2nd Grade
Grade Level Guides
First nine weeks
Reading (English)
● Foundational Language Skills: Work collaboratively with others by following agreed‐upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions to classroom and partner discussions (TEKS 2.1A-E)
● Foundational Language Skills: Phonological Awareness produces rhyming words, distinguish between long and short vowels; recognizing changes when a phoneme is added/changed/removed to a spoken word, manipulates phonemes in words (TEKS 2.2Ai-iv)
● Foundational Language Skills: Apply phonetic knowledge by decoding words with short, long, variant vowels and blends and multisyllabic words with open, closed, VCe, and vowel teams (TEKS 2.2Bi, iii)
● Foundational Language Skills to determine meaning and use newly acquired vocabulary. (TEKS 3.A-D)
● Foundational Language Skills: Read with appropriate fluency (TEKS 2.4A)
● Foundational Language Skills: Self-select texts and read independently (TEKS 2.5A)
● Comprehension Skills: purposes for reading, questions, predictions, connections, inferences, details, synthesis, monitor comprehension (TEKS 2.6 A-I)
● Response Skills: describe personal connections, write brief comments on literary texts, use text evidence, retell and paraphrase, interact with text in meaningful ways, respond using newly acquired vocabulary (TEKS 2.7 A-F)
● Multiple Genres: describe the main character's internal and external traits, describe and understand plot elements, and describe the importance of setting (TEKS 2.8 B-D)
Lectura (español)
● Destrezas fundamentales de lenguaje: Trabaje en colaboración con otros siguiendo reglas acordadas para la discussion, incluyendo escuchar a los demás, hablar cuando se le solicite y contribuir en forma apropiada (TEKS 2.1A-E)
● Destrezas fundamentales de lenguaje: Fonética: Decodificar palabras multisilábicas, palabras con múltiples patrones audibles de ortografía, diptongos, hiatos, abreviaturas, prefijos y sufijos (TEKS 2.2Bi-2.2Bvi)
● Destrezas fundamentales de lenguaje para determinar el significado de palabras y usar palabras recién aprendidas (TEKS 2.3A-D)
● Destrezas fundamentales de lenguaje: Usa la fluidez apropiada (TEKS 2.4A)
● Destrezas fundamentales de lenguaje: Desarrollar la escritura (TEKS 2.2F)
● Destrezas fundamentales de lenguaje: Autoselección de textos y leer independientemente (TEKS 2.5A)
● Habilidades de comprensión: establecer un propósito para leer, formular preguntas, predecir, crear imágenes mentales, hacer conexiones relacionadas con experiencias personales e inferir (TEKS 2.6A-I)
● Habilidades para responder: escribir comentarios breves sobre textos, usar evidencia textual para apoyar una respuesta, volver a contar de nuevo y responder usando el vocabulario recién adquirido (TEKS 2.7A-F)
● Múltiples géneros: Describa los atributos internos y externos de personaje, describe y entiende elementos de la trama y la importancia del escenario (TEKS 2.8B-D)
Writing
● Foundational Language Skills: Spell words with grade‐appropriate orthographic patterns/rules and high‐frequency words (TEKS 2.2Ci-vi)
● Composition: Use the writing process to compose literary texts (TEKS 2.11A-E; 2.12A)
● Composition: Edit for prepositions, adjectives, punctuation marks, capitalizations, subject-verb agreement, and spelling (TEKS 2.Di, iv, vi, ix, x, xi)
Escritura (español)
● Destrezas fundamentales de lenguaje: escribir palabras con patrones comunes (TEKS 2.2Bi-iv)
● Composición: Usar el proceso de escritura para redactar textos literarios (TEKS 2.11A-E)
● Composición: Editar borradores para el uso de preposiciones, adjetivos, puntuación, uso de mayúsculas, concordancia entre sujeto y verbo, y escribir palabras con patrones ortográficos (TEKS 2.11Di-xi)
English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf
Questions to ask your child (Reading and Writing)
● What might this story be about?
● Where is this story taking place?
● What just happened in the story? What do you think might happen next?
● How do you think [the character] will solve the problem?
● How do you think this story is going to end?
● What are you thinking about now? What in the story makes you think that?
Preguntas que le puede preguntar a su hijo/a (Lectura/Escritura)
● ¿De qué tratará este cuento?
● ¿En donde toma lugar este cuento?
● ¿Qué acaba de pasar en este cuento? ¿Qué crees que pasará después?
● ¿Cómo crees que el personaje resolverá el problema?
● ¿Cómo crees que terminará el cuento?
● ¿Qué piensas ahora? ¿Qué del cuento te hizo pensar esto?
How can I help my child learn at home?
● Read with your child daily. Continue to read my favorite read alouds and series books. Also, have your child read to you. Remind them to read words in phrases (for fluency) and to sound like the characters.
● If there is a blurb, read it with your child and ask for some predictions.
● Remind students to use what they know about vowels and syllable patterns as they decode multisyllable words.
● Encourage students to continue to use correct grip and handwriting formation. Practice fluency.
● Encourage your child to write their own books.
● Have them write to friends and family members or to keep journals to build writing fluency.
¿Cómo puedo ayudar a mi hijo/a en casa?
● Lea con su hijo/a diariamente. Continúe leyendo sus libros favoritos de serie. También, haga que su hijo/a le lea. Recuerde a su hijo/a de leer palabras en frases (para tener más fluidez) y sonar como los personajes.
● Si hay una publicidad en la contraportada, lealo con su hijo/a y hagan unas predicciones.
● Recuerden a los estudiantes que usen lo que saben de las vocales y patrones de sílabas mientras decodifican palabras multisilábicas.
● Anime a su hijo/a que agarren correctamente el lápiz y que tengan formación correcta de las letras. Practiquen fluidez al escribir.
● Anime a su hijo/a a escribir sus propios libros.
● Anime a su hijo/a a escribirle a sus amigos o familiares o mantener un diario para mejorar la fluidez en escritura.
Math
What should my child be working on in the 1st nine weeks of school?
