimesuses appropriatevolume andintonation fordifferent situations.

II.B.6.Child matcheslanguage tosocial contexts.

The child: moves close to a

teacher and speaksquietly as classmatessettle down for a nap.

uses the title, �“Mrs.�” Or�“Mr.�” before ateacher�’s name andrefers to classmates byfirst names.

follows the classroomrule regarding �“quietvoices.�”

The teacher: models appropriate language and

tone in different social situations(using different quiet and loudvoices).

provides varying social situations forchildren to practice language usage(tea parties; assemblies; field trips).

reminds children of appropriatelanguage and tone during differenttimes of the day (in centers; mealtime; in the hall; etc.).

55


C. Speech Production Skills

Young children must learn to vocalize, pronounce, and discriminate among the sounds of the alphabet and wordsof language. Although most children in prekindergarten can accurately perceive the difference between similarsounding words, they continue to acquire new sounds and may mispronounce words in their own speech. Theability to produce certain speech sounds such as /s/ and /r/ improves with age. Just as infants and toddlersdevelop control over the sounds of their first language, young children in ELL settings gradually learn topronounce the sounds of the English language. (LEER MAS, 2001)





Child�’s speech isunderstood byfamiliar adults andchildren.

II.C.1.Child�’s speech isunderstood byboth the teacherand other adultsin the school.

The child: speaks clearly enough

so that the other adultsin the school or a visitorcan understand whathe is saying.

accurately gives amessage from home tothe teacher.

communicates in a waythat others understandwhat is being saidwithout constantlyhaving to ask, �“Whatdid you say?�”

The teacher: speaks at a comfortable pace (not too

fast nor too slowly) and an easilyheard volume inside and outdoors.

expects children to use languagewhen making requests rather thanonly pointing or gesturing.

plays games like �“Telephone�” thatrequires clear speech.

models correct examples when a childover generalizes rules (Child says,�“My foots are cold.�” Teacherresponds, �“Your feet are cold. Whyare your feet cold?�”).

Child may confusewords that soundsimilar.

II.C.2.Child perceivesdifferencesbetween similarsounding words.

The child: follows directions

without confusion overthe words heard.

points to theappropriate picturewhen prompted (whenshown a picture of agoat and a coat, pointsto the picture thatmatches the wordspoken).

The teacher: models pointing to appropriate

pictures as the objects in the picturesare said.

models saying words distinctlyenough to hear the differencesbetween similar sounding words.

provides pictures with similarsounding names for the children tointeract with.

By around 48 End of

56




Child joins in songsand finger plays.

II.C.3.Child

investigates anddemonstratesgrowingunderstanding ofthe sounds andintonation of theEnglish language(ELL).

The child: participates in planned

oral language activities. plays with familiar

songs using soundssubstitution ( the song"Twinkle, Twinkle, LittleStar" can be substitutedusing "la, la, la, la"throughout).

inserts sound play intothe lyrics of a familiarsong (highlights aparticular sound,example /k/; workswith the rhymes in the"Cat and the Fiddle"and "Hickory DickoryDock".)

uses phonograms (cat,hat, sat, mat, fat, pat)when playing withrhymes.

The teacher: understands the importance of

language development and the soundstructure of language acquisition.

selects words that include soundscommon to both languages andseparates similar sounds.

asks children to repeat words beforeattempting a task.

has awareness of differences inpronunciation.

accepts oral approximations. includes rhymes that focus on pairing

movement and action with rhythmicpassages.

uses choral responses. uses phonograms (cat, hat, sat, mat,

fat, pat).

57


D. Vocabulary Skills

Children�’s vocabulary acquisition is largely dependent upon interactions with adults. These may be occurring inone or more languages through talking about experiences, reading familiar stories, singing familiar songs, andplaying word games. Prekindergarten children experience rapid growth in their understanding of words andword meanings. Vocabulary knowledge reflects children�’s previous experiences and growing knowledge of theworld around them and is one of the most important predictors of later reading achievement. As children learnthrough experiences, including play, they develop concepts, acquire new words, and increasingly refine theirunderstanding of words they already know. English language learners may need extensive English vocabularyinstruction. Children who are English language learners arrive at prekindergarten with a vocabulary knowledgebase in their home language. This knowledge base should be used to develop vocabulary in the child�’s secondlanguage. When introducing vocabulary to children who are English language learners, teachers should use avariety of approaches to teach important new words and use real life objects or pictures when appropriate.





Child understandsand uses acceptedwords for objects,actions, andattributes.

II.D.1.Child uses awide variety ofwords to labeland describepeople, places,things, andactions.

The child: explains his favorite

part of a fiction ornonfiction book thatwas read.

relates experiencesfrom a field trip, usingspecific words todescribe what she sawand did, such as namingthe tools the firefighteruses and how the sirensounded.

uses words tocommunicate how he isfeeling.

uses language toexpress commonroutines.

uses the new wordsintroduced by theteacher while engagingin theme or contentrelated activities andplay.

uses the new wordswhile engaging in childinitiated play.

uses the new wordsduring role play in the

The teacher: provides and reads to children a

variety of concept related books(farm/zoo animals, vegetables/fruits,the body, transportation).

provides ways for children to interactwith and use new vocabulary wordsin meaningful contexts using realobjects or pictures (such as making agrocery store for children to interactwith new vocabulary).

models a wide variety of rich, rarevocabulary words including variednouns, adjectives, and verbs (�“Theseflowers are called azaleas. Their edgesare frilly, like lace, but very soft.�”).

defines new words for children whenreading aloud by connecting whatchildren already know to the newword and encourages discussion ofword meanings (�“This is a shovel. It islike a great big spoon that scoops upthe dirt.�”).

describes and explains conceptsduring outdoor play, and meal times(�“As the weather begins to get cold,the leaves are starting to turn colors.Soon, they will fall off the trees.�”).

creates category lists of words(people who work in our school;

58





dramatic play centerwhile assuming the roleof a cashier (scripts).

tells a classroom visitorabout his experienceswith the materials inthe science center,using appropriateterminology.

follows directions thatuse descriptive words(�“Hop slowly�”; �“Runfast�”; �“Draw a smallsquare�”).

animals in the book we read) to helpchildren make meaningfulconnections between words andconcepts.

Child responds toinstructionallanguage of theclassroom.

II.D.2.Childdemonstratesunderstanding ofterms used inthe instructionallanguage of theclassroom.

The child: follows directions

during transitionaltimes (�“Please line upbehind Maria.�” �“Putyour coat on the hooknext to Rhonda�’s.�”).

follows directions insongs to �“put your handover your head�”, then�“put your hand behindyour back.�”

understands directionsgiven at center time(�“Put the items that arethe same together.�”).

points to appropriatepictures or objectswhen prompted.

The teacher: provides directions to children using

very specific language for locations,sizes, shapes, and relationships (�“Lookfor the long, brown block inside thecabinet.�”).

plays �“I Spy�” and scavenger huntgames using specific location, action,and descriptor words (�“Find twocrayons the same color and one thatis different.�”).

creates adaptations of songs, poems,and nursery rhymes to incorporateusing and demonstrating positionalwords (�“Little Miss Muffet sat on hertuffet. Where would she sit if she satin front of her tuffet?�” Have a childdemonstrate and all the childrendescribe where the child is sitting.).

identifies the attributes that makeobjects the same or different (�“Thesecrayons are the same color butdifferent lengths.�”) Demonstratesdifference in lengths by placingcrayons side by side with one end thesame, so children can observe thedifference.

includes language about position anddescriptive characteristics of thingsand actions when interacting withchildren or commenting on their play,during both inside and outside play(�“Look at the bird sitting on thefence.�”).

provides activities that engagechildren in using positional and

59





descriptive characteristics duringindependent play (centers wherechildren describe actions as they puta variety of animals in front of,behind, beside a tree; sort shapesinto groups of same and different,such as triangles and not triangles).

Child showsunderstanding ofmany words and asteady increase invocabulary.

II.D.3.Childdemonstratesunderstanding ina variety of waysor knowing themeaning of3,000 to 4,000words*, manymore than he orshe uses.

The child: uses a new word when

describing a picture in abook (�“That boat isfloating on the water.�”).

demonstratesunderstanding of newwords by using the newword appropriately(�“The rock sank, but theboat floats.�”).

demonstratesunderstanding of newconcept by usingsimpler words toexplain concept (�“Therock sank to thebottom, but the boatstayed on top of thewater.�”).

adds a connected ideato another child�’scomment (Child One:�“My rock went to thebottom.�” Child Two:�“Your rock sank!�”).

uses new words whenengaged in childinitiated play.

The teacher: uses and explains new words daily

when speaking with children. discusses new word meanings before,

during, and after book reading,making connections to what childrenalready know.

creates opportunities for children toexperience the new words in multipleways across multiple experiences.(The new word float is read in a book,used in a science experiment, placedin a center for children to interactwith, and used to describe the cerealin the milk during breakfast.).listens for child usage of new wordsthat are introduced.identifies, labels, and discusses themeaning and function of the picturesand objects placed around the roomwhen changes are made in theenvironment in the classroom tosupport a new theme.

Child usesincreasingly largervocabulary.

II.D.4.Child uses alarge speakingvocabulary,adding severalnew words daily.

The child: uses words to

communicate herfeelings, needs, andwants.

adds a relevant idea toa previous comment byanother person.

asks questions and addsinformation related tothe current topic ofconversation or book.

uses descriptive words(�“My baby sister laughsloudly.�” �“That�’s a funny

The teacher: asks children to tell how they are

feeling or what they need/want. provides numerous daily

opportunities for children to talk toother children and adults in theclassroom.

provides feedback to encourage,clarify, and evaluate children�’sresponses.

encourages children�’s verbal inputduring book reading, including havingthem respond to questions or relatethe book to their own experiences.

provides new experiences and

By around 48 End of

60




story.�”). uses new words in

retelling/acting out astory read by theteacher.

tells a simple personalnarrative, focusing onfavorite or mostmemorable parts.

content for the children to discussand interact.

Child uses categorylabels commonlyencountered ineveryday life.

II.D.5.Child usescategory labelsto understandhow thewords/objectsrelate to eachother.

The child: answers questions at

circle time aboutconstruction using anew word learned fromthe pretend and learnhardware store.

labels and describesdifferent kinds ofinsects.

identifies which objectsare in a specificcategory and which arenot.

The teacher: connects new words into groups or

categories so that children begin tounderstand how the words/objectsrelate to each other.

labels by providing the category nameof the different ideas or objects thatappear in storybooks and otherwritten text (�“These are flowers,those are trees.�”).

models use of and teaches categorygroup labels such as vehicles,clothing, and furniture.

provides opportunities for children tomanipulate items into differentcategories, and has children sharetheir collections by verbally labelingeach item and the category name.

observes children sorting and labelingmaterials during child initiated play.

Child participatesthrough actions tobegin to developcommon objectnames and phrases.

II.D.6.Child

increaseslisteningvocabulary andbegins todevelopvocabulary ofobject namesand commonphrases inEnglish. (ELL)

The child: participates as a

speaker and listener ingroup activitiesincluding child initiatedimaginative play (playsthe role of the storeclerk or a waiter in arestaurant).

follows directions whenintroduced to asituation.

responds appropriatelyto simple instructionsgiven by the teacher(follows twoconsecutiveinstructions, or choosestwo flowers from thetray and draws picturesof them).

follows a command

The teacher: finds out if new words learned in

English are only new labels forconcepts already known or if theconcept itself must be taught.

illustrates meanings with pictures ordiagrams.

uses artifacts and hands onmanipulatives.

uses anchor charts, graphicorganizers, and semantic mapping.

role plays or pantomimes. makes drawings on the dry erase

board. makes use of how things are said

(volume, pitch, rate, and emphasis),using as many cues as possible to helpchild gain the meaning.

uses the Spanish word and has thechild repeat the new word in English,if necessary. (e.g., �“El tiene hambre.�”�“He is hungry.�” �“Hungry�”).

61





using actions. sequences story picture

cards. retells a story in his

own words. role plays or

pantomimes stories. listens attentively and

responds to stories andpoems (tells a story;enacts a poem; draws apicture to illustrate astory or poem).

uses facial expressions, hand gesturesor acts out stories to promote child'sunderstanding.

restates important information byusing synonyms, cognates,paraphrasing, and visual cues.

uses the child�’s home language asbase to support the development oflistening skills in English.

provides instruction or command inthe child�’s home language followedby the command in English (asneeded).

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E. Sentences and Structure Skills

Effective communication requires that children use their knowledge of vocabulary, grammar, and sense ofaudience to convey meaning. Four year olds become increasingly adept at using language to express their needsand interests, to play and pretend, and to share ideas. Children�’s use of invented words and the overgeneralization of language rules (for example, saying �“foots�” instead of �“feet�” or [Spanish] �“yo no cabo�” insteadof �“yo no quepo�”) is a normal part of language acquisition. Sentence and grammatical complexity develops inyoung children with plenty of opportunity for rich conversation. It is important that time is spent in authenticspeaking opportunities. Also, teachers can support English language development through more specific playfullanguage building activities. (LEER MAS, 2001)





Child uses simplesentences of threeto four words toexpress needs.

II.E.1.Child typicallyuses completesentences offour or morewords andgrammaticalcomplexityusually withsubject, verb,and objectorder.

The child: tells about a family

experience using longerand more complexsentences.

participates in a longconversation (stayingon topic and takingturns) about thestructure he is buildingin the block center.

answers questions andadds ideas usingcomplete sentenceswhile the teacher leadsthe class to create achart detailing what thechildren know and wantto know about anupcomingtopic/concept.

The teacher: plays a word substitution game that

expects each child to repeat thesentence with a different ending (�“Iwent to the zoo and saw a____________.�”).

helps children tell one sentence abouttheir drawings or favorite objects(�“My big sister plays basketball.�”�“Here�’s a picture of my teddy bear.�”).

models how and encourages childrento play �“Guess What I Am?�” bydescribing a familiar object hidden ina cloth bag in order to guess itsidentity (�“I feel something hard. It hasfour legs. It has a long neck and asmall head.�”).

demonstrates by doing a �“thinkaloud,�” telling how to think aboutwhat you want to write or draw in ajournal, writing/drawing it, and thensharing about one�’s own journal.

Child may overgeneralizegrammatical rules.

