1st Grade
Grade Level Guides
First nine weeks
Reading (English)● Foundational Language Skills: Develops oral language through listening, speaking, discussion and thinking (TEKS 1.1A-E) Lectura (español)● Destrezas fundamentales de lenguaje: Desarrollar lenguaje oral por escuchar, hablar, leer, y escribir en discusiones sobre libros (TEKS 1.1A-E) Writing (English)● Foundational Literacy Skills: demonstrate and apply spelling knowledge by spelling words with initial and final blends, digraphs, and trigraphs; using letter-sound correspondence, high-frequency words (TEKS 1.2Cii-iv) English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf Questions to ask your child (Reading and Writing):● What do you think this story will be about? Preguntas que le puede preguntar a su hijo/a (Lectura/Escritura)● ¿De qué crees que se trata este cuento? How can I help my child learn at home?● Read with your child daily. ○ Let’s say your story as you touch the pages that each part goes on. ● Encourage your child to write all the sounds they hear. Support correct spelling using the phonics that they have already learned through school. ¿Cómo puedo ayudar a mi hijo/a en casa?● Lea con su hijo/a diariamente. ○ Vamos a contar tu cuento mientras tocas cada página que va con cada parte. ● Anime a su hijo/a a escribir todos los sonidos que escuchan. Apoyan el deletreo correcto usando la fonética que han aprendido en la escuela. MathAddition & Subtraction (Part 1)● Use & explain strategies to add and subtract numbers within 20 (TEKS 1.5G,1.3D, 1.3E) Math TEKS: Questions to ask your child (Math):● What part is missing from the problem? How can I help my child learn at home?● Encourage your child to write their own word problems using real world context. ScienceEnvironments● Sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring (TEKS 1.9A) Questions to ask your child?Environments● What basic needs must be met for living things to survive? Environments● Help your child learn more about living things by growing a plant and observing its reactions to its environment. Social Studies● Learn about the purpose of rules and laws in the home, school, and community (TEKS 1.10A, 1.10B) Questions to ask your child:● Why are rules important? Why do we have them? What would happen if we didn’t have them? How can I help my child learn at home?● Talk about the different authority figures and their roles in the different places you go as a family (library, park, community swimming pool, shopping mall) |
English Learner/Emergent Bilingual Students |
|
Overview: If this is the first time your child attends a Texas 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:
|
|
How may I support my child?
|
|
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 (English)
● Foundational Language Skills: Develops oral language through listening, speaking, discussion and thinking (TEKS 1.1A-E)
● Foundational Language Skills: Demonstrates phonological Awareness by producing a series of rhyming words ; alliteration; distinguishes short/long vowel sounds; recognize phoneme changes; blend phonemes; manipulate phonemes, segment phonemes (TEKS 1.2Ai-vii)
● Foundational Language Skills: Phonics - decode words by applying letter-sound correspondence, initial/final consonant blends, digraphs, and trigraphs; using open syllables VCVe (TEKS 1.2Bi, 1.2Bii,1.2Biii)
● Foundational Language Skills: Identify the meaning of words with affixes (TEKS 1.3C)
● Foundational Language Skills: Identify and use words that name actions, directions, positions, sequences, categories, and locations (TEKS 1.3D)
● Foundational Language Skills: Identifying and reading at least 100 high‐frequency words from a research‐based list (TEKS 1.2 Bvi)
● Foundational Language Skills: Uses appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. (TEKS 1.4A)
● Foundational Language Skills: Develop handwriting (1.2F)
● Foundational Language Skills: Self-select texts and read independently (TEKS 1.5A)