● Solve addition and subtraction word problems. (TEKS 2.4C)
● Add and subtract numbers within 20 quickly. (TEKS 2.4A)
● Solve an addition or subtraction number sentence where the unknown value is located anywhere in the problem. (TEKS 2.7C)
● Add and subtract two-digit numbers. (TEKS 2.4B)
● Represent whole numbers using words, numbers, and expanded form. (TEKS 2.2B)
● Use objects and pictures to represent the value of a number. (TEKS 2.2A)
● Determine whether a number is even or odd and explain why. (TEKS 2.7A)
● Compare and order numbers up to 1,200 using words or >; <; or =. (TEKS 2.2D)
● Make a number that is greater than or less than another number. (TEKS 2.2C)
● Place a number on a number line. (TEKS 2.2E)
● Name the number for a specified point on a number line. (TEKS 2.2F)
● Make a number that is 10 or 100 more than or less than a given number. (TEKS 2.7B)
Math TEKS:
https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math):
● What is the relationship between addition and subtraction?
● How does representing a problem (using objects/pictures/number sentences) help you to better understand the problem?
● What process did you use to solve the problem?
● Why can we represent a number in different ways without the value of the number changing?
● How would you represent ___ in standard form? Word form? Expanded form?
● How can (place value, concrete representations, or pictorial representations) help us compare and/or order numbers?
● What strategies can be used to determine if a number is even or odd?
How can I help my child learn at home?
● Provide your child with problem situations where addition or subtraction could be used. Have your child explain which operation they would choose and their reasoning. Then have your child solve the problems using a strategy of their choice.
● Write the numbers 0-9 on index cards. Encourage your child to pick cards to create two-, three-, or four-digit (less than 1,200) numbers.
● Have them write the numbers in expanded and word form.
● Have them compare and/or order the numbers; then use comparative language and/or symbols to describe their comparisons.
● Have them compose/decompose the numbers in more than one way (i.e 787 could be 7 hundreds, 8 tens, and 7 ones or 787 could be 500, 200, 50, 30, and 7) using pictures or concrete objects.
● Determine if quantities that occur in everyday situations are even or odd. Then have your child find 10 more or 10 less than the quantity.
Science
Organisms
● Identify and explain that plants and animals have basic needs that must be met in order to survive. (TEKS 2.9A)
● Identify and explain that plants require sunlight, air, water, nutrients (food), and space. (TEKS 2.9A)
● Identify and explain that animals require air, food, water, space, and sometimes shelter. (TEKS 2.9A)
● Identify and explain that plants and animals depend on each other in many ways. (TEKS 2.9C)
● Identify and explain how food chains show the flow of energy from one organism to another. (TEKS 2.9C)
● Identify the environmental factors that affect the growth and behavior of living things. (TEKS 2.9B)
● Identify and explain how dormancy in plants can be caused by decreased rainfall, temperature changes, or changes in daylight hours. (TEKS 2.9B)
● Identify and explain how migration and dormancy, or hibernation, in animals can be caused by changes in temperature, precipitation, or daylight hours. (TEKS 2.9B)
● Identify and explain that plants and animals depend on each other in many ways. (TEKS 2.9C)
● Identify and explain how food chains show the flow of energy from one organism to another. (TEKS 2.9C)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
Organisms
● What are the basic needs of animals? Plants?
● In what ways do plants and animals depend on each other?
● What is a food chain?
● How do environmental factors such as temperature, precipitation, and changes in daylight hours affect the growth, migration, hibernation, and dormancy of living things?
How can I help my child learn at home?
Organisms
● Encourage your child to identify items around their home that meet their basic needs
● Just before you have your next meal together, grab a sheet of paper, and help your child list all of the food items on the plate. Then, after the meal is finished, talk about which food items are producers (all fruits and vegetables) and which are consumers (any meat products).
● Look at the skies together during spring and watch for geese or ducks flying overhead. Point out the V formations the birds make, and ask your child to predict why birds make this shape. Then explain that flying in a V formation reduces the wind resistance and keeps the geese from getting tired as quickly as they would otherwise.
Social Studies
English Learner/Emergent Bilingual Student
Overview:
If this is the first time your child attends a Texas Public School, the first nine weeks will be the time your child becomes accustomed to the new environment as they learn.
How does the school know that my child is an English Learner/Emergent Bilingual student?
When you register your child in school for the first time, you are asked to fill out a home language survey that asks two specific questions: (1) What language is spoken in the child’s home most of the time? and (2) What language does the child speak most of the time? If the survey indicates that your child speaks a language other than English and/or the home language is other than English, he/she will then be tested at the Multilingual Department’s Welcome Center. If the assessment indicates that your child is not yet proficient in English, the Language Proficiency Assessment Committee (LPAC) will make a program recommendation for your child.
How will my child learn English?
Dual Language programs are designed to make grade-level academic content accessible to English learners through the development of literacy and academic skills in the child’s primary language and English. English as a Second Language program (ESL) targets English language development, including listening, speaking, reading, and writing skills, through academic content instruction that is linguistically and culturally responsive."
Questions to ask your child?
● What was one interesting thing you did at school today?
● Who did you sit with during lunchtime?
● Who did you talk to the most today?
● What is your homework for today?
How may I support my child?
● Encourage your child to use a bilingual dictionary.
● Encourage your child to read daily in his /her home language and/or English. In the primary grades, read to/with your child.
● Schedule time every day for your child to do homework.