II.E.2.Child usesregular andirregular plurals,regular pasttense, personaland possessivepronouns, andsubject verbagreement.

The child: uses the correct tense

when describingsomething he didyesterday or last week.

says �“went�” although ayounger classmate says�“goed.�”

identifies the work thatis hers, using �“my�” and�“mine�” and those thatbelong to friends, using�“his�” or �“her.�”

The teacher: models and helps children describe

sets of multiple and single objects topractice the use of correct subjectverb agreement.

plays word games to encouragechildren to say phrases and sentenceswith irregular plurals (foot/feet,mouse/mice, child/children). (�“Here isone foot, now there are two ______.Now there is one ______.�”).

demonstrates how to tell about one�’sown picture and about another child�’s

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picture beginning with the words �“mypicture�”, �“his picture.�”

Child links twoideas together bycombiningsentences

II.E.3.Child usessentences withmore than onephrase.

The child: talks with a friend as

they play usingsentences with morethan one phrase (�“Let�’sgo to the store and getmilk for the baby.�”).

participates in a circletime discussion, addinginformation in multiplephrases (�“Birds buildnests in the trees andthen lay their eggs.�”).

describes a familyevent, combiningphrases to showsequence (�“We went tothe grocery store andthen drove backhome.�”).

The teacher: pairs children together with pictures

to play a �“silly sentence�” game withone child saying the first part of thesentence and the other child adding aphrase to it (�“My yellow cat climbedup the tree�… to catch a falling star.�”).

encourages children to shareinformation during show and tellabout the objects.

models describing the events of theday by using more complex sentencestructures.

describes new objects by using thename of the object and what, how, orwhere it is used (�“This is a bulldozerand it is used to push trees andbushes into a big pile.�”).

Child uses simplesentence structureswith usually oneidea.

II.E.4.Child combinesmore than oneidea usingcomplexsentences.

The child: describes what

happened when sheput the last block onthe tower and it fell.

tells a friend what to dowhen taking an orderfor pizza in a pretendrestaurant.

reminds the teacherthat he has to go getthe notes to go homefrom the office andhand them out to thechildren.

The teacher: provides simple science experiments

and encourages children to tell whathappened (�“The paper clip sank tothe bottom when I put it in the water.I think the rock will sink, too.�”).

helps the children use complexsentences when retelling familiarstories (�“When Goldilocks woke upand saw the three bears, she wentrunning back through the forest.�”).

encourages children to describecommon occurrences using complexsentence structures (�“When we firstcome to school in the mornings, wehave to put our things away.�”).

Child understandsand usesincreasingly longersentences.

II.E.5.Child combinessentences thatgive lots ofdetail, sticks tothe topic, andclearlycommunicatesintendedmeaning.

The child: describes a family trip,

combining sentencesand giving lots of detail(�“When my grandpacame over, we went tothe park. We had friedchicken, and played onthe swings.�”).

participates in a circletime discussion ofbutterflies, and buildson the information

The teacher: provides an interesting nonfiction

book and prompts the children todiscuss what they are seeing andhearing in the book (�“What is thecaterpillar doing? How do you thinkhe feels inside the cocoon?�”).

models and uses guiding questions tohelp children add details to tellingabout a personal event (�“Thisweekend my family had a picnic. Mychildren were there and so was mymom. We ate sandwiches and played

By around 48 End of

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from nonfiction booksthe teacher has readand previous discussionby talking to theteacher when the childsees butterflies outsidelater in the day.

asks many questionsabout the police officerwhen he comes to theclassroom for a visit.

on the playground. I was so tiredwhen I went home but we had such agood time.�”).

prompts for more detail, clarification,and elaboration as the children relatestories or show and tell items (e.g.,�“Juan, where did you get that stuffeddog? Where has he gone with you?�”).

II.E.6.Child

engages invarious forms ofnonverbalcommunicationwith those whodo not speak herhome language(ELL).

The child: uses gestures, or points

to objects or people. responds to greetings

with simple words,gestures, and othernonverbal behavior.

uses gestures tocommunicate basicneeds (points towarddoor when needing togo to the restroom).

The teacher: is aware that English language

learners, depending on their comfortlevel with English when they enterthe prekindergarten classroom, maypass through a "silent" stage beforethey begin speaking in English. This�“silent�” period should not be seen asa reflection of the child�’s abilities orwillingness to participate.

provides a non invasive environment. engages learners in cognitive learning

strategies, choral responses, groupdiscussions.

creates multiple opportunities forchildren to use English in both Englishas a Second Language and Bilingualclassroom settings.

II.E.7.Child uses

single words andsimple phrasesto communicatemeaning insocial situations(ELL).

The child: identifies by name a

few familiar objects,people, and events (family members; bodyparts; clothing; pets;foods; commonoccupations; seasons;common school,classroom, and homeobjects).

speaks in isolatedwords (usually a singlenoun or verb),depending heavily ongestures to expressmeaning.

The teacher: begins all lessons by pre teaching the

vocabulary and language objective. focuses on the language function that

the child will need to use to carry outthe lesson.

focuses on meaningful activities thatinvolve "hands on," choral readings,and singing.

pre teaches new vocabulary words inthe child�’s home language and alsoEnglish (as needed).

By around 48 End of

65




II.E.8.Child

attempts to usenew vocabularyand grammar inspeech (ELL).

The child: comprehends a limited

number of commonwords and simplephrases inconversations held ontopics of personalrelevance (basicgreetings andcourtesies when spokenslowly and withextensive rephrasing,repetitions, andcontextual clues).

comprehends andfollows simple routineinstructions forclassroom activitiesthat depend ongestures and othercontextual clues ("Let'sline up for therestroom.").

The teacher: groups children of similar proficiency

levels in groups of two to three tofacilitate instructional conversations.

groups English learners with Englishnative speakers so they can hearEnglish spoken regularly (Englishphonemes and vocabulary).

* Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2005). All children read: Teaching for literacy in today’s diverse classroom. Boston, MA: Pearson. – 6000 spoken words by kindergarten.

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III. EMERGENT LITERACY: READINGDOMAIN

Becoming literate is one of the most important milestones for young children to achieve. According to NationalResearch Council estimates from 1998, if children receive proper exposure and systematic opportunities todevelop foundational language, reading, and emergent writing skills during early childhood, as few as fivepercent may experience serious reading difficulties later. The literacy experiences provided during theprekindergarten year form the basis for learning to read. Children develop the understanding of the everydayfunctions of print, gain the motivation to want to learn to read and appreciation of different forms of literacy,from nonfiction and fiction books, to poems, songs, and nursery rhymes, by being read to and interacting withstories and print.

As they watch adults engage in reading and writing activities, they want to be able to read and write as well.When children interact with language in these formats, their ability to respond to and play with the sounds inlanguage increases. This awareness of the sounds in language, or phonological awareness, is one of the keypredictors of later reading success. Children develop this awareness that words are made up of sounds whichcan be put together and taken apart. Recent research has provided new insights into the order in which childrenacquire this awareness. In the early stages, children are able to detect larger phonological units such as wordsand syllables. As their awareness deepens, they are able to manipulate the smallest meaningful units of sound.Print awareness and letter knowledge must also be developed through planned, playful activities that engagechildren in noticing the letters in their names and the names of their classmates. As their language abilitiesincrease, their understanding of what is read aloud to them also increases, as demonstrated through thequestions they ask and answer, and their reenacting or retelling of stories. The process of transfer (with literacybased ESL and oral language beginning in prekindergarten) requires that we take what students already knowand understand about literacy in their primary language and ensure that this knowledge is used to help themgain English language and literacy skills. For ELL children difficulties in transfer may appear in syntax,homonyms, inference, cultural nuances, idioms, and figurative language. For students who are learning English,effective second language reading instruction requires an understanding of and is guided by knowledge basedon: assessment, cultural responsiveness, gradual release, strategic use of language, and appropriate instruction.(LEER MAS, 2001)

This is an important time for 4 year olds to develop their sense of self and ethnic identity. One strategy tosupport this development is the use of linguistically and culturally relevant texts whenever possible. Teachers ofEnglish language learners can help children understand who they are and where they come from when theyconnect to children�’s lives in a meaningful way, given their cultural and linguistic diversity.

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III. EMERGENT LITERACY �– READING DOMAIN

A. Motivation to Read Skills

To ensure that all children enter school ready to learn, early education efforts must encourage emergent literacy.When optimal conditions exist in a child�’s environment, literacy develops naturally, and one of the goals of earlyeducation must be cultivating that optimal environment. Prekindergarten children benefit from classroomactivities and environments that create an association between reading and feelings of pleasure and enjoyment,as well as learning and skill development. These early experiences will come to define their assumptions andexpectations about becoming literate and influence their motivation to work toward learning to read and write.Children may have difficulty comprehending read alouds or listening to stories without any background support,particularly if they have limited experiences with the concepts included in the story or text. Children who areEnglish language learners benefit from repetitive exposure to pictures and other media pertinent or associatedwith the content of stories read aloud in English. ELL children also will benefit from making connections to text intheir home language for better comprehension when Bilingual strategies are used to facilitate comprehensionduring readings of English text. (LEER MAS, 2001)




Child enjoys beingread to and knowswhen a favoritestory has a part leftout.

III.A.1.Child engagesin pre readingand readingrelatedactivities.

The child: repeats or �“chimes in�” on

repeated parts of predictablestories.

engages in acting out a readaloud during circle time orsmall group instruction.

selects the reading/librarycenter during free play.

re enacts a favorite story withpuppets, props, or felt boardcharacters.

reads a book to a doll or stuffedanimal at the library ordramatic play center.

asks a teacher to re read afavorite book.

listens to books on tapes orCDs, following along in thebook and turning the pages atthe appropriate time.

The teacher: reads books with storylines and

characters that are easy for thechild to understand, remember,and re enact.

reads books with repeatedparts and encourages the childto join in during the reading.

includes both fiction andnonfiction books in read aloudselections, and reading/librarycenter

places books (andmanipulatives) that have beenread and acted out in centersfor children to have access toduring independent play.

places concept or themerelated books in each center tosupplement center and projectactivities (books on buildings orbridges in the block area;menus and cookbooks indramatic play; books on plantsin the science center).

rereads favorite books that thechild engages and interactswith.

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Child enjoys lookingat books and tellinga story from thepictures or frommemory.

III.A.2.Child usesbooks andother writtenmaterials toengage in prereadingbehaviors.

The child: chooses a book independently

and returns it to the shelf whenthe �“reading�” is complete.

holds a book right side up andturns the pages one at a time ina way that will not damage thebook.

imitates reading behaviors(repeating what isremembered; pointing towords; moving top to bottomand left to right; return sweep)on charts, lists, big books, etc.

chooses a �“book�” in a softwareprogram by clicking on theappropriate icon, movingthrough the program andclosing the program whenfinished.

handles and cares for books ina respectful manner.

The teacher: models and discusses

appropriate book handlingbehaviors in an ongoing way.

demonstrates and discussesappropriate reading behaviors(starting location; left to rightmovement across print; returnsweep; voice/print matching)on materials such as lists,menus, songs, signs, and charts(with print large enough forchildren to see).

creates a warm comfortableplace for children to engage inindependent pretend reading.

teaches children to usetechnology based textmaterials and providesopportunities for use.

Child noticesenvironmentalprint and connectsmeaning to it.

III.A.3.Child asks to beread to or asksthe meaning ofwritten text.

The child: requests a favorite book be

read. asks what is said on posters or

charts throughout theclassroom or school.

asks what a note from homesays.

asks the meaning of the writingon a food container.

understands that print carries amessage.

The teacher: models using information

gained from print (makes playdough by following a recipe;talks about insects having sixlegs and spiders having eightlegs after reading a nonfictionbook about spiders).

encourages children to askquestions about whatinformation can be learnedfrom print and the purposes ofwritten language.

models using print to find theanswers to questions childrenask (�“Let�’s look in this book tosee if we can find out how thecaterpillar turns into abutterfly.�”).

discusses what is happening inpictures, but emphasizes thatthe print is what is read.

discusses meanings ofnew/unusual words andpassages before and afterreading text.


B. Phonological Awareness Skills

Phonological awareness is an auditory skill thatinvolves an understanding of the sounds ofspoken words. It includes being able to recognizeindividual words in a spoken sentence, blendingand dividing words into syllables, beginning withcompound words which, because each syllablehas meaning connected to, it is easier for childrento work with, adding and taking thosemeaningful units, recognizing and producingrhyming words, identifying words that sound thesame at the beginning, and for some children,blending words at the phoneme or single soundlevel. Because phonological awareness beginsbefore children have learned a set of letter soundcorrespondences, encouraging phonologicalawareness does not require print. Phonologicalawareness represents a crucial step towardunderstanding that letters or groups of letterscan represent phonemes or sounds (thealphabetic principle). This understanding ishighly predictive of success in beginning reading.Some basic proficiency in English may be prerequisite to the development of phonological awareness in English forsecond language learners; however, a child�’s home language can help support the development of phonologicalawareness in English. Research demonstrates that phonological awareness in English and Spanish are highly related;therefore, children in Bilingual/ESL instruction will be taught phonological awareness skills in tandem with theirprimary language while simultaneously developing English language skills. Working with individual sounds in words isthe highest level of phonological awareness. Although some prekindergarten children may be able to work withsounds at this level, it is not appropriate to expect all children to be able to achieve this level of sensitivity to thesounds in language (such as �“c�” �“a�” �”t�” = cat). The above PA Continuum represents the most current research inPhonological Awareness states about how children learn language sounds. Another representation is the PhonologicalAwareness Continuum found in the Texas Spanish Reading Academy, LEER MAS, and the Texas Center for Reading andLanguage Arts.

*Anthony, Jason L.; C.J. Longian; K. Driscoll; B.M. Phillips. 2003. �“Phonological Sensitivity: A quasi parallelprogression of word structure units and cognitive operations.�” Reading Research Quarterly, Vol. 38, 470 487.

The Spanish Phonological Awareness Continuum

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Blending and Segmenting Individual Phonemic Awareness

Onset-Rime Blending and Segmenting

Syllable Blending and Segmenting

Sentence Segmenting

(LEER MAS, 2001) Rhyming/Alliteration

70




Note: Phonologicalawareness is justbeginning todevelop betweenthe ages of 36 and60 months.Children should beengaged inlistening to books,poems, nurseryrhymes, and songsthat feature rhymeand alliteration.