● Comprehension Establish purpose for reading; make personal connections, create mental images, make connections make inferences, make and correct or confirm predictions using text features, characteristics of the genre, and structures, monitor comprehension (TEKS 1.6A-F, I);
● Multiple Genres: Describe characters, plot, and setting (TEKS 1.8 A, C, and D)
● Author’s Purpose and Craft: discuss author’s purpose for writing, how the author uses words to visualize, listen to and experience first and third-person texts (TEKS 1.10 A, D, E)
Lectura (español)
● Destrezas fundamentales de lenguaje: Desarrollar lenguaje oral por escuchar, hablar, leer, y escribir en discusiones sobre libros (TEKS 1.1A-E)
● Destrezas fundamentales de lenguaje: Conciencia fonológica: producir palabras que riman, aliteración, mezclar y segmentar sílabas y manipular sílabas (TEKS 1.2Ai-vii)
● Destrezas fundamentales de lenguaje: Fonética: Usar la relación letra-sonido para decodificar palabras con sílabas trabadas, dígrafos y diptongos (TEKS 1.2Bii, 1.2Biv)
● Destrezas fundamentales de lenguaje: identificar el significado de las palabras con afijos (TEKS 1.3C)
● Destrezas fundamentales de lenguaje:Identificar y usar palabras que nombran acciones, direcciones, posiciones, secuencias, categorías y ubicaciones (TEKS 1.3D)
● Destrezas fundamentales de lenguaje: Usa la fluidez apropiada (velocidad, precisión y prosodia) cuando lee un texto al nivel de su grado escolar (TEKS 1.4A)
● Destrezas fundamentales de lenguaje: Desarrollar la escritura (TEKS 1.2F)
● Destrezas fundamentales de lenguaje: autoselección de textos y leer independientemente (TEKS 1.5A)
● Habilidades de comprensión: establecer un propósito para leer, formular preguntas, predecir, crear imágenes mentales, hacer conexiones relacionadas con experiencias personales e inferir (TEKS 1.6A-F, I)
● Habilidades para responder: hacer conexiones, contar de nuevo (TEKS 1.7A,D)
● Múltiples géneros: Describir personajes, elementos de la trama y el escenario (TEKS 1.8 B, C, y D)
● Propósito y arte de escritor: discutir el propósito del autor al escribir un texto, como el autor usa palabras que ayudan al lector a crear imágenes, y escuchar y experimentar textos en primera y tercera persona (TEKS 1.10 A, D, E)
Writing
● Foundational Language Skills: Phonics Spell words with closed syllables and open syllables (TEKS 1.2C)
● Composition: Dictate or compose informational texts, including procedural texts (TEKS 1.12B)
● Spell words using sound‐spelling patterns (look, book, took, cook) (TEKS 1.2)
● Composition: Use the writing process to compose texts (TEKS 1.11A-E)
● Compositions: Edit for complete sentences, verbs, nouns, capitalization, punctuation, and correct spelling (TEKS 1.10D)
● Compositions: Dictate or compose informational texts (TEKS 1.11B)
● Inquiry and research: generate questions, develop and follow a plan, gather information, demonstrate understanding of information, use an appropriate mode of delivery (TEKS 1.12 A-E)
Escritura (español)
● Destrezas fundamentales de lenguaje: demuestre y aplique el conocimiento ortográfico al escribir palabras con patrones comunes, h silenciosa, dígrafos, sílabas trabadas y diptongos (TEKS 1.2C)
● Composición: Dictar o redactar textos informativos, incluyendo textos de procedimientos (TEKS 1.12B)
● Escribir palabras con patrones comunes (TEKS 1.2Cii)
● Composición: Usar el proceso de escritura para redactar textos (TEKS 1.11A-E)
● Composición: Editar borradores para el uso de mayúsculas, puntuación y escribir correctamente las palabras (TEKS 1.11D)
● Composición: Dictar o redactar textos informativos (TEKS 1.12B)
● Indagación e investigación: generar preguntas, elaborar y seguir un plan, recopila fuentes de información, usar un modo apropiado de entrega (TEKS 1.13A-E)
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 do you already know about (the topic)?
● What did the author teach you about (the topic)?
● What does this remind you of?
● What have you learned?