Resources:
● Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf
● U.S. Department of Education - English Learner Tool Kit: https://ncela.ed.gov/files/family_toolkit/EL-Family-Tool-Kit-All.pdf
● U.S. Department of Education - Especially for Parents: https://www2.ed.gov/parents/landing.jhtml?src=pn
● Supporting English Learners in Texas: https://www.txel.org/Parents-And-Families
Second nine weeks
Reading
● Foundational Language Skills: Work collaboratively with others by following agreed‐upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions to classroom and partner discussions (TEKS 2.1A-E)
● Foundational Language Skills: Phonological Awareness distinguish between long and short vowels; recognizing changes when a phoneme is added/changed/removed to a spoken word (TEKS 2.Aii, 2.Aiii)
● Foundational Language Skills: Phonics to decode words, especially multisyllabic words (TEKS 2.Bi-iii)
● Foundational Language Skills to determine meaning and use newly acquired vocabulary. (TEKS 3.A-D)
● Foundational Language Skills to read with appropriate fluency (TEKS 2.4A)
● Comprehension Skills: purposes for reading, connections, inferences, monitor comprehension (TEKS 2.6 A-I)
● Response Skills: describe personal connections; write brief comments on literary texts; use text evidence; retell, interact with sources in meaningful ways; respond with vocabulary (TEKS 2.7B-E)
● Multiple Genres: demonstrate knowledge of distinguishing characteristics of well-known children’s literature; discuss elements of drama (TEKS 2.9A, C)
● Author’s Purpose and Craft: discuss the author’s purpose for writing, how text structure contributes to the purpose, use of print and graphics, use of language (descriptive, literal, and figurative), use of first and third person (TEKS 1.10 A-E)
Lectura (español)
● Destrezas fundamentales de lenguaje: Trabaje en colaboración con otros siguiendo reglas acordadas para la discussion, incluyendo escuchar a los demás, hablar cuando se le solicite y contribuir en forma apropiada (TEKS 2.1A-E)
● Destrezas fundamentales de lenguaje: Fonética: Decodificar palabras, especialmente palabras multisilábicas (TEKS 2.2Bi-2.2Bvi)
● Destrezas fundamentales de lenguaje para determinar el significado de palabras y usar palabras recién aprendidas (TEKS 2.3A-D)
● Destrezas fundamentales de lenguaje: Usa la fluidez apropiada (TEKS 2.4A)
● Destrezas fundamentales de lenguaje: Desarrollar la escritura (TEKS 2.2F)
● Habilidades de comprensión: establecer un propósito para leer, formular preguntas, predecir, crear imágenes mentales, hacer conexiones relacionadas con experiencias personales e inferir (TEKS 2.6A-I)
● Habilidades para responder: describir conexiones personales, escribir comentarios breves sobre textos, usar evidencia textual para apoyar una respuesta, volver a contar de nuevo y responder usando el vocabulario recién adquirido (TEKS 2.7B-E)
● Múltiples géneros: Demuestre conocimiento de las características distintivas de la literatura infantil más conocida; discutir los elementos del drama (TEKS 2.9A, C)
Writing
● Composition: Use the writing process to compose literary and informational texts (TEKS 2.11A-E; 2.12A-B)
● Foundational Language Skills: Spell words with grade‐appropriate orthographic patterns/rules and high‐frequency words (TEKS 2.2Ci-vi)
● Composition: Edit for correct usage with verb tense, nouns and verbs (TEKS 2.11Di-iii)
● Foundational Language Skills: Develop handwriting by accurately forming all cursive letters (TEKS 2.2E)
Escritura (español)
● Composición: Usar el proceso de escritura para redactar textos literários e informativos (TEKS 2.11A-E, 2.12A-B)
● Destrezas fundamentales de lenguaje: escribir palabras con patrones comunes (TEKS 2.2Bi-iv)
● Composición: Editar borradores para el uso correcto de verbos, nombres y verbos (TEKS 2.11Di-xi)
● Destrezas fundamentales en lenguaje: Desarrollar la caligrafía formando con precisión todas las letras cursivas (TEKS 2.2D)
English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf
Questions to ask your child (Reading and Writing)
● Who is telling this story? How do you know?
● Are the narrator and the author the same person? How do you know?
● When did (event) happen? Where is that in the book?
● Why did (event) happen? How do you know?
● What does (character) think about (event)? How do you know?
● What was the big problem or event in this story? How did they solve the problem?
● How did (character) solve the problem?
● What do you think (character) will do differently next time?
● What do you notice about your writing over the past two weeks?
● What will you write next?
● Tell me more about that!
● What do you do well as a writer?
Preguntas que le puede preguntar a su hijo/a (Lectura/Escritura)
● ¿Quién está narrando el cuento? ¿Cómo lo sabes?
● ¿El narrador y el autor son la misma persona? ¿Cómo lo sabes?
● ¿Cuándo pasó el evento? ¿En dónde está eso en el libro?
● ¿Por qué pasó ese evento? ¿Cómo lo sabes?
● ¿Qué piensa el personaje sobre el evento? ¿Cómo lo sabes?
● ¿Cuál fue el gran problema o evento en este cuento? ¿Cómo resolvieron el problema?
● ¿Cómo resolvió el problema el personaje?
● ¿Qué piensas que el personaje hará diferente la próxima vez?
● ¿Qué observas sobre tu escritura durante las últimas dos semanas?
● ¿Qué vas a escribir la próxima vez?
● ¡Dime más sobre eso!
● ¿Qué es lo que haces muy bien como escritor?
How can I help my child learn at home?
● Try to find a time in the day that is quiet to allow for reading. Second grade students should read 20-30 minutes a night.
● This is a great time to start encouraging students to read their favorite series. Series grow in difficulty as the reader grows, so start with the first book.
● Check-in with your child to see how they are enjoying their reading. Talk about connections, wonderings, or other interests.
● Ask often what your child is writing about and have them talk to you about their writing. This talk is oral rehearsal, a part of the writing process.
● Celebrate your child’s writing.
● Look for more opportunities for children to write. You can always say, ‘We should make a book about that!”
¿Cómo puedo ayudarle a mi hijo/a en casa?
● Traten de encontrar tiempo en el día que es más tranquilo para poder leer. Los estudiantes de segundo grado deberían leer 20-30 minutos cada noche.
● Este es un buen momento para animar a su hijo/a a que lean su serie favorita. Las series de libros crecen en dificultad a menudo que los lectores crecen, a si que empiecen con el primer libro en la serie.
● Preguntenle a su hijo/a si le gusta lo que están leyendo. Hablen de las conexiones, preguntas u otros intereses que tengan al leer su libro..
● Pregunte a su hijo/a varias veces de lo que están escribiendo y que hablen con usted sobre lo que escriben. Esta discusión es práctica oral, una parte del proceso de escritura.
● Celebre lo que escribe su hijo/a.
● Busque oportunidades para que escriba su hijo/a. Siempre pueden decir, –¡Deberíamos de escribir un libro sobre eso! –
Math
Place Value to 1,200
● Represent whole numbers using words, numbers, and expanded form. (TEKS 2.2B)
● Use objects and pictures to represent the value of a number. (TEKS 2.2A)
● Determine whether a number is even or odd and explain why. (TEKS 2.7A)
● Compare and order numbers up to 1,200 using words or >; <; or =. (TEKS 2.2D)
● Make a number that is greater than or less than another number. (TEKS 2.2C)
● Place a number on a number line. (TEKS 2.2E)
● Name the number for a specified point on a number line. (TEKS 2.2F)
● Make a number that is 10 or 100 more than or less than a given number. (TEKS 2.7B)
● Solve addition and subtraction word problems (TEKS 2.4C)
● Add and subtract numbers within 20 quickly. (TEKS 2.4A)
● Solve an addition or subtraction number sentence where the unknown value is located anywhere in the problem. (TEKS 2.7 C)
● Add and subtract two-digit numbers. (TEKS 2.4B)
Math TEKS:
https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math):
● What is the relationship between addition and subtraction?