III.B.1.Child separates anormally spokenfour wordsentence intoindividual words.

The child: repeats a sentence spoken by

the teacher, stepping forwardas the word he is assigned isspoken in the sentence.

says (and repeats) a sentenceso she has the sentence in herhead, segments each wordone from the other usingobjects, fingers, or evenbodies to stand for eachindividual word in thesentence (e.g., as the childsays, �“I like petting dogs,�” heholds up a finger or moves acounter for each word as it issaid.).

The teacher: models sentence segmenting

with two word sentences(e.g., �“I jump.�”).

encourages children tosegment more difficultsentences with more words,and words with more thanone syllable.

connects a child�’s name to asingle movement (word) tohelp children understand theconcept of word (�“Vanessa isone person, one word, so wemove one time.�”).

III.B.2.Child combineswords to make acompound word.

The child: creates a new word by putting

two words together to makecompound words (�“dog�” +�“house�” = �“doghouse�” ;Spanish example: �“lava�” +�“manos�” = �“lavamanos�”;�“toca�” + �“discos�” =�“tocadiscos�”; �“arco�” + �“iris�” =�“arcoiris�”; �“saca�” + �“puntas�” =�“sacapuntas�”).

uses picture cards to createcompound words.

makes compound words byresponding with a second partafter the teacher has providedthe first part.

names the two words that aresaid in a compound wordwhen prompted by theteacher.

The teacher: demonstrates using

compound word puzzles andpicture cards when practicingblending and taking apartcompound words they sayaloud.

provides compound wordpuzzles and picture cards forchildren to use inindependent play practice.

encourages children to makea variety of compound wordsby adding different endings tothe beginning she says (say�“fire�”, ending responses suchas �“fly�”, �“man�”, �“works�”,�“house�”).

gives examples of two wordsthat when put togetherbecome a compound word.

III. B.3.Child deletes aword from acompound word.

The child: takes compound words apart

by deleting either the first orsecond part and stating theword that is left (e.g.,�“sunflower�” �“sun�” = �”flower�”;in Spanish, �“arcoiris�” �“arco�”= �“iris�”).

The teacher: says compound words and

then leaves off first or secondhalf (say �“sunshine�”, then say�“sun�”; child responds�“shine�”).

III.B.4.Child combinessyllables intowords.

The child: claps with the teacher as they

say children�’s namestogether, segmenting theparts.

The teacher: models clapping one time for

each syllable in children�’snames.

encourages children to clap

71




combines two syllablestogether to say a word (e.g.,�“pa�”+ �“per�”= �“paper�”; Spanishexample: �“pa�” + �“pel�”=�“papel�”; �“li�” + �“bro�” = �“libro�”).

provides second syllable oftheme related objects whenthe teacher says the firstsyllable, then entire word(teacher says �“buck�”, childsays �“et�”= �“bucket�”).

claps the syllables in her ownnames, and classmates�’names.

hears a familiar word (up tothree syllables) and claps thesyllables.

hears a classmate�’s namesegmented and blends it backtogether.

once while saying eachsyllable in children�’s names.

models putting pictures (andthe syllables that go with eachpart) of familiar two syllableobjects cut into two piecestogether to form a word.

encourages children topractice putting picture pieces(and words) together whilealso putting the soundstogether to say the word.

says the first syllable in afamiliar two syllable word andencourages children to fill inthe second syllable.

III.B.5.Child can delete asyllable from aword.

The child: hears the parts of two syllable

words and fills in theremaining syllable when theteacher asks what is left whenthe first syllable is removed(�“ladder�” �“ladd�” = �”er�”or�“puzzle�” �– �“puzz�” = �“le�”Spanish example: �“árbol�” �–�“ár�” = �“bol�”; �“cama�” �– �“ca�” =�“ma�”).

chooses a theme relatedobject (with from one to threesyllables) and deletes theinitial or final syllable fromthat word.

participates in word gamesthat focus on playing withsyllables.

The teacher: models and plays syllable

level word games (says achild�’s name, and then saysthe name without the firstsyllable).

encourages child to repeatsyllable level manipulationwith her own name and thenames of her friends.

provides pictures cut intothree pieces of familiar threesyllable words; models, thenengages child in practicingtaking the pictures apart whilesaying the word aloud leavingout the first or last syllable.

Child candistinguish whentwo words rhyme.

III.B.6.Child can producea word thatrhymes with agiven word.

The child: points to the picture that does

not rhyme with the other twopictures.

gives the pairs of words froma nursery rhyme that rhyme.

identifies the words thatrhyme in a read aloud bookwritten in rhyme.

identifies two objects out of arhyming basket that rhyme.

generates nonsense words

The teacher: recites nursery rhymes that

have words that rhyme anddraws child�’s attention to howthose words have the samesounds at the end.

reads books that have wordsthat rhyme and helps childnotice the sounds in thosewords.

plays rhyming games withobjects and pictures that

72




that rhyme with a given word. participates in word play

games that focus on makingrhyming words (�“Willoughby,Walloughby, Woo�”; inSpanish: tío, mío, sío).

rhyme.

Child candistinguish whentwo words beginwith the samesound.

III.B.7.Child can producea word thatbegins with thesame sound as agiven pair ofwords.

The child: pairs pictures that begin with

the same sound. identifies words in tongue

twisters that begin with thesame sounds.

sorts objects into piles thatbegin with the same sounds.

participates in word playgames that focus on wordsthat begin with the samesound (�“Mappy Mirthday MooMoo�”).

The teacher: provides common objects that

children can name and sortinto groups that begin withthe same beginning sounds.

plays word games focusing onwords that begin with thesame sound.

III.B.8.Child combinesonset (initialconsonant orconsonants) andrime (vowel toend) to form afamiliar onesyllable word withpictorial support.

The child: selects the appropriate

picture from several pictureswhen the teacher says a wordsegmented between theonset and rime (e.g., whenshown several pictures, andadult says �“r�”+�“ug�”, childselects the picture of the rug.Spanish example: �“p�”+ �“ala�”,child selects a picture of ashovel).

sorts objects by all that beginwith a given onset, like paperand pencil.

The teacher: models using two pieces of a

picture of a familiar onesyllable word while orallyblending and taking the wordsinto onset(consonant/consonants) �–rime (rest of the word)segments.

provides two pieces of apicture of a familiar onesyllable word for children topractice manipulating duringplay while orally blending andtaking the words into onset(consonant/consonants) �–rime (rest of the word)segments.

displays pictures or objectsand has child point to orselect picture/object thatteacher says with a pausebetween onset and rime.

III.B.9.Child combinesonset and rime toform familiar onesyllable wordswithout pictorialsupport.

The child: says the name of familiar one

syllable words when theteacher says the word with abrief pause between theonset and the rime.

says his own name with ashort pause between theonset and the rest of the

The teacher: says familiar words with clear

separation between the onsetand the rime (say, �“Let�’s playthe �“g�” �“ame�” or �“Touch your�“h�” �“ead�”).

demonstrates segmenting andblending names using theonset and rest of the word.

73




sounds (�“Fr�” �“ed�”;�“L�” �”isa�”).

participates in word playgames that focus on makingrhyming words or words thatbegin with the same sound(�“Willoughby, Walloughby,Woo�”; �“Mappy Mirthday MooMoo�”).

III.B.10.Child recognizesand blends twophonemes intoreal words withpictorial support.

The child: selects a picture and says the

letter sounds for the word(�“k�” + �“e�” = key; �“b�” + �”e�” =bee ; �“n�” + �”e�” = knee).

The teacher: models using pictures to

identify and blend phonemesinto words.

displays pictures and has thechild blend the phonemes tomake the word.

74


B. Alphabet Knowledge Skills

Letter knowledge is an essential component of learning to read and write. Young children learn best wheninformation is presented in context and when educators provide opportunities for children to create experiencesthat make the material meaningful. Rote practice (or the �“skill and drill�” method) can result in frustration andnegative attitudes toward learning. Knowing how letters function in writing and how these letters connect to thesounds children hear in words is crucial to children�’s success in reading. Combined with phonological awareness,letter knowledge is the key to children understanding the alphabetic principle. Children will use this sound/letterconnection to begin to identify printed words, such as their names and other familiar words.





Child names theletter her firstname begins with.

III.C.1.Child names atleast 20 upperand at least 20lower case letters.

The child: names letters on

name cards, posters,books, and signsaround the room.

participates in circletime alphabetidentification games(�“If Your Name StartsWith�”; name cheers).

manipulates letters ina variety of ways(finds letters buried insand; letter sorts,matching upper/lowercase letters).

The teacher: names letters in a variety of

situations, helping child distinguishone letter from another, makingmeaningful connections for child(connecting with a child�’s name orother important words; similaritiesand differences between letters).

gives child many opportunities to saythe names of letters when workingwith books, charts, letter walls, oralphabet manipulatives (magnetic orplastic letters; puzzles; stamps; etc).

has child name the first letter in aword or a specific letter when readingbooks, charts, or poems.

has child match plastic letters to analphabet array on a mat and say eachletter as it is matched.

plays games with child�’s name printedlarge enough for child to see the print(name puzzles; name sorts; fishing fornames).

75





Child identifies theletter associatedwith the sound ofthe first letters ofhis name.

III.C.2.Child recognizesat least 20 lettersounds.

The child: identifies the letter

that makes a givensound.

participates in circletime sound/letteridentification games(�“I spy something thatstarts with /s/. Whatletter is that? What doI see?�”).

points to target soundwhen shown 2 4letters.

The teacher: connects the sound that a letter

makes as she is writing a word infront of the child.

instructs child in matching lettersounds to the letter name and theprinted letter shape (�“The story says,�‘Here is the dog�’. Let�’s find the worddog in the book. Dog starts with /d/.That is the letter d. Here is the wordthat starts with that letter.�”).

models writing children�’s namesmaking letter sounds as he writeseach letter (�“John starts with /j/.What letter makes that sound?�”).

models writing for authentic reasons,saying words slowly, and matchingsound to the letter being written.

engages children in interactivewriting, encouraging children to writethe initial sounds of words withletters they are beginning torecognize.

Child produces thecorrect sound forthe first letter of hisname.

III.C.3.Child producesthe correctsounds for at least10 letters.

The child: makes the sounds in

her first name as sheattempts to write theletters.

produces the correctsound when shownthe first letter of hername.

makes the correctletter sound whilepointing to a letter ina book or on a poster.

sorts objects in lettercontainer (find theitems that start with�“B�”).

The teacher: connects the sound that a letter

makes with that specific letter(�“Matthew starts with �‘m�’. �‘M�’ makesthe /m/ sound�”).

models, explicitly, going from theletter that children can see to thesound that the letter makes (�“Catstarts with �‘c�’. �‘C�’ says /k/�”).

points to a letter in a written word ina printed text, such as a chart, poster,book, song, sign, etc., and askschildren to make the sound of thatletter.

gives child a small set (3 5) letters andasks her to produce the sounds ofeach letter.

provides child with opportunities topractice making letter/soundconnections with names and othertargeted words in independent play.

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D. Comprehension of Text Read Aloud Skills

Frequent book reading relates strongly to school readiness: children who are read to on a regular basis have ahigher likelihood of acquiring age appropriate language skills. Exposure to many kinds of books, both fiction andinformation books, helps prekindergarten children become familiar with the language of books and story forms.Children develop concepts of story structures, character actions, and knowledge about informational textstructure which influences how they understand, interpret, and link what they already know to new information.As children become readers, this understanding of how stories work facilitates their reading comprehensionwhich is the end goal of reading. Reading books in English with ELL children will increase their knowledge ofEnglish language and vocabulary. In classrooms with children who are learning English, it is also critical thatchildren read literature in their home language, whenever possible. Concepts of story structure, characteractions, and informational text can be learned through both home language text as well as English texts.




Child interacts witha story as it is beingread aloud.

III.D.1.Child retells or reenacts a storyafter it is readaloud.

The child: participates in acting out a

story she is familiar with,either in circle time or in asmall group.

retells and sequences themain events of a story.

connects personalexperiences to an event in astory (such as relating apersonal trip to the zoo aftera zoo story has been read).

reads using the pictures in thebooks to recall the words ofhis favorite stories.

creates original or alternateendings for stories.

tells what might happen nextif the story continued.

The teacher: provides props, puppets, felt

characters, etc., for childrento use while acting out afamiliar story or fairy tale.

helps children construct astory map with a clearbeginning, middle, and end.

provides story cards to assistchildren in sequencingretellings of stories.

encourages children toprovide sound effects throughmusical instruments orenvironmental noises that fitwhat is happening in thestories.

extends the story into centersfor children to continue thestory line, characters, orconcepts in other ways (drawa picture about the story inthe art center; plant carrotseeds/top in the sciencecenter).

places items used duringcircle time in centers for thechildren to use and interactwith during independent play.

reads texts that are culturallyrelevant to children on aregular basis.

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invites storytellers into theclassroom.

Child interacts withbooks by describingwhat is seen/readin the book.

III.D.2.Child usesinformationlearned frombooks bydescribing,relating,categorizing, orcomparing andcontrasting.

The child: relates own experiences to

facts read in books (�“When Iwent to the doctor�…�”).

demonstrates how to plantseeds after hearing a bookabout planting seeds.

describes the reasons forsorting airplanes andhelicopters separately fromboats or cars.

The teacher: reads informational books. engages child in activities

after reading an informationaltext that highlights thecontent learned from thestory (creates a graphicorganizer that separatesspiders from insects basedupon physical characteristics).

extends informational textsinto centers by providingmaterials for children tointeract with (magnifying glassto examine plant parts).

Child asks andanswers ageappropriatequestions aboutthe book.

III.D.3.Child asks andanswersappropriatequestions aboutthe book.

The child: asks questions regarding the

story or information in thetext (�“What just happened?�”�“What might happen next?�”�“What would happen if�…?�”�“What was so silly about�…?�”�“How did that work?�”).

identifies the cover of thebook and where to begin toread.

discusses what the author andillustrator do.

makes comments about thecharacters or actions within astory.

actively participates whilebeing read to by predictingwhat might happen next inthe story.

discusses other ways a storymight end.

discusses what might happenif different characters were inthe story.