● How is the character like you (or different from you)?
● How did this story make you feel?
● How does the connection you made help you understand the character better?
Preguntas que le puede preguntar a su hijo/a (Lectura/Escritura)
● ¿Qué sabes del tema?
● ¿Qué te enseñó el autor sobre el tema?
● ¿De qué te recuerda?
● ¿Qué has aprendido?
● ¿Cómo es el personaje igual (o diferente) que tú?
● ¿Cómo te hizo sentir este cuento?
● ¿Cómo te ayuda la conexión que hiciste comprender el personaje mejor?
How can I help my child learn at home?
● Practice reading and writing high frequency words for automaticity.
● Help your child distinguish between short and long vowel sounds.
● Remind your child to break longer words into chunks using what they know about phonics.
● Continue to read with your child. Select topics of interest and favorite authors. .
○ Nonfiction books will build background knowledge in areas of interest and help build vocabulary.
○ Your child will be reading decodable readers, encourage them to use what they know about decoding (CVC, blends, digraphs, CVCe words, and some inflectional ending) as they read these.
○ Provide a quiet place and time for your child to read.
○ Check-in with your child to see how they are enjoying their reading. Talk about favorite parts of the book. Have your child retell the stories they read.
● Your child is learning to write procedural texts. Help them rehearse for this by using the structure of how to write. This can be with building toy models, doing chores, cooking, or even getting ready for school.
○ Support their writing process by having your child orally tell their story, then sketch and write. Encourage them to reread. They will have more details to add when they reread.
● Colorful pens and Post-it© Notes are great tools to encourage young writers to revise and edit.
¿Cómo puedo ayudar a mi hijo/a en casa?
● Practique palabras de alta frecuencia todos los días para crear automaticidad.
● Ayude a su hijo/a distinguir entre sílabas abiertas y sílabas cerradas.
● Recuerde a su hijo/a que separen una palabra multisilábica en sílabas más pequeñas usando lo que saben de fonética.
● Continúe leyendo con su hijo/a. Seleccione temas de interés y autores favoritos.
○ Libros de no ficción crecen conocimiento en las áreas de interés y ayudan a crecer su vocabulario.
○ Su hijo/a estará leyendo libros decodificables, anime a su hijo/a a usar lo que saben decodificar (CVCV, dígrafos, combinaciones de consonantes y diptongos) mientras leen.
○ Provean un lugar sin ruido y tiempo para que lean con su hijo/a.
○ De vez en cuando, pregúntenle a su hijo/a si les gusta lo que están leyendo. Hable sobre las partes favoritas del libro. Haga que su hijo/a cuente de nuevo los cuentos que leen.
● Su hijo/a está aprendiendo a escribir textos de procedimientos. Pueden ayudarle a practicar esto usando la estructura de cómo escribir. Ellos pueden construir modelos con sus juguetes, haciendo quehaceres, cocinando o también alistandose para ir a la escuela.
○ Apoye el proceso de escritura y ponga a su hijo/a a decir su cuento en voz alta y luego dibujar y escribir. Anime a sus hijos a leerlo de vuelta. Van a tener más detalles para agregarle a su cuento cuando lo leen otra vez.
● Plumas de diferentes colores o notitas adhesivas son gran herramientas que animan a los escritores pequeños a revisar y editar lo que escriben.