● How does representing a problem (using objects/pictures/number sentences) help you to better understand the problem?
● What process did you use to solve the problem?
● Why can we represent a number in different ways without the value of the number changing?
● How would you represent ___ in standard form? Word form? Expanded form?
● How can (place value, concrete representations, or pictorial representations) help us compare and/or order numbers?
● What strategies can be used to determine if a number is even or odd?
How can I help my child learn at home?
● Provide your child with problem situations where addition or subtraction could be used. Have your child explain which operation they would choose and their reasoning. Then have your child solve the problems using a strategy of their choice.
● Write the numbers 0-9 on index cards. Encourage your child to pick cards to create two-, three-, or four-digit (less than 1,200) numbers.
● Have them write the numbers in expanded and word form.
● Have them compare and/or order the numbers; then use comparative language and/or symbols to describe their comparisons.
● Have them compose/decompose the numbers in more than one way (i.e 787 could be 7 hundreds, 8 tens, and 7 ones or 787 could be 500, 200, 50, 30, and 7) using pictures or concrete objects.
● Determine if quantities that occur in everyday situations are even or odd. Then have your child find 10 more or 10 less than the quantity.
Science
Organisms and Environments
● Investigate and record how insects, such as grasshoppers and butterflies, undergo distinct changes during their lives to complete their life cycles. (TEKS 2.10C)
● Explore and explain how most insects go through four stages, including egg, larva, pupa, and adult, whereas some insects go through three stages, including egg, nymph, and adult. (TEKS 2.10C)
● Explore and explain how an insect’s behavior and appearance can be very different depending on what stage it is at in its life cycle. For example, pupae are dormant, while larvae typically eat. (TEKS 2.10C)
● Observe, record, and compare the external characteristics that help meet an animal's basic needs, such as a fish's fins, a bird’s wings, or an elephant’s trunk. (TEKS 2.10A)
● Observe, record, and compare behaviors that help animals meet their basic needs, such as hunting, swimming, diving, or flying. (TEKS 2.10A)
● Observe, record, and compare both external and behavioral characteristics animals use to help meet their basic needs of air, water, and food. (TEKS 2.10A)
● Observe, record, and compare how different structures help plants meet their basic needs of water, nutrients, air, and sunlight. (TEKS 2.10B)
● Observe, record, and compare how roots secure a plant and absorb water and nutrients from the soil, stems of plants carry water to other parts of the plant, and leaves absorb and use sunlight for energy. (TEKS 2.10B)
● Observe, record, and compare how physical characteristics of plants can help them survive in different environments. (TEKS 2.10B)
Earth
● Describe how rocks differ in size by measuring or estimating size. (TEKS 2.7A)
● Use their sense of touch to observe, describe, and compare how rocks have different textures. (TEKS 2.7A)
● Use their sense of sight to observe, describe, and compare how rocks have different colors and visual characteristics. (TEKS 2.7A)
● Identify and compare the properties of natural sources of freshwater and saltwater (TEKS 2.7B)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
Organisms & Environments
● What is the life cycle of an insect?
● What physical characteristics help animals meet their basic needs?
● What comparisons can we make among animals about the behaviors they use for meeting their basic needs?
● What basic needs must be met for plants to survive?
● How do the different parts of a plant help it meet its basic needs?
● What comparisons can we make about the physical characteristics of plants that help them survive in different environments?
Earth
● How can we use our senses to observe rocks?
● What physical properties can we use to describe and compare rocks?
● What are some natural sources of water?
● What is freshwater/saltwater and which natural sources contain it?
How can I help my child learn at home?
Organisms & Environment
● Research the life cycle of a ladybug and have your child create a life cycle poster.
● With your child, observe how different animals look and act. Help your child sketch and/or write down their physical characteristics (types of body parts, color, etc.) and their behaviors (how they move, what they eat, etc.) Compare how different animals meet their needs.
● Take a nature walk and look for large and small plants. Discuss the parts of the plant, focusing on the roots, stem, and leaves.
Earth
● Go on a nature walk with your child and ask them to find rocks that have different textures, colors, and sizes.
● Visit or conduct online research on a nearby body of water.
Social Studies
● Identify some of the purposes of government, such as establishing order, providing security, and managing conflict (TEKS 2.8A, 2.8B)
● Identify the role of public officials and how they are selected (TEKS 2.9A, 2.9B, 2.9C)
● Identify characteristics of good citizenship and individuals who exemplify good citizenship, influenced the community, state and nation (TEKS 2.10A, 2.10B)
● Identify how selected customs, symbols, and celebrations reflect feelings for America (TEKS 2.11A, 2.11B, 2.11C, 2.11D)
● TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y
Questions to ask your child (Social Studies):
● What is the role of the (mayor, governor, president)?
● How is the (mayor, governor, president) selected?
● What are some government services in our community? (police, fire department, public library, public parks, schools)
● How do people celebrate the lives of individuals who exemplify good citizenship? (MLK Day, Veteran’s Day, Memorial Day)?
How can I help my child learn at home?
● Read together books on various community helpers.
● When driving around town, look for US Symbols and discuss them.
● Have a talk with your child about the reasons for the holidays and how they are celebrated as they come up throughout the year.
English Learner/Emergent Bilingual Student
Overview:
Your child is becoming comfortable with Texas schools. The focus is now developing his/her English and supporting him/her to learn the core content.
How will my child learn English?
During this time, your child’s teacher is providing strategies in the classroom in order to help with Second Language Acquisition. Teachers report the strategies and linguistic accommodations they provide for the students in order to help the students be successful in acquiring the English language.
Questions to ask your child?
● What did you learn in your_____ class?
● How did you ask for help?
● Who did you talk to the most in your classes?
● What is your homework for today?
How may I support my child?
● Check out books including audiobooks in English or in their home language from public libraries.
● Encourage your child to read and/or listen to audiobooks daily.
● Be sure to attend parent-teacher conferences scheduled by your child’s school.
● Schedule time every day for your child to do homework.