The teacher: provides experiences that

connect to specific aspects ofa story plot (makinggingerbread men afterreading a story about agingerbread man).

engages child in thinkingabout the story by stopping atstrategic points in a story andhaving child predict whatmight happen next.

helps child create newendings to familiar storiesusing props, puppets, and/ordictation.

has child participate increating class made bookswith alternate endings.

IV. EMERGENT LITERACY WRITINGDOMAIN

Prekindergarten age children generate hypotheses about how written language works and begin to explore theuses of writing for themselves. They also begin to ask adults to write signs and letters for them. Children love tothen imitate these adults by writing a letter or writing notes on the refrigerator. This �“pretend writing�” begins achild�’s development of skills with the written word. Through these early writing experiences, young childrendevelop initial understandings about the forms, features, and functions of written language. Over time,children�’s writing attempts more closely approximate conventional writing. Children learn to write throughmany such experiences.

Developmental Stages of Writing (English)

1. Random scribbling �– Childwrites with the starting pointany place on the page.

2. Controlled scribbling �–Progression is from left to right.

3. Circular scribbling �– Circles orovals flow on the page.

4. Drawing �– Pictures tell a story orconvey a message.

5. Mock letters �– These can bepersonal or conventionalsymbols, such as a heart, star,or letters with extra lines.

6. Letter strings �– These move fromleft to right and progress dawnthe page of actual letters. Theyhave no separations and nocorrelation with words orsounds.

7. Separated words �– Groups ofletters have space in betweento resemble words.

8. Picture labeling �– A picture'sbeginning sound is matched to aletter (Dog).

9. Awareness of environmentalprint �– Environmental print,such as names on cubbies, iscopied.

10. Transitional stage spelling orinvented spelling �– First letter ofa word is used to represent theword (I went to the naturemuseum.).

11. Beginning and ending lettersare used to represent a word(cat).

12. Medial sound is a consonant(grass).

13. Medial sound is in correctposition, but the vowel iswrong (grass).

14. A child hears beginning, medial,and ending letters (I like to pickflowers.).

15. Phrase writing develops (rabbitin the sun).

16. Whole sentence writing develops(This pumpkin is mine.).

17. Whole Sentence Writing �– Child writes a complete sentence.

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79

IV. EMERGENT LITERACY �– WRITING DOMAIN

A. Motivation to Write Skills

As children watch adults write for many purposes, they develop the understanding that print conveys meaning.Initially, children engage in drawing as a way to communicate. This is the earliest stage of writing. Youngchildren sketch lines and scribble �“notes�” in an attempt to imitate adults�’ writing behaviors and begin to makeconnections between print and spoken words. With this understanding of the function and meaning of printcomes the motivation to use print in the same manner. Keep in mind that it is not important what children writebut that they write something to convey meaning, in the form of scribbles, letter like forms, or strings of letters.




Child engages infree drawing andwriting activities.

IV.A.1.Child intentionallyusesscribbles/writingto conveymeaning.

The child:signs her name on sign in sheets,art work, graphs, letters, lists, etc.uses letter like shapes whentaking an order at a restaurantduring dramatic play.writes a few letters or mockletters as a caption under adrawing.makes letters in shaving cream.builds a block structure torepresent the house of the threebears from a story and asks theteacher for help writing �“keepout.�”leaves a message for the teacheron the �“message board.�”sends a letter to a friend in theclassroom mailbox.

The teacher:engages in �“thinking out loud�”while writing, including why she iswriting, how she thinks aboutwhat to write, and theconventions that she is using asshe writes, such as starting at thetop left, moving from left to right,leaving a space between words,return sweep, and punctuation.includes a variety of writingmaterials in all areas of theclassroom.prompts child to sign her name inmeaningful situations (to showownership, opinions,membership, etc.).models writing as a means ofcommunicating with oneself andothers (writing notes to remindherself of things to do).writes daily news shared by oneor two children per day.engages child in making classmade books in response toliterature, field trips, and child�’sinterests.encourages child to write as partof authentic play situations, suchas creating signs for block play,grocery lists for the dramatic play,recording observations in thescience center.sends take home journalactivities, such as a birthdayjournal or a mascot journal.

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B. Independently Conveys Meaning Skills

Children engage in using print in ways to convey their meanings in different situations. As children interact witheach other in play, they make lists, take orders, label and leave notes to convey what has occurred during theirplay.




Childspontaneously�“writes�” in variousways.

IV.B.1.Childindependentlyuses letters orsymbols to makewords or parts ofwords.

The child:�“writes�” linear scribbles or shapesand identifies it as writing (�“Lookwhat I wrote.�” or �“What did Iwrite?�”).labels a picture with shapes whichare letter like in form.writes spontaneous letters theyknow, such as in their names.engages in �“write the room,�”copying letters from posters,charts, letter walls, books, etc.found around the room.takes a survey of the class for theQuestion of the Day, such as �“Doyou have a pet?�”

The teacher:engages child to notice howletters are made by talking aboutthe features of letters as hewrites them.encourages child to connectmeaning to her drawing by askingwhat she wrote.provides opportunities for childto use magnetic or plastic letters,or alphabet stamps to create herown names.provides journals, regularopportunities, and access forchild to write in his journal.has an author�’s chair toencourage child to �“read�” fromher journal.provides child word cards withpictures on which he can matchletters.

Child records ownname in whatevermanner she is able.

IV.B. 2.Child writes ownname (first nameor frequentnickname), notnecessarily withfull correctspelling or wellformed letters.

The child:writes his first name from memoryon center waiting lists and artwork.labels a building in theconstruction center using hername.signs a thank you note written tothe firemen for bringing the fireengine to school.

The teacher:provides sign in sheets on whichchild can print his name.creates graphs using questions orprompts for child to respond toby writing her name under theappropriate heading, such as,�“Which is your favorite kind of icecream? Vanilla, chocolate, orstrawberry?�” �“How are youfeeling today? Happy, sad.�”has child sign her name on artwork, graphs, letters, lists, dailynews.

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C. Forms Letters SkillsWhen given opportunities and meaningful situations, children move through the stages from scribbles to conveymeaning, to letter like shapes, with perhaps some conventional letters.By around 48Months of Age



Child �“writes�” uponrequest.

IV.C.1.Childindependentlywrites someletters on request(not necessarilywell formed).

The child:writes his name with letters, maynot be well formed and could misssome letters.copies letters from food labels.copies letters on the �“gel�” bag(baggie filled with hair gel).writes about favorite part ofvisiting the zoo.makes a birthday wish list.labels building in the constructioncenter as a police station.

The teacher:models formation of letters andprovides opportunities for childto write on blank unlined paper.has child write the letters forinitial sounds heard in wordingwritten on charts, lists, dailynews, etc.talks about the features of lettersas she writes them in front of thechild.provides a variety of materials topractice writing, such as sand,shaving cream, and finger paint.provides materials in all playareas for child to write on.creates a class newsletter havingchild dictate stories and ideas,contribute drawings and writings,and make headings or captions.

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IV. EMERGENT LITERACY �– WRITING DOMAIN

D. Concepts about Print Skills

Just as children learn to talk by talking, children learn concepts about print through interacting with print. Tochildren, it may appear that writing is simply talk that has been written down. However, there are rules thatapply to writing that do not apply to speaking. These specific rules that govern how to record thoughts in writingmust be learned so children can become more proficient at conveying their thoughts and actions.




Child notices printand realizes thatprint is what is readrather than thepicture.

IV.D.1.Child uses someappropriatewritingconventions whenwriting or givingdictation.

The child: scribbles a list starting at the

top of the page. dictates a story and, when

finished, says, �“the end.�” participates in writing a letter

to a character in a story andmaking a suggestion based onwhat has happened in thestory.

writes his first name. shows interest in writing her

last name. scribbles and/or writes

starting on the left side ofpaper and progresses to theright.

scribbles or writes more orless in a horizontal line.

The teacher: models concepts about print

and �“thinks out loud�” as hewrites in front of the child(top left starting place,moving left to right, leaving aspace between words, returnsweep, top to bottom,punctuation mark).

writes thank you letters withchild to the appropriatepeople after field trips orspecial events.

prompts child to tell or retellstories with a beginning,middle, and end when takingdictation.

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V. MATHEMATICS DOMAIN

Prekindergarten children�’s mathematical understandings are built on informal knowledge about quantity thatthey develop even before any instruction. Young children know immediately if someone gets more cookies thanthey do. They like telling their age, such as by holding up four fingers to tell an adult how old they are. Childrentypically use quantity during play to know who scored a goal. Teachers can use this early interest incommunicating math related ideas to foster greater mathematical competencies in the preschool environment.Teachers can plan rich environments and offer sequenced opportunities for preschool children to explore mathskills. Effectively supporting early mathematical competencies requires creative use of instructional tools,including play, drawing, and computer technology.

The core of any early education mathematics curriculum should focus on developing young children�’s ability toproblem solve �– developing their capacity to ask thoughtful questions, to recognize problems in theirenvironment, and to use mathematical reasoning with familiar materials in the classroom. Teachers mustrecognize that early math instruction is not limited to a specific period or time of day in preschool. Instead it is anatural part of any quality preschool learning environment. Teachers enhance children�’s mathematics learningwhen they ask questions that provoke clarification, extension, and development of new understanding. Forexample, as children build with blocks, their teacher can introduce such concepts as higher, lower, in front of,behind, larger, and smaller. During an art project, such as putting buttons on an outline of a person, the teachermight say the person needs five buttons on his shirt. One child may place two buttons and a second child putson three. During shared reading activities, the teacher might ask, �“How many birds do you see on this page?�”

Accumulated research evidence indicates that preschoolers are ready to receive instruction that builds on a richset of informal mathematical skills. Teachers should be sensitive to what is known about individual learner'sdevelopmental status and skills. For example, some children may not be ready for oral communication of somemathematical ideas due to delayed speech. Other children may show difficulties with fine motor coordinationskills needed to work effectively with manipulatives. Speech delayed children may be able to learn and expressmathematical ideas in ways that reduce demands on oral vocabulary, such as by using concrete materials. Theseoutcomes are provided to help foster a quality mathematics curriculum for preschool children in Texas. TheTexas Prekindergarten Guidelines are divided into these skill areas: counting, math symbols, adding and takingaway, geometry, measurement, and classification and patterns.

Due to the high use of language for math instruction, teachers should exhibit patience and accommodation forgreater wait time for responses from ELL children. These children often will acquire math vocabulary in both thehome language and in English. For this reason, it may be beneficial for children who are learning English to learnnew concepts and vocabulary in their home language with math practice conducted in both the children�’s homelanguage and English.

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A. Counting Skills

Prekindergarten aged children show basic counting readiness and counting by using nonverbal and verbalmeans.




Child identifiesobjects.

V.A.1.Child knows thatobjects, or partsof an object, canbe counted.

The child: places objects to be counted

in a row and begins counting. says that the number of polka

dots in a picture can becounted.

The teacher: models objects that can be

counted, such as items insideor outside in nature.

uses puppet narrative toexplain when items should becounted, such as in The ThreeLittle Pigs, saying, �“Let�’s countthe pigs.�”

models when to count todetermine if there are enoughmaterials for an activity.

Child recitesnumber words inorder up to 10.

V.A.2.Child uses wordsto rote countfrom 1 to 30.

The child: recites number words in order

up to 30. recites number words in order

by starting from a numberother than �“1�”.

The teacher: models counting out loud by

starting with the number 1. models counting out loud by

starting with a number otherthan 1.

incorporates counting intoeveryday activities, such ascounting songs and physicalactivities.

Child counts up to 4objects with onecount per item.

V.A.3.Child counts 1 10items, with onecount per item.

The child: moves, touches, and/or points

to each object while counting,using one to onecorrespondence (one countper item).

knows that each fingerrepresents one count (2fingers represent two counts;3 fingers represent threecounts, etc.).

The teacher: provides a variety of objects

that can be used for counting. questions child�’s

understanding of quantity byasking, �“How many do youhave?�”

uses a puppet to modelcorrect counting of individualobjects.

Child identifiesitems that can becounted.

V.A.4.Childdemonstratesthat the order ofthe countingsequence isalways the same,regardless of what

The child: demonstrates the counting

sequence when counting doesnot change (When counting aset of 3 bears, counts 1,2,3�….Then when counting 3monkeys, counts 1,2,3�…).

counts leaves on the ground,

The teacher: provides a variety of objects

(cubes, bears, shapes, etc.)and teaches that the countingsequence remains the same.

uses puppets to demonstratethat counting always proceedsin the same sequence.

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is counted. number of grapes on a tray, ornumber of children in librarycenter.

demonstrates countingsequence using puppets.

sings a counting song withoutsupport, for example, �“1 little,2 little, 3 little children.�”

provides tools to help childorganize number sets such asegg cartons cut to hold aspecific number of eggs ( a 4egg carton holding 4 plasticeggs).

models counting songsthroughout the day.

Child counts up to 4items, anddemonstratesunderstanding thatthe last countindicates how manyitems werecounted.

V.A.5.Child counts up to10 items, anddemonstratesthat the last countindicates howmany items werecounted.

The child: counts 8 plastic cows and

says, �“I have 8 cows.�” counts the number of children

in a center and says, �“Three ofmy friends are here.�”

counts the number of balls onthe playground.

counts children eating applesduring snack.

counts fingers and says �“Ihave 5 fingers.�”

The teacher: questions children while they

count (asks, �“Ian, how manydo you have now?�” or �“Howmany apples are there?�”).

uses a puppet to modelcounting children in a smallgroup.

asks children to repeat andemphasize the last numbersaid when counting.

plays games in which childrendemonstrate that the lastcount indicates the number inthe game.

provides opportunities forchildren to count and statethe last number.

Child begins tounderstand thatitems can becounted.

V.A.6.Childdemonstratesunderstandingthat whencounting, theitems can bechosen in anyorder.

The child: counts 2�–10 objects in

different orders (left to right;right to left; top to bottom;bottom to top; etc).

counts objects that wereplaced in a container anddumped to form a set ofrandomly placed items on thetable.

counts the same pile of itemson a table in more than oneorder.

The teacher: models counting of objects in

different orders by using apuppet (puppet startscounting from right to leftthen counts left to right, etc.).

encourages children to countobjects (such as bears orbuttons) in differentarrangements (vertically,horizontally, straight).

provides opportunities to playgames such as bean bag toss,popcorn, etc. during whichtossed objects are to becounted.

models counting strategies(moving the object after it iscounted, placing objects inseveral rows, etc.) to showthat items can be counted indifferent order.

shows children that acollection of objects can belined up in a row and then

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counted.Child demonstratesproper use of theword �“first.�”

V.A.7.Child uses theverbal ordinalterms.