Math
● Sort two- dimensional shapes based on the number of sides and vertices (TEKS 1.6A)
● Distinguish between attributes that define a two- dimensional or three- dimensional figure and attributes that do not define the shape (TEKS 1.6B)
● Create and identify two- dimensional shapes: circle, triangle, rectangle, square, rhombus, and hexagon (TEKS 1.6C, 1.6D)
● Identify and describe three-dimensional shapes: sphere, cone, cylinder, rectangular prism, cube, and triangular prism (TEKS 1.6E)
● Join shapes together to make a new shape (TEKS 1.6F)
● Divide a shape into two and four equal parts and describe the parts (TEKS 1.6G)
● Identify an example of a half or a fourth and explain when it is not a half or a fourth (TEKS 1.6H)
● Use a measuring tool such as string to measure the length of an object (TEKS 1.7A)
● Use objects like paper clips to measure the length of an object and tell how many units long the object is (TEKS 1.7B, 1.7C)
● Measure an object using two different size units (large paper clips and small paper clips) and describe how and why the measurements differ (smaller units of measure will require more units to measure, while larger units of measure will require less) (TEKS 1.7C)
● Describe the length to the nearest whole unit (1.7D)
● Tell time on a clock (analog & digital): to the hour and half hour (TEKS 1.7E)
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 are the attributes of a _?
● How is a _ different/similar to a _?
● Is this divided into halves/fourths? How do you know?
● Looking at an object, ask, how could we measure the length/height?
● When measuring an object, where do we start measuring?
● What time is it?
How can I help my child learn at home?
● Have your child identify 2D and 3D shapes in the environment.
● Have your child create their favorite shape using materials such as: popsicle sticks, toothpicks, paper, playdough, and write about its attributes.
● Have your child divide their food, such as a sandwich, into two or four pieces. Ask them what one piece represents (one-half, one-fourth, or neither [if not equal in size]) and how they know.
● Have your child measure the height/ length of objects around your home using objects such as paper clips, beans, string, or crayons.
● Have your child tell the time (to the nearest half hour) on both analog and digital clocks.
Science
Organisms
● Investigate how external characteristics such as body covering, color, body shape, or size are related to where animals live. (TEKS 1.10A)
● Investigate external animal characteristics such as wings, flippers, hooves, or paws that are related to how they move. (TEKS 1.10A)
● Investigate external animal characteristics such as teeth, claws, beaks, or eyes that are related to what they eat. (TEKS 1.10A)
● Identify and explain how the parts of plants work together to allow the plant to function. (TEKS 1.10B)
● Identify and explain how plants are made up of parts including roots, stems, branches, leaves, and flowers. (TEKS 1.10B)
● Identify and explain how plants absorb water and nutrients with roots and make their own food using air and the energy from sunlight in their leaves. (TEKS 1.10B))
● Compare ways that young animals resemble their parents (TEKS 1.10C)
● Observe and record life cycles of animals such as a chicken, frog, or fish (TEKS 1.10D)
Earth
● Compare different types of soil by their observable properties (TEKS 1.7A)
● Describe soil based on particle size, texture, and color (TEKS 1.7A)
● Identify and describe that water comes from many different sources including streams, lakes, and oceans. (TEKS 1.7B)
● Identify and describe that different sources of water have different characteristics such as size, types of water, and movement. (TEKS 1.7B)
● Identify and describe sources of water-based on observable characteristics such as color. (TEKS 1.7B)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
Organisms
● What are the parts and functions of plants?
● What comparisons can we make between the parts of plants?
● What are some important external characteristics of animals?
● How do the external characteristics of animals help us determine where they live, how they move, and what they eat?
● What characteristics do young animals have that resemble their parents?
● What characteristics do young animals have that do not resemble the parent?
● What observations can we make about the life cycle of an animal such as a chicken, frog, or fish?
Earth
● What physical properties can we use to observe, compare, describe, and sort soil?
● What are some natural sources of water?
● What observable characteristics can we use to identify and describe natural sources of water?
How can I help my child learn at home?
Organisms
● Examine various edible plant parts from the grocery store, including fruits and vegetables. Have your child identify as many plant parts as possible.
● Have your child invent an animal that has special external features. Your child should draw the animal in its habitat. Encourage creativity, but make sure your child focuses on realistic characteristics and how these characteristics relate to where the animal lives, what it eats, and how it moves.
● Have your child create a poster to illustrate the stages of life cycles for two different animals. Below each life cycle, have your child write or complete a sentence comparing the appearance of the young and the parent.