Resources
● Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf
● The 50 Best ESL Resources for Kids: http://www.studentguide.org/the-50-best-esl-resources-for-kids/
● Colorín Colorado (bilingual website): http://www.colorincolorado.org/
● PBS Kids http://pbskids.org/
● Unite for Literacy: https://www.uniteforliteracy.com/
● Supporting English Learners in Texas: https://www.txel.org/Parents-And-Families
Third nine weeks
Reading (English)
● Foundational Language Skills: Phonics to decode words, especially multisyllabic words (TEKS 2.Bi-iii)
● Foundational Language Skills: use resources to determine meaning of words; use context to determine meaning of words; identify meaning of words with affixes; explain meaning of antonyms, synonyms, idioms, and homographs (TEKS 2.3A-D)
● Foundational Language Skills: Use appropriate fluency (TEKS 2.4A)
● Comprehension Skills: purposes for reading, connections, inferences, monitor comprehension (TEKS 2.6 A-I)
● Multiple Genres: Demonstrate knowledge of well-known children’s literature and poems (TEKS 2.8A-B)
● Multiple Genres: Recognize characteristics and structure of informational texts (central idea, features, and organizational patterns) (TEKS 2.8 Di-iii)
● Response Skills: write brief comments on literary texts, use text evidence, retell, interact (TEKS 2.7B-E)
Lectura (español)
● Destrezas fundamentales de lenguaje: Fonética: Decodificar palabras, especialmente palabras multisilábicas (TEKS 2.2Bi-2.2Bvi)
● Destrezas fundamentales de lenguaje para determinar el significado de palabras y usar palabras recién aprendidas, identificar el significado de palabras con afijos; explicar el significado de antonimos, sinonimos y homógrafos (TEKS 2.3A-D)
● Destrezas fundamentales de lenguaje: Usa la fluidez apropiada (TEKS 2.4A)
● Habilidades de comprensión: establecer un propósito para leer, formular preguntas, predecir, crear imágenes mentales, hacer conexiones relacionadas con experiencias personales e inferir (TEKS 2.6A-I)
● Múltiples géneros: Demostrar conocimiento de la literatura infantil más conocida y poemas (TEKS 2.9A-B)
● Múltiples géneros: Reconocer las características y estructura del texto informativo (idea central, rasgos y gráficas y patrones organizacionales (TEKS 2.9Di-iii)
● Habilidades para responder: Escribir comentarios sobre textos literarios, usar evidencia textual, volver a contar y interactuar (TEKS 2.7B-E)
Writing (English)
● Foundational Language Skills: Spell words with grade‐appropriate orthographic patterns/rules and high‐frequency words (TEKS 2.2Ci-vi)
● Foundational Language Skills: develop handwriting by accurately forming all cursive letters (TEKS 2.E)
● Multiple Genres: Recognize characteristics of persuasive texts (what the author is trying to persuade and facts from opinion) (TEKS 2.8E)
● Composition: Edit for complete sentences with subject-verb agreement, nouns and verbs, and with correct punctuation and spelling (TEKS 2.Di-iii, 2.Dx-xi)
Escritura (español)
● Destrezas fundamentales de lenguaje: escribir palabras con patrones comunes (TEKS 2.2Bi-iv)
● Destrezas fundamentales en lenguaje: Desarrollar la caligrafía formando con precisión todas las letras cursivas (TEKS 2.2D)
● Múltiples géneros: Reconocer las características del texto persuasivo (lo que el autor está tratando de persuadir al lector a pensar o hacer y distinguir entre hechos y opiniones)
● Composición: Editar borradores para el uso correcto de oraciones completas y pronombres, verbos, y con puntuación correcta y escribir palabras correctamente (TEKS 2.11Di-xi)
English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf
Questions to ask your child (Reading and Writing):
● What problem does (character) have in the story? How does he/she solve their problem?
● How does (character) feel at this part of the story? How do you know?
● How does (character) react when __________? Why do they act this way?
● What is the author trying to persuade the reader?
Preguntas que le puede preguntar a su hijo/a (Lectura/Escritura)
● ¿Qué problema tiene el personaje en el cuento? ¿Cómo lo resuelve?
● ¿Cómo se siente el personaje en esta parte del cuento? ¿Cómo lo sabes?
● ¿Cómo reacciona el personaje cuando ______________? ¿Por qué actúan de esta forma?
● ¿Por qué está tratando de persuadir el autor al lector?
How can I help my child learn at home?
● Continue to encourage your child to read books in series to build confidence and fluency in books.
● Ask kids to talk about what message the author is giving the reader.
● Encourage your child to practice writing in cursive and write in cursive to support their ability to read it.
● Encourage a variety of writing to help your child find their interests.
● Set your child up with a journal or notebook to encourage daily writing, especially as summer gets closer.
● Encourage and expect your child to write in complete sentences, using spelling and grammar they have learned in school.
¿Cómo puedo ayudar a mi hijo/a en casa?
● Continúe animando a su hijo/a que lean libros de serie para fomentar la confianza y fluidez en sus libros.
● Pida a su hijo/a que hablen del mensaje del autor hacia sus lectores.
● Anime a su hijo/a que practique la letra cursiva y escriba en cursiva para apoyar su habilidad en leerla.
● Anime a su hijo/a que escriba usando una variedad de formas diferentes para ayudarle a encontrar su interés en escribir.
● Puede ser que su hijo/a use un cuaderno o diario para que escriba diariamente, especialmente cuando viene el verano.
● Anime y tenga la expectativa que su hijo/a escriba en oraciones completas, usando lo que saben para escribir palabras correctamente y reglas de gramática que han aprendido en la escuela.