The child: uses ordinal numbers (first,

second, third, fourth, fifth) tocount objects.

tells a friend, �“You�’re first inline. I�’m second. John isfourth.�”

identifies in games who was infirst place, second place, etc.

uses ordinal numbers todescribe the order of whathappened in a short story,including the �“next�” and �“last�”event in the story.

uses ordinal terms to describesequence of daily activities(describes daily schedule).

points to card when asked,�“Which card is fourth?�” ;�“Which card is fifth?�”

The teacher: demonstrates and uses the

verbal ordinal terms usingvaried contexts, such asgames, standing in line, etc.

emphasizes who is first place,etc., in a game.

reads stories to children thatprovide a clear sequence ofevents (such as The ThreeBears), using questions toengage the children insummarizing the story (�“Whathappened first?�” ; �“Whathappened second?�”).

models opportunities to useordinal terms throughout theday such as lining up, sitting atthe lunch table, etc.

Child verballyidentifies withoutcounting thenumber of objectsfrom 1 to 3.

V.A.8.Child verballyidentifies, withoutcounting, thenumber of objectsfrom 1 to 5.

The child: looks at a set of 1 5 objects

and quickly says the numberof objects without counting(looks at 3 red cubes on thetable and says three withoutcounting).

looks at two separate groupsof objects without countingand says which group hasmore, less, or equal numbers.

uses the words �“equal�”,�“more�”, �“less�”, or �“fewer�” todescribe sets of up to 5objects.

says the number of dots onone side of a domino whenshown quickly.

looks at a page in a story andsays the number of dots,animals, or objects on thepage.

points to 4 blocks and says,�“There are 4 blocks�” withoutcounting.

The teacher: provides games that involve

rapid responses to small setsof objects, such as using cardswith 1 5 dots to play �“GoFish�”.

shows, briefly, a set of cubes,and has the children say thenumber represented.

shows, briefly, half of adomino and has the childrendecide what number isshown.

provides opportunities tocompare sets of up to 5objects.

asks, �“Which set has more?Which set has less?�” whenshowing 2 sets of objects.

provides a set of objects andhas the children make a setwith the same number, or 1more or 1 less.

provides 2 groups of cubesand asks, �“How many cubesare in each group?�” Then, �“Dothese have the same numberin each set?�”

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Child recognizesone digit numerals1 4.

V.A.9.Child recognizesone digitnumerals, 0 9.

The child: says the number name for

numerals from 0 to 9 that arewritten on paper, cards, gamepieces.

hop scotches the number oftimes indicated by a writtennumeral.

separates cards that haveprinted numerals from othercards with printed letters.

plays games to find �“hidden�”numerals in the classroom,such as �“I Spy.�”

The teacher: tells children the difference

between letters andnumerals.

provides opportunities to playgames that use numeralcards, numbered pieces, ordice with numerals 0 9.

engages children in lookingthrough print items to locatenumerals 0 9.

B. Adding To/Taking Away Skills

Prekindergarten children use informal and formal strategies to make a collection larger or smaller. This includesteacher showing (modeling) children a mathematical behavior and asking the children to do the same.




Child understandsthat adding one ormore concreteobjects to a set willincrease the numberof objects in the set.

V.B.1.Child usesconcrete modelsor makes a verbalword problem foradding up to 5objects.

The child: creates verbal word problems

(tells a story) involving adding. shows 1 finger, then adds 3

more. shows joining (adds) 1 more

cube to a set (up to 5). plays number games like

�“Chutes and Ladders.�” says how they used adding

one more object to solve aproblem.

The teacher: models simple word problems

such as, �“There is 1 bear in acave. If 2 more bears walk inthe cave, how many bears arein the cave altogether?�”

uses fingers to show childrenhow to put together anaddition problem (holds up 2fingers and adds 1 morefinger to show 3).

sets up a row of objects andasks child to devise a storyusing the objects.

models addition using a set ofobjects (e.g., uses counters toput together an additionproblem shows 2 countersand adds 1 more counter toshow 3).

plays board games withchildren during center time.

Child understandsthat taking away oneor more objects froma set will decreasethe number ofobjects in the set.

V.B.2.Child usesconcrete modelsor makes a verbalword problem forsubtracting 1 5

The child: creates verbal word problems

involving subtraction. shows 4 fingers, then takes

away 1 finger to show 3 areleft.

The teacher: models simple word

problems, such as, �“If I have 4cars and I take 2 away, howmany will I have left?�”

uses fingers to show children

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objects from aset.

removes objects from a setand says what is left.

plays number games thatshow taking away.

says how they usedsubtraction to take away froma set of objects.

how to take away for asubtraction problem (holds up3 fingers and then takes away1 to show 2 are left).

models subtraction using a setof counters (teacher shows 4counters and takes away 2 toshow 2 are left.)

Child identifies twogroups of objectsplaced side by sideas being equal ornon equal.

V.B.3.Child usesinformalstrategies to shareor divide up to 10items equally.

The child: uses informal strategies to

produce divvy up fair sharingopportunities (takes away 1item at a time to distributeequally among 2 friends).

trades several small items orsets for a larger one (4 smallTootsie Rolls that appearequal to 1 long Tootsie Roll).

demonstrates sharing up to10 items with a friend.

uses language associated withfair sharing �“one for me,�”�“one for you.�”

acts out literature that showssharing items.

The teacher: demonstrates fair sharing

between 2 children by dividing1 long Tootsie Roll intosmaller pieces.

models and observes childrenusing fair share strategy (thechild is given a set of objectsand is told to share. The childdivides the set saying, �“onefor you, one for me�” in orderto fair share.).

uses literature that includesstories about children sharingitems.

has a child �“helper�” provideeach child in the class acertain number of buttons,such as for a class art project.

encourages children to shareitems when shown a set ofobjects.

encourages children to sharea set of hidden objectscovered with a piece of paper.The child then takes theobjects one at a time andshares them with a friend.

demonstrates how to divideinto equal parts by taking acontainer of popcorn anddividing the popcorn intosmaller containers.

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C. Geometry and Spatial Sense Skills

Prekindergarten children recognize, describe, and name attributes of shapes.




Child recognizescommon shapes.

V.C.1.Child namescommon shapes.

The child: identifies shapes using her

sense of touch whenblindfolded (�“This shape has 4sides. It�’s a square.�”).

identifies common shapes,such as circle, square,rectangle, triangle, andrhombus.

knows the number of sides forshapes, such as square,rectangle, triangle, andrhombus.

describes attributes of shapesusing his own language.

uses mathematical vocabularyto describe shape pictures(�“This triangle has 3 sides and3 corners.�”).

identifies common solidsinformally as balls, boxes,cans, and cones, then possiblyusing more formal language,sphere, cubes, cones.

The teacher: teaches names of common

shapes (circle, square,triangle, rectangle) whenshowing pictures or in theclassroom environment. Also,these basic shapes could betaught as formal or everydaydescriptors for rhombus(diamond) or ellipse (oval).

uses hiding games orscavenger hunts for childrento locate shapes.

uses common objects tomodel shapes, such as, paperplates, placemats, clocks, etc.,in dramatic play center.

provides opportunities forchildren to identify shapesboth provided among variousshapes on a table, andidentified in real life settings(playground, etc).

encourages children to usethe attributes of shapes todescribe artwork (�“My car hasa door with 4 sides.�”).

Child manipulatesshapes using fineand gross motorskills.

V.C.2.Child createsshapes.

The child: puts together shapes to make

real world objects and othershapes (using a square and atriangle to make a house).

breaks apart shapes to makereal world objects and othershapes (cutting a housepicture into a triangle and asquare).

creates new shapes by puttingtogether 2 or more shapes tomake a new shape (2 trianglestogether make a square).

uses mathematical vocabularyto describe shapes pictures

The teacher: provides shapes

(manipulatives orconstruction paper) thatchildren can combine (atriangle and a square make ahouse).

provides materials to makeshapes such as play doughand toothpicks.

models a variety of solids tomanipulate (play dough andtoothpicks, using the playdough to identify the cornersand the toothpicks to identifythe sides).

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(�“This house has 4 sides and 4corners.�”).

puts together or breaks apartsolids to make real worldobjects and other solids (asphere and a cone make anice cream cone).

creates shapes by using puzzlepieces.

models appropriate languageto describe shapes (�“Thissquare has 4 sides and 4corners.�”).

encourages children to useappropriate mathematicallanguage to describe shapes.

provides a variety of solids tomanipulate.

takes children outside toidentify solids in nature (seedsas spheres).

Child begins to uselanguage todescribe location ofobjects.

V.C.3.Childdemonstrates useof location words(such as �“over�”,�“under�”, �“above�”,�“on�”, �“beside�”,�“next to�”,�“between�”, �“infront of�”, �“near�”,�“far�”, etc.).

The child:

uses �“near�” and �“far�” todescribe play on theplayground and in theclassroom.

follows directions (places astuffed animal �“on�”,�“around�”, or �“under�” a chair).

follows directions whenplaying games like �“Follow theLeader.�”

tells a friend where to find thewriting paper in the writingcenter (�“The paper is in frontof the markers.�”).

acts out stories, poems, andnursery rhymes usingpositional words.

The teacher: models positional words using

a puppet (puppet places asmall object on a child�’sknee).

sings songs about positionalwords (�“Hokey Pokey�”).

provides games and/oractivities that involve placingobjects in certain locations (achair and a teddy bear).

plays games like �“Follow theLeader�” with the children.

encourages children to usepositional words to describewhere things are in theclassroom.

reads stories and identifiespositions of characters andobjects.

Child moves objectsduring informalplay.

V.C.4.Child slides, flips,and turns shapesto demonstratethat the shapesremain the same.

The child: recognizes that a shape stays

the same across variousorientations (sliding, flippingor turning a geoblock shapeon a table).

slides a triangle from oneplace to another and says thatthe triangle is the same(�“Look, my triangle is thesame here and here.�”)

turns over a shape (flips) toshow that it is the same (turnsover a square and says, �“Thisis a still a square.�”).

turns a triangle geoblockclockwise or counterclockwiseand says that the triangle isthe same shape.

The teacher: points out placement of

objects found in classroomand nature.

models sliding, flipping, androtating to show that theshape remains the same.

engages children to makeshapes with hands or legs (2children sit down and join feetto make a square on thefloor).

engages children in gamesthat involve moving shapes(children move their ownshape game piece around agame board).

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D. Measurement Skills

Prekindergarten children verbally describe or demonstrate attributes of persons or objects, such as length, area,capacity, or weight.




Child understandsthat lengths ofobjects can varyand be compared.

V.D.1.Child recognizesand comparesheights or lengthsof people orobjects.

The child: tells who is taller when

comparing the height of 2 ormore friends.

places 2�–10 objects fromshortest to tallest or tallest toshortest on the table.

uses measurement words thatcan describe height (�“taller�”,�“shorter�”, �“longer�”,�“smaller�”).

draws 2 10 objects or peopleof varying heights or lengths(draws her family and has ataller person as Mom and ashorter figure as herself).

uses building blocks to showthat 1 long block can be madeup of 2 or more smallerblocks.

The teacher: compares the height of

children by measuring eachchild on a height chart in theclassroom.

uses measurement vocabularyfor height (�“Children, who istaller Bob or Susie?�”).

encourages children to drawobjects and people varying inheight or length (�“Today, boysand girls in the art center,paint a picture of yourfamily.�”).

models that 1 long block canbe made up of 2 or moresmaller blocks.

uses non standard units ofmeasure including everydayobjects to measure length(links, paperclips, inch worms,etc.).

Child begins torecognize howmuch can be placedwithin an object.

V.D.2.Child recognizeshow much can beplaced within anobject.

The child: compares the amount of

space occupied by objects(places a small block on top ofa longer block to determinewhich occupies more space).

demonstrates capacity usingsand and water (at the sandand water table fillscontainers with sand orwater).

compares capacity ofcontainers by size (fills 2 ormore different sizedcontainers �– cup, quart, etc. �–places them from the largestto the smallest or the smallestto the largest).

The teacher: asks children to place smaller

cups into larger ones. encourages children to

predict how many buckets ofwater are needed to fill thefish tank.

guides and questions childrenusing sand and water todetermine which containershold more or less (�“Which ofthese holds the most sand?�”�“Which of these holds theleast sand?�” �“How do youknow?�” �“Show me how youcan compare these twocontainers to see how muchthey hold?�”).

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arranges tea cups in thedramatic play center fromsmallest to largest or largestto smallest.

Child understandsthat weights ofobjects can varyand be compared.

V.D.3.Child informallyrecognizes andcompares weightsof objects orpeople.

The child: uses a rocker balance or see

saw scale to determine heavyand light objects or objects ofequal weight.

uses hands to compare weightof objects (holds pumpkins ofvarious sizes and says which isheavier or lighter).

describes which weighs moreusing mathematical terms(heavy, light, more than, etc.).

compares weight of self withweight of other objects, suchas dolls, stuffed animals, etc.(�“I am heavier than my doll.�”).

The teacher: models using a balance scale

to compare items (places 2bears in 1 bucket and ahandful of cotton balls, asks�“Which weighs more?�” andrecords the children�’sanswers.).

provides children objects ofdiffering weights to compareand asks, �“Which weighsless?�” �“Which weighs more?�”and records answers oncharts.

models using comparisonwords like heavier, lighter,more than, etc.

encourages children toexplain which items areheavier or lighter (�“Which islighter, this feather or yourtoy car?�” �“How do youknow?�”).

Child showsawareness of thepassage of time.

V.D.4.Child useslanguage todescribe conceptsassociated withthe passing oftime.

The child: describes the daily schedule

by telling what happens nextin the day.

talks with friends about whathappened yesterday, what ishappening today, and whatmight happen tomorrow.

associates time language todescribe events of the day (�“inthe morning�”; �“after snack�”;�“tomorrow�”; and�“yesterday�”).

uses the terms �“faster andslower�” to describe time ormotion.

The teacher: engages children in �“daily

news�” dialogue and recordstoday�’s, tomorrow�’s, oryesterday�’s events.

discusses daily schedule usingterms like �“before lunch wewill �…�”; �“after recess today wewill have a visitor;�” etc.

encourages children to makea class book aboutexperiences that happened inthe past.

encourages play thatdemonstrates faster andslower, such as races atrecess.

engages children in activitiesthat can be used to directlycompare how long eventsoccur (�“How long does it taketo listen to a song on a CD?�”�“How long does it take to eatmy snack?�”).

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E. Classification and Patterns Skills

Prekindergarten children sort and classify objects using one or more attributes. They begin to use attributes ofobjects to duplicate and create patterns. (Typically referred to as algebraic thinking such as described in NCTMfocal points.) With formal instruction, they will participate in creating and using real/pictorial graphs.




Examples of InstructionalStrategies

Child sorts objectsthat are the sameand different.

V.E.1.Child sorts objects that arethe same and differentinto groups and useslanguage to describe howthe groups are similar anddifferent.

The child: puts all the cars in a

box and all the trucksin a different box andsays why.

organizes objects witha common attribute(all the tigers in a pileand all the giraffes inanother pile and sayswhy).

organizes blocks in theconstruction centeraccording to shapeand size and explainssame and different.

sorts a variety ofobjects (fruits andvegetables; vehicles;animals; etc.) and tellswhy.

sorts objects intogroups and explainsbases of grouping.

The teacher: models and discusses

attributes of objects (size,colors, types, etc.).

asks child to sort a variety ofmaterials for classification(bears, shapes, buttons,vehicles, toys, etc.) andrecords their classificationdecisions.

models sorting and labelinggroups of materials (sortsand labels the red and bluefruits).

prompts children to describewhy materials are sorted intospecific groups (�“Why did youput all these together?�”�“Why did you put thesehere?�” �“How are these thesame or different?�”).

asks children to describe whymaterials are sorted intogroups (�“Why did you put allthese together?�” �“Why didyou put these here?�” �“Howare these the same ordifferent?�”).

uses cleanup activities to sortwhere center items are to beplaced.

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Child recognizesthat data can beorganized into agraphicrepresentation.

V.E.2.Child collects data andorganizes it in a graphicrepresentation.

The child: places concrete

objects or picturerepresentations on afloor graph (uses anapple or orange toshow his favoritefruit).

answers question ofthe week (�“Do youhave a cat?�”) andplaces a check on theyes or no graph .

compares data ongraphs or charts (e.g.,talks about the classmade graph showinghow children get toschool �– walk, car,bus, vans �– �“Look Juanwalks to school. Seehis name is here.�”).

uses mathematicallanguage to describedata (more, less,same, longer, shorter,etc.).

The teacher: models and discusses the

information collected (�“Whowore the same shoes toschool today?�”).

encourages comparing;records information (recordschild saying, �“Our class eatsmore fruits than vegetables!�”etc.).

models and discusses theinformation collected oncharts and graphs (�“Whichflavor of ice cream do mostof you like?�”).

Child begins torecognize patterns.

V.E.3.Child recognizes andcreates patterns.

The child:

identifies repeatingpatterns in nature.

recognizes andcreates patterns inclothing, carpeting, orother patterns in theclassroom (polka dots,squares on carpet).

contributes picturesfor the pattern classbook (cuts outpictures for thepattern class book).

uses differentmaterials (buttons,beads, color cubes) tocreate patternnecklaces (2 buttons,2 beads, 2 buttons, 2beads).

recognizes repeatingpatterns in apredictable book andsays the next line

The teacher: creates pattern sounds and

physical movement for thechildren to imitate (clap,stomp, clap, stomp�…).

uses beads and/or otherobjects to demonstratepatterns and asks children todescribe the pattern.

models and allows childrento create repeated patternswith the children(interlocking cubes makeA,B,A,B and AA,BB,AA,BB andABC,ABC patterns).

reads literature to childrenthat contains obviousrepetitive patterns.

asks children to describe apattern using manipulatives(a tower made of alternatingyellow and red cubes can bepresented with questions toprompt children to describethe repeating color pattern.)

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before turning thepage.

creates a repeatedpattern using differentcolor blocks.

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VI. SCIENCE DOMAIN

A. Physical Science Skills

Prekindergarten children learn to explore properties of materials, positions, and motion of objects throughinvestigations which allow them to notice the attributes of each of these. These explorations continue aschildren use attributes to classify and sort objects, make observations and predictions, problem solve, compare,and question. Children learn about sources of energy by investigating and discussing light, heat, electricity, andmagnetism.


Examples of Child Behaviors Examples of Instructional Strategies

VI.A.1.Child describes,observes, andinvestigatesproperties andcharacteristics ofcommon objects.

The child: uses senses to explore and sensory

language to describe properties ofnatural and human made materials(wood, cotton, fur, wool, stone,magnetic, leather, plastic, Styrofoam,paper) to learn their characteristics andcapabilities.

examines and describes the texture ofmaterials (salt, flour, and sugar duringcooking projects; roller, sponges, andfeathers when painting using varioustools; surfaces of foil, freezer paper, andsandpaper).

sorts, groups, or classifies objects inmeaningful ways based on one or moreproperties (hard/soft or heavy/light;materials that are made of �– wood,plastic, rock, color).

predicts whether materials will sink orfloat; investigates the hypothesis anddraws conclusions based on priorexperiences.

describes and compares the effectsmagnets have on other objects (attractto some things but not to others).

The teacher: models describing a variety of materials

using properties to discuss similaritiesand differences

asks children to describe a variety ofnatural and human made materials usingtheir sense of touch, smell, sound.

engages children in comparing andexploring how objects or materialsrespond when they come in contact withother things, such as being placed inwater, set on an incline, or dropped on atable.

prompts children to observe anddescribe changes in nature (ice meltingon a windowsill, water freezing in thefreezer, steam rising from a kettle).

VI.A.2.Child investigatesand describesposition andmotion of objects.

The child: observes, measures, describes, and

demonstrates the various ways objectscan move (straight, zigzag, round andround, fast, slow).

investigates and states conclusions aftermoving a variety of toy vehicles ondifferent surfaces.

The teacher: encourages children to explore motion

both inside and outside of the classroom(cars on ramps, wagons to be pushed orpulled).

plays games that use motion and/orsound (�“Follow the Leader�”).

provides a variety of materials formaking sounds.

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VI.A.3.Child uses simplemeasuring devicesto learn aboutobjects.

The child: investigates and discusses the mass of a

variety of items (rocks, feathers, metalchain, etc.) using a balance or scale;categorizes weighted objects(heavy/light); and length of objects(long/short).

measures volume of water, sand, etc.using non standard measures (4 cups tofill 1 small bucket).

measures length using non standardunits.

observes and describes temperature ofmaterials, including outdoor airtemperature (colder/warmer/hotter).

The teacher: models and discusses the mass of a

variety of materials using a scale orbalance.

models and records findings whenmaking mass comparisons.

provides opportunities and a variety ofmaterials to explore weight, length, andvolume.

VI.A.4.Child investigatesand describessources of energyincluding light,heat, andelectricity.

The child: describes sources of heat and light (sun,

wind, water as energy sources) and thesafety issues associated with these.

identifies toys that need batteries andequipment in the home that needselectricity to function.

The teacher: models appropriate vocabulary for

sources of energy such as �“on/off�” forlight (electricity).

discusses and models safety issuesassociated with heat and electricity.

models and discusses how to investigatethe children�’s predictions.

B. Life Sciences Skills

Prekindergarten children are naturally curious about the characteristics of organisms. Children understanddifferences in living and non living things.



VI.B.1.Child identifies anddescribes thecharacteristics oforganisms.

The child: describes color, size, and shape of

organisms. describes animals�’ needs for food,

water, air, and shelter or plants�’needs for water, nutrients, air, andlight.

compares differences and similaritiesof animals (fish live in water, dogs andcats have fur, all birds have feathers).

uses the tools of science (hand lensand measurement tools) to observeand discuss plants and animals.

The teacher: models and provides opportunities

(comparing flowers, insects, andanimals) and tools (hand lens) forchildren to make comparisons ofliving characteristics and non livingcharacteristics.

discusses and provides organisms forobservations of animal habitats,movements, and characteristics (ants,pill bugs, earthworms, mealworms,and caterpillars).

VI.B.2.Child describes life cyclesof organisms.

The child: plants seeds, then observes,

discusses, and records plant growth. observes, records, and discusses the

stage of the life cycle of an organism(baby, dog, cat, and chicken).

The teacher: models and provides opportunities

for children to plan investigations oflife cycles (plans a classroom orplayground garden for observingseeds growing).

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describes characteristics anddifferences between living and nonliving.

observes and discusses humangrowth (growth charts at thebeginning of the year and again at theend of year).

models and provides opportunities torecord observation findings whenobserving life cycles.

provides discussion opportunities tocompare life cycles including pets(human life with a dog�’s life).

provides opportunities anddiscussions for children to observehuman growth (children bring in babypictures and compare what they looklike now to the pictures).

VI.B.3.Child recognizes,observes, and discussesthe relationship oforganisms to theirenvironments.

The child: discusses how animals and humans

depend on plants (birds eat seeds,cows eat grass, humans eatvegetables).

observes, discusses, and records livingorganism (spiders, insects, worms,snails, birds) in their naturalenvironments to learn about theirhabits.

observes, discusses, and recordsseasonal changes in theneighborhood trees and organisms(watches for birds in the spring asthey collect nesting materials).

discusses how seasons affect his dailylife (clothes he wears or activities heplays).

describes and explains animalbehaviors (a bird building a nest).

The teacher: models and assists children with

creating schedules for the care of liveanimals/plants (discusses in smallgroups what you might need to havefish or a rabbit in the classroom).

provides a habitat for children toobserve, discuss, and recordcreatures in their naturalenvironment (fish in an aquarium, aworm or butterfly house indoors, antfarm, terrarium for snails/hermitcrab, a bird or butterfly gardenoutdoors).

provides outdoor experiences forobserving, exploring and discussinganimals in their natural habitats (abird nest in a bush, butterfly garden, arotting log, or a pond).

C. Earth and Space Science Skills

Prekindergarten children are enthusiastic learners about earth and space. They are intrigued by their localenvironment. Discovering their place in the world is exciting and fun for them.



VI.C.1.Child identifies,compares, discussesearth materials, and theirproperties and uses.

The child: observes, discusses, and compares

earth materials (rocks, soil, and sand)using hand lenses, sieves, water, andbalances.

identifies the importance of soil,sunlight, air, and water to plantgrowth.

discusses and explains ways earthmaterials are used for buildinghouses, road construction, anddecorative purposes (the uses of

The teacher: engages children in examining,

comparing, and discussing rocks, soil,water, and sand using tools such ashand lenses, sieves, and balances.

provides outdoor experiences forchildren to observe, explore, anddiscuss how rocks and other naturalmaterials are used by humans (soil inflower beds, rocks for construction).

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rocks).VI.C.2.Child identifies, observes,and discusses objects inthe sky.

The child: observes and discusses characteristics

of clouds and makes representations(finger painting the clouds in the sky).

asks questions and/or makescomments about the sun, stars, andmoon.

investigates what happens to thingsexposed to the sun (children getwarmer; colors are created when aprism hangs in a window).

The teacher: engages in discussions about

observing various objects in the sky(clouds and their shapes; the positionof the sun during recess time).

discusses the night sky and comparesthe objects with the day sky.

VI.C.3.Child observes anddescribes what happensduring changes in theearth and sky.

The child: observes and describes how different

items (rock, metal) respond to thewarmth of the sun outside on a sunnyday or a cold/cloudy day.

explains what happens after aweather event (erosion after a rainstorm; movements of leaves after awind storm).

observes, records, and predicts dailyweather changes (weather charts).

investigates with objects to observewhat happens during a windy day(flying a kite).

observes shadows and describes therelationship between the shadow anda light source (sun, flashlight, lamp).

investigates and draws conclusionsabout shadows.

observes seasonal changes.

The teacher: discusses weather and changes in the

weather; includes discussions aboutwhat to wear when the weatherchanges (rain, sleet, snow, sun,seasonal changes).

provides opportunities forobservations and discussionsfollowing a weather event.

engages children in investigating withobjects during a windy day (flying akite).

asks questions to predict whathappens when things are exposed tothe sun.

provides opportunities, materials, anddiscusses when you see your shadowand why (inside with a flashlight oroutside with the sun).

V1.C.4Child demonstrates theimportance of caring forour environment and ourplanet.

The child: discusses �“green�” practices (water

conservation, clean air, recycling, etc.) engages in conservation or recycling

projects (not using as many papertowels, using both sides of the paper).

goes on a �“trash hunt�” to clean theschool yard.

The teacher: engages in discussions about water

conservation (during hand washing,teeth brushing, etc).

discusses the school�’s or community�’srecycling program and encouragesfamilies to practice recycling.

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D. Personal Safety and Health Skills

Prekindergarten children demonstrate an understanding of health and safety issues as it relates to their dailyroutines and activities. Children learn to make healthy choices in nutrition and understand the importance ofwell being through exercise and rest.



VI.D.1.Child practices goodhabits of personal safety.

The child: follows/uses safety procedures while

using common tools and materials(glue, scissors, rulers, pencils,hammers, wood, safety goggles).

dramatizes/demonstrates anunderstanding of fire safety andshelter in place procedures (stop,drop, roll; walking to an exit duringfire drills, etc).

describes pet safety and care.

The teacher: discusses and models safety

procedures in the classroom andduring outdoor time.

engages children in dramatizingsafety procedures (practices fire andemergency drills, practices holdingscissors correctly, shelter in place).

discusses pet ownership and safety(whenever possible provide aclassroom pet for children to helpwith caretaking responsibilities).

VI.D.2.Child practices goodhabits of personal healthand hygiene.

The child: coughs and sneezes into their elbows

(not cover their mouth with theirhands).

washes hands after using the toiletand before snack and lunch.

The teacher: discusses good habits of personal

health. models good habits of personal

health.

VI.D.3.Child identifies goodhabits of nutrition andexercise.

The child: identifies and discusses nutritious

healthy snacks. participates in preparing healthy

nutritious snacks. discusses the fact that some

substances are not good for the body. demonstrates an understanding that

foods can be grouped as �“go�” (goodto eat), �“slow�” (sometimes foods),and �“whoa�” foods (least healthy).

demonstrates and discusses the needfor exercise and rest to stay healthy.