Math
● Explain that the fewer times you divide an object, the larger the fractional parts are. (TEKS 2.3B)
● Make halves, fourths, and eighths. (TEKS 2.3A)
● Count fractional parts greater than one whole. (TEKS 2.3C)
● Explain why something does not represent a half, fourth, or an eighth. (TEKS 2.3D)
● Determine the value of a collection of coins up to $1.00 (TEKS 2.5A)
● Use the dollar sign, cent symbol, and decimal point to name the value of a collection of coins (TEKS 2.5B)
● Explain the meaning of a bar or pictograph. (TEKS 2.10A)
● Represent data in a pictograph or a bar graph. (TEKS 2.10B)
● Use a pictograph or bar graph to write and solve an addition or subtraction word problem. (TEKS 2.10C)
● Use the information on a graph to make a prediction or draw a conclusion. (TEKS 2.10D)
● Estimate the length of objects. (TEKS 2.9E)
● Use objects that represent units of measure to find the length of an object. (TEKS 2.9A)
● Explain that the shorter the measurement unit is, the more I will use to measure; the longer the measurement unit is, the fewer I will use to measure. (TEKS 2.9B)
● Locate a number on a number line. (TEKS 2.9C)
● Use a ruler, yardstick, meter stick, or measuring tape to measure length. (TEKS 2.9D)
● Tell time on a clock. (TEKS 2.9G)
● Explain that if I save money each week, it will add up to a larger amount of money. (TEKS 2.11A)
● Explain the difference between spending money and saving money. (TEKS 2.11B)
● Explain the difference between depositing money and withdrawing money. (TEKS 2.11C)
● Give examples of borrowing and explain the difference between what you should and should not do when borrowing money. (TEKS 2.11D)
● Give examples of lending and explain the good things and bad things about lending to someone. (TEKS 2.11E)
● Tell the difference between a producer and a consumer. (TEKS 2.11F)
● Calculate the cost to produce a simple item. (TEKS 2.11F)
Math TEKS:
https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math):
● When might fractions be used in real life?
● (Given something split into fractional parts such as cut up apples) How many pieces are there? How did you know?
● How does skip counting help you to determine the value of a collection of coins?
● How did you determine the value of the collection of coins? Can you think of a different way to count the coins?
● How are pictographs and bar graphs the same? Different?
● How do the labels and titles help you to better understand the graph?
● What conclusions can you draw from the graph?
● What tools can be used to measure length? Describe how to use these tools.
● What distinguishes a.m. and p.m.?
● How would you use an analog clock to tell time?
● When might you need to borrow money? What are some good things and bad things about borrowing money?
● How would you decide when to spend money? When to save money?
How can I help my child learn at home?
● Using objects around the house have your child count the fractional parts. For example, if you cut up two apples (and then eat a few pieces so there aren’t two wholes), have your child count the remaining parts.
● Allow your child to practice counting collections of coins.
● Collect a data set and have your child create a bar graph or pictograph using the data. Then ask your child to draw conclusions or explain what they learned about the data from the graph.
● Have your child choose the most reasonable unit of measurement, estimate an object’s length, and then measure furniture around your house.
● Ask your child the time. Have them practice with analog and digital clocks. Have them determine whether it is a.m. or p.m. and why.
● Have your child practice saving, spending, and borrowing money of their own to reach a financial goal (for example: to buy their favorite snack).
Science
Physical Properties of Matter
● Demonstrate that things can be done to materials to change their physical properties, such as cutting, folding, sanding, and melting (TEKS 2.5C)
● 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. (TEKS 2.5D)
Energy
● investigate the effects on objects of 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 (TEKS 2.6A)
Force and Motion
● Observe and describe how objects can move and change position over time. (TEKS 2.6C)
● Observe and describe how the motion of objects can be predicted, observed, traced, and described. (TEKS 2.6C)
● Observe and describe how patterns of motion can include sliding, rolling, or spinning. (TEKS 2.6C)
● Observe and identify how some objects will stick to magnets, especially objects made with iron. (TEKS 2.6B)
● Observe and identify how magnets are used in many ways such as holding small objects to a refrigerator or lifting objects as well as in common everyday objects like doorbells, phones, speakers, compasses, and devices with electric motors. (TEKS 2.6B)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
Physical Properties of Matter
● What effect does cutting or folding have on the physical properties of materials?
● What characteristics of materials make them suitable for different uses?
Energy
● How does the amount of light affect how objects appear?
● What changes occur to objects when they are heated?
● How do changes in the amount of sound energy affect objects?
Force and Motion
● How can we predict, trace, and describe the motion of objects?
● How does the motion of an object compare when it is sliding, rolling, and spinning?
● What is the physical property that allows an object to be attracted to a magnet?
● How are magnets used in everyday life?
How can I help my child learn at home?
Physical Properties of Matter
● Choose a household item to disassemble and reassemble with your child. Ask your child to identify the material each part is made of and to guess why that material was chosen. Let your child try to reassemble the item.
Energy
● Observe and describe the effects of changes in light, heat and sound energy on various household items (example: increasing and decreasing the volume on a television)
Force and Motion
● Discuss with your child and challenge them to demonstrate rolling, spinning, and sliding. Then, select some objects in your home to have them illustrate how the properties of an object affect its motion.
● Have your child use a magnet to classify objects in your home between magnetic and nonmagnetic.
Social Studies
● Learn how work provides an income and how we use the income to purchase goods and services (TEKS 2.6A, 2.6B)
● Explain the difference between goods and services and give examples (TEKS 2.6A)
● Learn how to differentiate between producing and consuming (TEKS 2.7A)
● Follow a product’s production from start to finish (TEKS 2.7C)
● Explain how science and technology have affected communication, transportation , and recreation, and how people meet their basic needs (TEKS 2.13A, 2.13B, 2.14)
● TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y
Questions to ask your child:
● What is a good? What is a service?
● How are people both producers and consumers?
● How do our needs and wants impact our choices?
● How do people earn money?
● How do people decide whether to spend or save money?
● How is the way we live different from how people lived 50 years ago? 100 years ago?
How can I help my child learn at home?
● As you and your family make purchases over the next several weeks, discuss with your child if these things would be considered a good or service.
● Also, discuss whether or not these purchases fulfill a want or a need.
● Read together books about famous scientists or inventors. Discuss the traits and characteristics they had that helped make them successful such as perseverance and imagination.
English Learner/Emergent Bilingual Student
When your child has met the reclassification criteria, they will no longer receive English language development support (although they will continue to learn English with other students). Teachers will continue to monitor your child’s progress. Please continue to ask the teacher how your child is doing. If your child did not meet the reclassification criteria, he/she will continue to receive English language development support.
Questions to ask your child?
● What book are you reading at school?
● What did you do in your _____ class?
● Did you ask for help when you didn’t understand? Who helped you?
● What is your homework for today?
How may I support my child?
● Schedule an individual meeting with your child’s teacher to learn how you can continue to help your child succeed.
● Encourage your child to read and/or listen to audiobooks daily.
Resources:
● Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf
● Reading activities in English and Spanish:https://readconmigo.org/parents/activities
● Colorín Colorado (bilingual website): http://www.colorincolorado.org/
● Unite for Literacy: https://www.uniteforliteracy.com/
● Supporting English Learners in Texas https://www.txel.org/Parents-And-Families
Fourth nine weeks
Reading (English)
● Foundational Language Skills: Phonics to decode words, especially multisyllabic words (TEKS 2.Bi-iii)
● Foundational Language Skills: use resources to determine meaning of words; use context to determine meaning of words; identify meaning of words with affixes; explain meaning of antonyms, synonyms, idioms, and homographs (TEKS 2.3A-D)
● Foundational Language Skills: Use appropriate fluency (TEKS 2.4A)
● Comprehension Skills: purposes for reading, connections, inferences, monitor comprehension (TEKS 2.6 A-I)
● Multiple Genres: Demonstrate knowledge of well-known children’s literature and poems (TEKS 2.8A-B)
● Multiple Genres: Recognize characteristics and structure of informational texts (central idea, features, and organizational patterns) (TEKS 2.8 Di-iii)
● Response Skills: write brief comments on literary texts, use text evidence, retell, interact (TEKS 2.7B-E)
Lectura (español)
● Destrezas fundamentales de lenguaje: Fonética: Decodificar palabras, especialmente palabras multisilábicas (TEKS 2.2Bi-2.2Bvi)
● Destrezas fundamentales de lenguaje para determinar el significado de palabras y usar palabras recién aprendidas, identificar el significado de palabras con afijos; explicar el significado de antonimos, sinonimos y homógrafos (TEKS 2.3A-D)
● Destrezas fundamentales de lenguaje: Usa la fluidez apropiada (TEKS 2.4A)
● Habilidades de comprensión: establecer un propósito para leer, formular preguntas, predecir, crear imágenes mentales, hacer conexiones relacionadas con experiencias personales e inferir (TEKS 2.6A-I)
● Múltiples géneros: Demostrar conocimiento de la literatura infantil más conocida y poemas (TEKS 2.9A-B)
● Múltiples géneros: Reconocer las características y estructura del texto informativo (idea central, rasgos y gráficas y patrones organizacionales (TEKS 2.9Di-iii)
● Habilidades para responder: Escribir comentarios sobre textos literarios, usar evidencia textual, volver a contar y interactuar (TEKS 2.7B-E)
Writing (English)
● Foundational Language Skills: Spell words with grade‐appropriate orthographic patterns/rules and high‐frequency words (TEKS 2.2Ci-vi)
● Foundational Language Skills: develop handwriting by accurately forming all cursive letters (TEKS 2.E)
● Multiple Genres: Recognize characteristics of persuasive texts (what the author is trying to persuade and facts from opinion) (TEKS 2.8E)
● Composition: Edit for complete sentences with subject-verb agreement, nouns and verbs, and with correct punctuation and spelling (TEKS 2.Di-iii, 2.Dx-xi)
Escritura (español)
● Destrezas fundamentales de lenguaje: escribir palabras con patrones comunes (TEKS 2.2Bi-iv)
● Destrezas fundamentales en lenguaje: Desarrollar la caligrafía formando con precisión todas las letras cursivas (TEKS 2.2D)
● Múltiples géneros: Reconocer las características del texto persuasivo (lo que el autor está tratando de persuadir al lector a pensar o hacer y distinguir entre hechos y opiniones)
● Composición: Editar borradores para el uso correcto de oraciones completas y pronombres, verbos, y con puntuación correcta y escribir palabras correctamente (TEKS 2.11Di-xi)
English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf
Questions to ask your child (Reading and Writing):
● What problem does (character) have in the story? How does he/she solve their problem?
● How does (character) feel at this part of the story? How do you know?
● How does (character) react when __________? Why do they act this way?
● What is the author trying to persuade the reader?
Preguntas que le puede preguntar a su hijo/a (Lectura/Escritura)
● ¿Qué problema tiene el personaje en el cuento? ¿Cómo lo resuelve?
● ¿Cómo se siente el personaje en esta parte del cuento? ¿Cómo lo sabes?
● ¿Cómo reacciona el personaje cuando ______________? ¿Por qué actúan de esta forma?
● ¿Por qué está tratando de persuadir el autor al lector?
How can I help my child learn at home?
● Continue to encourage your child to read books in series to build confidence and fluency in books.
● Ask kids to talk about what message the author is giving the reader.
● Encourage your child to practice writing in cursive and write in cursive to support their ability to read it.
● Encourage a variety of writing to help your child find their interests.
● Set your child up with a journal or notebook to encourage daily writing, especially as summer gets closer.
● Encourage and expect your child to write in complete sentences, using spelling and grammar they have learned in school.
¿Cómo puedo ayudar a mi hijo/a en casa?
● Continúe animando a su hijo/a que lean libros de serie para fomentar la confianza y fluidez en sus libros.
● Pida a su hijo/a que hablen del mensaje del autor hacia sus lectores.
● Anime a su hijo/a que practique la letra cursiva y escriba en cursiva para apoyar su habilidad en leerla.
● Anime a su hijo/a que escriba usando una variedad de formas diferentes para ayudarle a encontrar su interés en escribir.
● Puede ser que su hijo/a use un cuaderno o diario para que escriba diariamente, especialmente cuando viene el verano.
● Anime y tenga la expectativa que su hijo/a escriba en oraciones completas, usando lo que saben para escribir palabras correctamente y reglas de gramática que han aprendido en la escuela.