The teacher: engages children in creating charts,

class made books, and collages ofhealthy and not so healthy foods.

models and provides healthy snacksand cooking experiences.

engages children in active play,games, and exercise.

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VII. SOCIAL STUDIES DOMAIN

Social studies concentrates on the nature of people and their world, the heritage of the past, and contemporaryliving and culture. Social studies is integral both to young children�’s lives and is of great interest to them. Drivenby a desire to know and achieve mastery over self and their environment, children are eager to gainunderstanding of the many aspects of their culture and environmental world, beginning with their family, thenmoving to the world around them. Through social studies, children begin to develop the self understanding thatwill serve as a foundation for learning about others and the world. Although, all aspects of education have thegoal of preparing children to become contributing members of society, social studies is particularly well suited tofoster the skills and attitudes necessary for participation in a democracy. Skills such as problem solving,decision making, and working independently, as well as with others in a classroom, prepare children to becomefully functioning citizens.

Prekindergarten children come from a variety of cultural and linguistic settings; therefore, their understandingof the world around them can be unique and very diverse. It is important to realize that children bring differentbackground knowledge to the classroom, and this will undoubtedly influence their understanding of someconcepts in the social studies domain. Therefore, it is important to incorporate and honor the child�’s home,community, and diversity in their understanding and world view.

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VII. SOCIAL STUDIES DOMAIN

A. People, Past and Present Skills

Prekindergarten children are aware of time and begin to organize their lives around it. Four year old childrenlearn to depend on events and routines that occur in a regular and predictable order. They begin to understandpast events and how these events relate to present and future activities, demonstrating evidence of theirgrowing understanding of time, change, and continuity.



VII.A.1.Child identifiessimilarities anddifferences incharacteristics ofpeople.

The child: draws, paints, or colors a body outline of

herself and adds colors for clothing, hair,and eyes that match her own.

shares that people speak differentlanguages by responding to the teacherwhile making a graph about differencesthey have observed (�“How many speakKorean?�” �“How many speak English?�”�“How many speak Spanish?�” �“How manyspeak two languages?�”).

talks about family members and how theyare different, such as some are taller orolder than others.

identifies similarities among people likeherself and classmates as well as amongpeople from other cultures.

Respects people from other cultures.

The teacher: incorporates cultural and ethnic activities

and materials into the curriculum on aneveryday basis through reading aloud orpretend play.

uses photographs and pictures to discusshow people are alike and different.

provides a culturally sensitive classroom(asks families to list celebrations theyobserve).

invites families to share familycelebrations with the class.

VII.A.2.Child identifiessimilarities anddifferences incharacteristics offamilies.

The child: role plays a variety of family members in

the pretend play center using words andactions.

during circle time, shares their familymembers�’ jobs.

looks at pictures or photographs aboutfamilies and makes comments such as, �“Ihave 2 sisters and you have 1.�”

The teacher: provides opportunities for play or dress up

like mom, sister, dad, etc. encourages children to bring photos of

their families and discusses with thechildren how families are alike anddifferent by making a chart.

encourages children�’s families to visit theclassroom and share their customs, music,and traditions.

VII.A.3.Child organizes theirlife around events,time, and routines.

The child: identifies common events and routines

(snack time, story time). categorizes time intervals using words

(today, tomorrow, next time). connects past events to current events

(linking yesterday�’s activity with what willhappen today).

The teacher: discusses daily routines and events with

children (posting a daily picture schedule). asks children to describe their day using

words like today, tomorrow, or next time. encourages children during morning

message to link yesterday�’s activities withwhat is happening today (�“Look, boys andgirls, it�’s cloudy today like yesterday.What do you think the weather will be liketoday?�”).

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B. Economic Skills

In prekindergarten, children learn about the world in their community. They explore the roles and relationshipsof consumers and producers, and become aware that people produce services as well as goods. Children learnthat their community benefits from many different people working in many different ways.



VII.B.1.Child demonstratesthat all peopleneed food,clothing, andshelter.

The child: looks at books of different kinds of

shelter and makes a journal entry of apicture of his shelter.

looks at books of different kinds of foodand makes a journal entry of pictures offoods she ate for dinner.

looks at books of different clothing andmakes a journal entry picture of theclothes he wore to school that day.

The teacher: discusses and questions, �“What types of

shelters do people live in?�” �”What doesshelter provide to us?�” recordinganswers on chart paper.

shows pictures and discusses foods thatoriginated from different cultures andasks the children if they have eatenthese foods.

reads a book during circle time aboutclothing and discusses why we needclothing.

VII.B. 2.Child participates inactivities to helpthem becomeaware of what itmeans to be aconsumer.

The child: participates in buying items found in the

store/restaurant in the pretend playcenter (�“I had enough money to buy 2apples, but not 3.�”).

shares experiences with the otherchildren detailing shopping experienceswith their family.

The teacher: provides appropriate materials (cash

register, receipt pad, plastic food items,hardware goods, etc.) to create a storeor restaurant.

records the shopping experiences onchart paper and displays for the childrento interact with later.

VII.B.3.Child discusses theroles andresponsibilities ofcommunityworkers.

The child: identifies school helpers

(principal/director, secretary, nurse,custodians, etc.) and explains how theyhelp the child or school.

pretends to be different school helpersduring play.

identifies community helpers (policeofficers, firefighters, paramedics, busdrivers, etc.)

pretends to be different communityhelpers during play.

participates in the creation of classbooks about school and communityhelpers.

The teacher: invites school�’s helpers to come in or

takes the class to visit them so thehelpers can tell the children about theirrole in the school.

Provides appropriate items for thechildren to pretend to be school helperssuch as broom, mop, phone, note pads,band aids, and cold pack.

invites community helpers to come in ortakes the class to visit them so thehelpers can tell the children about theirrole in the community.

assists the children in creating classbooks about school and communityhelpers.

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C. Geography SkillsPrekindergarten children begin to think about geography using location and direction. Children use direction to locatetheir relative position in space and to locate their home and school in their community.End ofPrekindergartenYear Outcomes


Vll.C.1.Child identifies andcreates commonfeatures in herimmediateenvironment.

The child: identifies common features in the home

and school environment (The library hasbooks. The playground has a swing.).

creates simple representations of home,school, or community (drawings or blockconstructions).

identifies common features of the locallandscape (houses, buildings, streets)

brings items representing familyheritage from home for show and tell.

The teacher: discusses common features in home

and school environment (�“What arethings that we have both at home andat school?�” The children respond withsinks, carpet, etc.).

questions children�’s creations of home,school, and community (asks children todescribe their block construction of theplayground.).

encourages children to build townsusing blocks to represent buildings,houses, etc.

discusses family heritages of students inclass, school, and community (providingtime for show and tell).

D. Citizenship Skills

The child begins to understand important customs, symbols, and celebrations that represent American beliefsand principles and contribute to our national identity.



VII.D.1.Child identifiesflags of the UnitedStates and Texas.

The child: identifies (by pointing) the United States

flag when asked. identifies (by pointing) the Texas flag

when asked. compares the similarities between the

United States flag and the Texas flag. discusses the differences between the

United States and the Texas flags.

The teacher: displays and identifies the United States

and the Texas flag. encourages the children to paint/draw

the United States flag and the Texas flagon plain paper, helps label withchildren�’s help and discusses thefeatures of the flags, labels and displaysthe flags.

reads aloud appropriate books on flagsand asks questions (�“Where do you seeflags?�” �“What colors do you see on theflags? �“What shapes do you see?�”).

encourages visitors to the classroomwho know about the flag [such asVFW(Veterans of Foreign Wars);representatives of communityorganizations] to discuss the importanceof the flag and its proper care.

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VII.D.2.Child recites thePledge of Allegianceto the United Statesflag and the stateflag and observes amoment of silence*.

The child: participates in daily Pledge of Allegiance

activities. discusses why the Pledge of Allegiance is

said. discusses places they have said the pledge

outside of school (ball games, assemblies,etc).

The teacher: models the Pledge of Allegiance with the

children, remembering to say the wordsslowly and clearly.

discusses the meaning of the Pledge ofAllegiance with a focus on that the pledgeshows love and loyalty to the country.

encourages visitors to the classroom whowill point out the importance of the flagsuch as VFW representatives.

makes a graph of the different places thechildren have said or heard the pledgerecited (classroom, ball games,assemblies, or TV events).

VII.D.3.The child engages invoting as a methodfor group decisionmaking.

The child: votes in classrooms decisions (playing

inside vs. playing outside; singing�“Twinkle, Twinkle Little Star�” vs. �“FiveLittle Monkeys�”).

reports to the group, times their familyhas participated in voting.

creates voting situations in dramatic playcenter (asks their friends to vote whetherthey want to play hospital or restaurant).

The teacher: models and provides situations for voting

(choosing a book for read aloud; where tohave playtime; which song for dancing).

sends a letter home to families to discusstheir voting participation. Have childrenreport to the class while teacher recordson chart paper (Child says, �”My momvoted for mayor last year. She went to mysister�’s school to vote.�”).

reinforces the idea of voting as a way toresolve conflict during center time.

VII.D.4.The child identifiessimilarities amongpeople like himselfand classmates aswell as amonghimself and peoplefrom other cultures.

The child: explains and demonstrates family

celebrations (draws and writes aboutfamily holidays and celebrations).

participates in class discusses of familycustoms and traditions (Cinco de Mayo,Chinese New Year, etc).

The teacher: discusses family customs and traditions. invites families and community volunteers

to class to demonstrate and explaincustoms and traditions.

*TEC §25.082. SCHOOL DAY; PLEDGES OF ALLEGIANCE: MINUTE OF SILENCE. (a) A school day shall be at leastseven hours each day, including intermissions and recesses. (b) The board of trustees of each school district shallrequire students, once during each school day at each school in the district, to recite: (1) the pledge of allegianceto the United States flag in accordance with 4 U.S.C. Section 4, and its subsequent amendments; and (2) thepledge of allegiance to the state flag in accordance with Subchapter C, Chapter 3100, Government Code. (c) Onwritten request from a student�’s parent or guardian, a school district shall excuse the student from reciting apledge of allegiance under Subsection (b). (d) The board of trustees of each school district shall provide for theobservance of one minute of silence at each school in the district following the recitation of the pledges ofallegiance to the United States and Texas flags under Subsection (B). During the one minute period, eachstudent may, as the student chooses, reflect, pray, meditate, or engage in any other silent activity that is notlikely to interfere with or distract another student. Each teacher or other school employee in charge of studentsduring that period shall ensure that each of those students remains silent and does not act in a manner that islikely to interfere with or distract another student.

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VIII. FINE ARTS DOMAIN

A. Art Skills

Children explore a wide variety of materials and make discoveries about color, shape, and texture through artexperiences. They learn to express what they know and begin to recognize how others express themselvesthrough art. They also begin to gain control of fine motor muscles and practice hand eye coordination.



VIII.A.1.Child uses a varietyof art materials andactivities for sensoryexperience andexploration.

The child: investigates with a variety of materials

(crayons, paint, clay, markers). manipulates modeling clay by rolling,

pinching, squeezing, patting, and cutting. mixes colors to make other colors (red and

yellow finger paint to make orange). uses different sizes of brushes to paint. selects a variety of materials in the art

center for exploration (painting withcotton swabs on paper).

comments on colors, shapes, space,textures, and objects in the environment.

creates artwork inspired by music.

The teacher: provides art materials that can be easily

adapted for independent participation(different sizes of brushes, different colorsof paint, markers, modeling clay, cottonswabs, straws, etc.).

rotates materials in the art center on aregular basis.

provides opportunities for exploration ofthe relationship of space and objects aswell as color, balance, texture, and design(opportunities to construct 3 dimensionaldesigns).

calls children�’s attention to art within theenvironment (colors of a flower, markingson a butterfly�’s wing, textures on theleaves of a tree).

provides time during the day for childrento independently participate, engage, andexperiment using a variety of textures ofmaterials (centers).

scaffolds children�’s thinking about artisticexplorations by asking open endedquestions (�“What happened when youmixed red and blue?�”).

provides a space in the classroom forchildren to display their work.

VIII.A.2.Child uses art as aform of creative selfexpression andrepresentation.

The child: talks about what he is going to create (�“I�’m

going to paint a picture of my family.�”). describes own work (�“This is me riding my

bike.�”). demonstrates steps of creating own work

(�“First I rolled the clay into a ball. Then I�…�”).

creates drawings and paintings thatgradually become more realistic anddetailed.

uses a variety of materials to create artforms.

develops a vocabulary to share opinionsabout artistic creations and experiences.

The teacher: provides time in the schedule for children

to describe and demonstrate work (showand tell at circle time).

scaffolds children�’s thinking about artisticcreations by asking open ended questions(�“Tell me about your painting.�”).

exposes children to different examples ofart (collages, paintings, mosaics,sculptures, posters).

allows children to use a variety ofmaterials for individual creative pieces ofart.

incorporates art vocabulary (forms,meanings, colors, textures, and shapes).

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VIII.A.3.Child demonstratesinterest in andshows appreciationfor the creativework of others.

The child: comments on the artwork of a classmate. responds to comments made by

classmates about a picture (�“Yes, I drew agreen house because that is my favoritecolor.�”).

recognizes books illustrated by the sameillustrator.

comments on pictures in books. explores art from a variety of cultures.

The teacher: displays many examples of children�’s

artwork. displays art, sculptures, and artifacts that

are representative of various cultures. provides books and photographs that

depict a variety of art media (paints,pencils, paper) and artists�’ styles.

takes children to art museums or inviteslocal artists to the classroom.

reads aloud and calls attention to theillustrations in books.

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B. Music Skills

Four yea old children express themselves through singing and movement, and by playing simple instruments.Like art, music is a form of experiencing, learning, and communicating with others. Children learn to experimentwith music concepts, volume, tempo, and sound. They begin to appreciate different types of music.



VIII.B.1.Child participates inclassroom musicactivities.

The child: sings along with familiar songs during

circle time (�“Old McDonald Had aFarm�”).

sings songs about concepts learned inthe curriculum (singing about plantingseeds when the theme is gardening,transportation songs, etc.).

joins in with familiar finger plays(�“Eency Weency Spider�”).

plays the classroom musicalinstruments (uses instruments to helpretell a story, uses instruments torepresent a character in a story).

chooses to listen to music duringcenters.

makes up and sings songs during theday.

creates own musical instruments usingboxes, strings, rubber bands, and cans(props can be added to dramatic play orin other centers).

sings/plays songs from differentcultures.

The teacher: provides repetition of songs and finger

plays to promote familiarity. uses music or finger plays as a signal for

transition to a new activity. provides opportunities for children to

explore musical instruments (drums,cymbals, triangles, maracas, etc.).

provides opportunities for children toexperience different styles of music (jazz, rock, classical, and songs fromother cultures and in other languages).

provides materials for children to createown instruments (boxes, strings, rubberbands, and cans).

VIII.B.2.Child responds todifferent musicalstyles throughmovement andplay.

The child: uses props (scarves, streamers) to

create movements to music. follows the beat using body and musical

instruments (walks or jumps to thebeat).

distinguishes between different types ofmusic (loud/soft, fast/slow, happy/sad,etc.).

starts and stops playing of musicalinstruments when the music starts orstops.

describes and expresses moods with avariety of music.

talks about different styles of music.

The teacher: exposes children to different styles and

tempos of music through games andactivities.

provides various props (scarves,streamers) and opportunities formusical exploration.

exposes children to musical experiencesthrough concerts.

reads aloud books about music. provides musical opportunities with a

variety of moods for expression.

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C. Dramatic Expression Skills

Creative drama in prekindergarten involves young children in expressive and spontaneous productions. Childrendemonstrate their unique interpretation of music, songs, and stories through movement and dramaticexperiences. These experiences contribute to children�’s ability to communicate more effectively and engage incooperative activity with others.



VIII.C.1.Child creates orrecreates stories,moods, orexperiencesthrough dramaticrepresentations.

The child: dramatizes a story read aloud (a familiar

fairy tale). engages in dramatic play with

classmates (plays the part of differentcharacters in a familiar book).

creates props to dramatize a story readaloud or represent mood.

recreates events from his own life. uses movements to pantomime

movements of various animals (moveslike an elephant, sneaks like a mouse)and to develop motor skills.

uses voice to represent sound to act outcharacters in a story (high and lowpitches).

The teacher: rereads books to promote familiarity. provides props (cooking utensils such as

tortilla presses, ladles, woks, steamers,chopsticks, baskets, etc.) for dramaticexpression that reflect diversity ingender, culture, and occupations.

provides opportunities for children toact out familiar stories.

provides a variety of materials forchildren to create own props to recreatestories or dramatic representations.

participates in dramatic play withchildren.

exposes children to dramaticpresentations by community theatergroups or student groups.

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IX. PHYSICAL DEVELOPMENT DOMAIN

Learning is inextricably tied up in action �– simply performing motor skills actually alters brain function. Researchdocuments developmental relationships between perception, action, and cognition in which children�’sknowledge develops from their actions. Thus, learning relates directly to mobility and motor skills. The motordevelopmental domain influences many aspects of children�’s success in cognitive, perceptual, and socialdevelopment that casual observers might not consider. Movement is at the center of young children�’s lives. Thedevelopment of certain motor skills is thought to determine, in part, the emergence of particular perceptual andcognitive abilities. Teachers should encourage children to develop gross and fine motor skills and to stretch thelimits of their physical capacity. Physical achievements help children to gain and maintain self confidence,stability, and even contribute to such activities as holding a pencil or crayon and writing. Running, hopping,starting and stopping, changing direction, and catching and throwing are the prerequisites for the games ofmiddle childhood that further advance children�’s cognitive and social development. The teacher should be agood role model by participating as much as possible with these activities. Vigorously interacting with childrennot only sets a good example of physical activity, but also results in children�’s showing signs of improved mentalhealth and emotional status and closer teacher child relationships. Activities to develop physical skill and refinemotor development can be included in early childhood education and development environments throughgames and group play. Rhythmic, stability, loco motor, and manipulative skills are important and can beaddressed in a number of ways. Most importantly, though, these activities should make a meaningful link withsocial, emotional, and cognitive development. Physical activity not only promotes cognition but also canenhance children�’s social skills and self esteem through group participation. Free, unstructured outdoor play asa means of developing gross motor, fine motor and sensory skills is valuable to children�’s overall well being.

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IX. PHYSICAL DEVELOPMENT DOMAIN AREA

A. Gross Motor Development Skills

Children explore their physical space and understand how their bodies function in space through activemovement experiences. Loco motor skills are developed first, followed by stability (turning, twisting, balancing,dodging) and manipulative (throwing, catching, kicking, striking) motor skills. Gross motor development requiresthought and deliberate movement. Four year old children develop greater control of gross motor manipulativemovements that involve giving force to objects and receiving force from objects.




Child has masteredbasic skills ofrunning, jumping,climbing, andpedaling.

IX.A.1.Childdemonstratescoordination andbalance inisolation (maynot yetcoordinateconsistently witha partner).

The child: maintains balance while

walking on a balance beam orstanding on one foot.

hops on one foot, walks, jogs,jumps, and gallops.

carries a bowl or plate ofobjects from one spot toanother.

coordinates leg and bodymovements to sustainswinging on a swing.

moves and stops with controlover speed and direction(moves back and forth, side toside).

The teacher: provides time and space for

physical activities. modifies activities and

equipment according to theneeds of individual children.

provides activities that crossthe midline of the body(hugging oneself by crossingarms; reaching for objectswith only one hand at a time;etc.).

participates with children inmovement games.

plays games such as �“RedLight, Green Light."

Child engages inmovementsequences with adultprompts.

IX.A.2.Child coordinatessequence ofmovements toperform tasks.

The child: moves within a space of

defined boundaries, changingbody configuration toaccommodate the space(moving through an obstaclecourse).

moves body into position tocatch or kick a ball.

uses axial movements such asreaching, twisting, turning,and bending.

participates in group gamesinvolving movement (�“Hokey,Pokey�”).

moves from one space toanother in a variety of ways(running, jumping, hopping,skipping).

moves in rhythm to simpletunes and music patterns.

The teacher: provides a variety of

movement activities. provides time and space for

children to participate ingross motor movements.

modifies activities andequipment to meet the needsof individual children.

plays games that includemotor activities (�“Follow theLeader�”; �“Freeze Tag�”; �“RedLight, Green Light�”).

provides outdoor equipment(different size balls forcatching, throwing, andkicking) to stimulate a varietyof skills.

provides equipment (beanbags to toss into a basket,obstacle courses usingtunnels, large cardboard

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boxes, etc.) for indoor grossmotor activities.

uses games and songs thatinvolve movement andexercise (CDs; �“Skip to MyLou�”).

includes daily warm upexercises such as stretching,jumping jacks, running inplace during the day.

participates in games withchildren.

B. Fine�–Motor Development Skills

Fine motor manipulative movements involve object handling activities that emphasize motor control, precision,and accuracy of movement. Using a computer mouse, cutting with scissors, and drawing are the foundationalskills needed for the demands of handwriting and other small motor skills in later school years.




Child experimentswith a variety of finemotor tasks but maylack strength andcontrol.

IX.B.1.Child showscontrol of tasksthat requiresmall musclestrength andcontrol.

The child: manipulates and shapes

modeling clay. uses pincer control (grasps

small objects between thumband index finger) tomanipulate tools (tweezers,eyedroppers) andmanipulatives (linking cubes).

uses hands and fingers tomanipulate various classroommaterials (placing caps on andoff markers; using various sizebrushes to paint at the easel).

holds drawing and writingutensils in a moreconventional grasp (withfingers instead of fist).

The teacher: provides a variety of tools in

various centers for childrento use (dramatic play center �–eggbeaters, tongs;manipulative center �– linkingcubes; science center�– tongs,eyedroppers).

plans activities that buildsmall muscle strength andcontrol (torn paper collages,cookie cutters in modelingclay, making decorativejewelry, painting).

Child showsemerging proficiencyon tasks requiringeye handcoordination (drawspictures recognizableto child but notothers, cuts withscissors but may notcut all the wayacross a page).

IX.B.2.Child showsincreasingcontrol of tasksthat require eyehandcoordination.

The child: puts together puzzles with

interlocking pieces. accomplishes self help tasks

(buttoning, zipping, snapping). strings small beads. completes lacing cards. draws recognizable pictures

and shapes.

The teacher: provides materials in the

classroom that encouragechildren to practice eye handcoordination (dramatic playcenter dressing dolls;manipulative center varietyof beads and laces; blockcenter variety of blockshapes; art center scissors).

plans activities that build eye

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hand coordination (stringmacaroni for a necklace; useglue sticks for collages).

provides time for practice offine motor skills (centers).

encourages children topractice self help skills such asbuttoning and zipping ownclothing.

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X. TECHNOLOGY APPLICATIONS DOMAIN

Young children have much to gain from the use of technology. In prekindergarten, they expand their ability toacquire information, solve problems, and communicate with others. Regular access and exposure to computersand related technology can enhance this learning. Children use engaging, age appropriate, and challengingsoftware; and technology to extend their knowledge and to enrich their learning of curriculum content andconcepts. These technologies serve as important learning tools and are integrated throughout the instructionalprogram. Providing access to a variety of technologies is critical in the development of 21st century skills thatyoung children need to learn and grow.

X. TECHNOLOGY APPLICATIONS DOMAIN

A. Technology and Devices Skills

Children learn how technology can enhance our lives. Technology includes computers, voice/sound recorders,televisions, digital cameras, personal digital assistants, and MP3 devices or iPODs. Surrounded by technology,children can benefit from becoming aware of and interacting with voice/sound recorders and other technologythat may be available. They develop techniques for handling and controlling various devices, becomingincreasingly confident and independent users of age appropriate technologies.



X.A.1.Child opens andnavigates throughsoftware programsdesigned toenhancedevelopment ofappropriateconcepts.

The child: follows basic oral or visual cues for

operating programs successfully. listens to and interacts with storybooks

and information texts (multimediaencyclopedia) in electronic forms.

The teacher: provides time and technology for

children to use. models use of computers and software

using basic oral or visual cues. provides a variety of software packages

with audio, video, and graphics toenhance learning experiences(improving vocabulary; increasingphonological awareness; creatingoriginal works).

X.A.2.Child uses andnames a variety ofcomputer inputdevices, such asmouse, keyboard,voice/soundrecorder, touchscreen, CD ROM.

The child: moves and double clicks the mouse to

interact with software programs. uses terminology to describe work on

computer.

The teacher: provides instruction and practice time to

enable the child to master this skill usingthe appropriate terminology andvocabulary.

X.A.3.Child operatesvoice/soundrecorders andtouch screens.

The child: uses voice/sound recording and touch

screen devices appropriately. inserts and plays CD to listen to songs.

The teacher: models and discusses how to use

voice/sound recording and touch screendevices.

provides a CD or tape recorder forchildren to use during independent play.

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X.A.4.Child uses softwareapplications tocreate and expressown ideas.

The child: creates writings and drawings using

software. uses a variety of software packages with

audio, video, and graphics to enhancelearning experiences (improvingvocabulary; increasing phonologicalawareness).

The teacher: models and discusses how to use

software. provides time for children to interact

with different programs.

X.A.5.Child recognizesthat information isaccessible throughthe use oftechnology.

The child: learns new information through

interaction with technology.

The teacher: models and discusses when and how to

obtain information from websites.

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APPENDICES

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Expanded Research Committee

State Center for Early Childhood Development

Susan Landry, Ph.D.Susan Gunnewig, M.Ed.Beverly Reed, M.Ed.Sonya Coffey, M.Ed.Cathy Guttentag, Ph.D.Steven A. Hecht, Ph.D.Lilla Dale McManis, Ph.D.Emily Solari, Ph.D.Jason Anthony, Ph.D.

Texas Education Agency

Gina S. Day Deputy Associate Commissioner �– State InitiativesGeorgina Gonzalez Director Bilingual/ESL UnitSusie Coultress Assistant Director Bilingual/ESL UnitLilie Elizondo Limas Program Manager School Readiness and Partnerships

Consultants

Glenda HarrisonJan HedrickEdna NavarroMary Hobbs, Ph.D.

Contributors

Kaitlin Guthrow Early Childhood Consultant, AustinJudy Willgren Texas Department of Health and Safety, Raising TexasMary Jane Gome Early Childhood Manager, HoustonDella Frye Head Start/Early Childhood, LubbockSusan Hoff CEO Child Care Group, DallasDebbie Simpson Smith, Ph.D. San Jacinto College, PasadenaGabe Coleman Principal, Martin Luther King Early CC, Houston

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Texas Prekindergarten Guidelines 2008 Expert Panel

Lead Researchers

Special thanks are extended to the following lead researchers for their expertise:

Elsa Cárdenas Hagan, Ph.D.ELL/Bilingual �– Valley Speech Language and Learning Center, Texas

Elizabeth Péna, Ph.D.ELL/Bilingual �– University of Texas at Austin

Anne E. Cunningham, Ph.D.Pre Literacy �– University of California at Berkeley

Celene E. Domitrovich, Ph.D.Social/Emotional �– Pennsylvania State University

Sara E. Rimm Kaufman, Ph.D.Social/Emotional �– University of Virginia

Steven A. Hecht, Ph.D.Mathematics �– University of Texas Health Science Center at Houston

Alice Klein, Ph.D.Mathematics �– University of California at Berkeley

Prentice Starkey, Ph.D.Mathematics �– University of California at Berkeley

Laura Justice, Ph.D.Language/Vocabulary �– Ohio State University

Kathleen A. Roskos, Ph.D.Language/Vocabulary �– John Carroll University

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Texas Prekindergarten Guidelines

Copyright Notice

Copyright 2008 The University of Texas System and Texas Education Agency.

Permission for in-State, Texas uses: These Guidelines were developed at public expense to benefit Texas public school districts, Texas approved charter schools, Texas regional education service centers and other Pre-K Texas entities. Residents of and entities operating within the State of Texas may freely copy, distribute, create derivative products based on and publicly display and perform these Guidelines (“use the Guidelines”) for the intended beneficiaries.

All other uses (non-Texas uses) require the express permission of the copyright owners. For information, please contact the University of Texas Health Science Center at Houston, Office of Technology Management, by telephone at 713-550-3369, or by email at [email protected].

texas essential knowledge and skills for kindergarten §110 ... · revised august 23, 2010...

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