Math
● Explain that the fewer times you divide an object, the larger the fractional parts are. (TEKS 2.3B)
● Make halves, fourths, and eighths. (TEKS 2.3A)
● Count fractional parts greater than one whole. (TEKS 2.3C)
● Explain why something does not represent a half, fourth, or an eighth. (TEKS 2.3D)
● Determine the value of a collection of coins up to $1.00 (TEKS 2.5A)
● Use the dollar sign, cent symbol, and decimal point to name the value of a collection of coins (TEKS 2.5B)
● Explain the meaning of a bar or pictograph. (TEKS 2.10A)
● Represent data in a pictograph or a bar graph. (TEKS 2.10B)
● Use a pictograph or bar graph to write and solve an addition or subtraction word problem. (TEKS 2.10C)
● Use the information on a graph to make a prediction or draw a conclusion. (TEKS 2.10D)
● Estimate the length of objects. (TEKS 2.9E)
● Use objects that represent units of measure to find the length of an object. (TEKS 2.9A)
● Explain that the shorter the measurement unit is, the more I will use to measure; the longer the measurement unit is, the fewer I will use to measure. (TEKS 2.9B)
● Locate a number on a number line. (TEKS 2.9C)
● Use a ruler, yardstick, meter stick, or measuring tape to measure length. (TEKS 2.9D)
● Tell time on a clock. (TEKS 2.9G)
● Explain that if I save money each week, it will add up to a larger amount of money. (TEKS 2.11A)
● Explain the difference between spending money and saving money. (TEKS 2.11B)
● Explain the difference between depositing money and withdrawing money. (TEKS 2.11C)
● Give examples of borrowing and explain the difference between what you should and should not do when borrowing money. (TEKS 2.11D)
● Give examples of lending and explain the good things and bad things about lending to someone. (TEKS 2.11E)
● Tell the difference between a producer and a consumer. (TEKS 2.11F)
● Calculate the cost to produce a simple item. (TEKS 2.11F)
Math TEKS:
https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math):
● When might fractions be used in real life?
● (Given something split into fractional parts such as cut up apples) How many pieces are there? How did you know?
● How does skip counting help you to determine the value of a collection of coins?
● How did you determine the value of the collection of coins? Can you think of a different way to count the coins?
● How are pictographs and bar graphs the same? Different?
● How do the labels and titles help you to better understand the graph?
● What conclusions can you draw from the graph?
● What tools can be used to measure length? Describe how to use these tools.
● What distinguishes a.m. and p.m.?
● How would you use an analog clock to tell time?
● When might you need to borrow money? What are some good things and bad things about borrowing money?
● How would you decide when to spend money? When to save money?
How can I help my child learn at home?
● Using objects around the house have your child count the fractional parts. For example, if you cut up two apples (and then eat a few pieces so there aren’t two wholes), have your child count the remaining parts.
● Allow your child to practice counting collections of coins.
● Collect a data set and have your child create a bar graph or pictograph using the data. Then ask your child to draw conclusions or explain what they learned about the data from the graph.
● Have your child choose the most reasonable unit of measurement, estimate an object’s length, and then measure furniture around your house.
● Ask your child the time. Have them practice with analog and digital clocks. Have them determine whether it is a.m. or p.m. and why.
● Have your child practice saving, spending, and borrowing money of their own to reach a financial goal (for example: to buy their favorite snack).
Science
Physical Properties of Matter
● Demonstrate that things can be done to materials to change their physical properties, such as cutting, folding, sanding, and melting (TEKS 2.5C)
● 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. (TEKS 2.5D)
Energy
● investigate the effects on objects of 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 (TEKS 2.6A)
Force and Motion
● Observe and describe how objects can move and change position over time. (TEKS 2.6C)
● Observe and describe how the motion of objects can be predicted, observed, traced, and described. (TEKS 2.6C)
● Observe and describe how patterns of motion can include sliding, rolling, or spinning. (TEKS 2.6C)
● Observe and identify how some objects will stick to magnets, especially objects made with iron. (TEKS 2.6B)
● Observe and identify how magnets are used in many ways such as holding small objects to a refrigerator or lifting objects as well as in common everyday objects like doorbells, phones, speakers, compasses, and devices with electric motors. (TEKS 2.6B)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
Physical Properties of Matter
● What effect does cutting or folding have on the physical properties of materials?
● What characteristics of materials make them suitable for different uses?
Energy
● How does the amount of light affect how objects appear?
● What changes occur to objects when they are heated?
● How do changes in the amount of sound energy affect objects?
Force and Motion
● How can we predict, trace, and describe the motion of objects?
● How does the motion of an object compare when it is sliding, rolling, and spinning?
● What is the physical property that allows an object to be attracted to a magnet?
● How are magnets used in everyday life?
How can I help my child learn at home?
Physical Properties of Matter
● Choose a household item to disassemble and reassemble with your child. Ask your child to identify the material each part is made of and to guess why that material was chosen. Let your child try to reassemble the item.
Energy
● Observe and describe the effects of changes in light, heat and sound energy on various household items (example: increasing and decreasing the volume on a television)
Force and Motion
● Discuss with your child and challenge them to demonstrate rolling, spinning, and sliding. Then, select some objects in your home to have them illustrate how the properties of an object affect its motion.
● Have your child use a magnet to classify objects in your home between magnetic and nonmagnetic.
Social Studies
● Learn how work provides an income and how we use the income to purchase goods and services (TEKS 2.6A, 2.6B)
● Explain the difference between goods and services and give examples (TEKS 2.6A)
● Learn how to differentiate between producing and consuming (TEKS 2.7A)
● Follow a product’s production from start to finish (TEKS 2.7C)
● Explain how science and technology have affected communication, transportation , and recreation, and how people meet their basic needs (TEKS 2.13A, 2.13B, 2.14)
● TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y
Questions to ask your child:
● What is a good? What is a service?
● How are people both producers and consumers?
● How do our needs and wants impact our choices?
● How do people earn money?
● How do people decide whether to spend or save money?
● How is the way we live different from how people lived 50 years ago? 100 years ago?
How can I help my child learn at home?
● As you and your family make purchases over the next several weeks, discuss with your child if these things would be considered a good or service.
● Also, discuss whether or not these purchases fulfill a want or a need.
● Read together books about famous scientists or inventors. Discuss the traits and characteristics they had that helped make them successful such as perseverance and imagination.
English Learner/Emergent Bilingual Student
When your child has met the reclassification criteria, they will no longer receive English language development support (although they will continue to learn English with other students). Teachers will continue to monitor your child’s progress. Please continue to ask the teacher how your child is doing. If your child did not meet the reclassification criteria, he/she will continue to receive English language development support.
Questions to ask your child?
● What book are you reading at school?
● What did you do in your _____ class?
● Did you ask for help when you didn’t understand? Who helped you?
● What is your homework for today?
How may I support my child?
● Schedule an individual meeting with your child’s teacher to learn how you can continue to help your child succeed.
● Encourage your child to read and/or listen to audiobooks daily.
Resources:
● Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf
● Reading activities in English and Spanish:https://readconmigo.org/parents/activities
● Colorín Colorado (bilingual website): http://www.colorincolorado.org/
● Unite for Literacy: https://www.uniteforliteracy.com/
● Supporting English Learners in Texas https://www.txel.org/Parents-And-Families