Earth
● Explore your own backyard or green space in your neighborhood to help your child learn more about the properties of soil. Collect soil samples from several locations and compare their properties.
● Visit a nearby stream, river, lake, or ocean. If possible, visit several different natural water sources. Have your child observe each body of water, decide what type of water source it is, and explain the reasoning behind this decision. Alternatively, you can also research bodies of water on the internet and have your child classify them by observable properties.
Social Studies
● Learn about national holidays and celebrations (TEKS 1.1A, 1.1B)
● Identify famous Americans who made a difference (TEKS 1.2A, 1.2B)
● Learn about American patriotism by learning about U.S. symbols, customs, and celebrations (TEKS 1.13A)
● Learn how to use relative location (left, right, near, far, next to) and the four cardinal directions (1.3A, 1.3B)
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)
● Why do we say the Pledge of Allegiance or the Pledge to the Texas Flag?
● Who are some famous Americans you have been learning about in school?
● Ask students questions where they have to know or use relative location.
● What are the cardinal directions?
How can I help my child learn at home?
● 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: Develops oral language through listening, speaking, discussion and thinking (TEKS 1.1A-E)
● Foundational Language Skills: Demonstrates phonological Awareness by producing a series of rhyming words ; alliteration; distinguishes short/long vowel sounds; recognize phoneme changes; blend phonemes; manipulate phonemes, segment phonemes (TEKS 1.2Ai-vii)
● Foundational Language Skills: Phonics - decode words by applying letter-sound correspondence, initial/final consonant blends, digraphs, and trigraphs; using open syllables VCVe (TEKS 1.2Bi, 1.2Bii,1.2Biii)
● Foundational Language Skills: Identifying and reading at least 100 high‐frequency words from a research‐based list (TEKS 1.2 Bvi)
● Foundational Language Skills: Identify and use words that name actions, directions, positions, sequences, categories, and locations (TEKS 1.3D)
● Foundational Language Skills: Uses appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. (TEKS 1.4A)
● Foundational Language Skills: Develop handwriting (1.2F)
● Foundational Language Skills: Self-select texts and read independently (TEKS 1.5A)
● Comprehension Establish purpose for reading; make personal connections, create mental images, make connections make inferences, make and correct or confirm predictions using text features, characteristics of the genre, structures, evaluate details, synthesize, monitor comprehension (TEKS 1.6A-I);
● Response: Respond by writing brief comments, using text evidence to support, retelling text, and with newly acquired vocabulary (1.7B-F)
● Multiple Genres: Recognize characteristics and structure of informational text (central idea, supporting evidence, graphics, steps in sequence) (TEKS 1.8 D)
● Author’s Purpose and Craft: discuss author’s purpose for writing, how the author uses words to visualize, listen to and experience first and third-person texts (TEKS 1.10 A, D, E)
● Multiple Genres: Recognize characteristics of informational texts and multimodal digital texts (TEKS 1.8 D, F)
● Author’s Purpose and Craft: discuss author’s purpose for writing, how the author uses text structure, use of print and graphic features (TEKS 1.10 A, B, C)
Lectura (español)
● Destrezas fundamentales de lenguaje: Desarrollar lenguaje oral por escuchar, hablar, leer, y escribir en discusiones sobre libros (TEKS 1.1A-E)
● Destrezas fundamentales de lenguaje: Conciencia fonológica: producir palabras que riman, aliteración, mezclar y segmentar sílabas y manipular sílabas (TEKS 1.2Ai-vii)
● Destrezas fundamentales de lenguaje: Fonética: Usar la relación letra-sonido para decodificar palabras con sílabas trabadas, dígrafos y diptongos (TEKS 1.2Bii, 1.2Biv)
● Destrezas fundamentales de lenguaje:Identificar y usar palabras que nombran acciones, direcciones, posiciones, secuencias, categorías y ubicaciones (TEKS 1.3D)
● Destrezas fundamentales de lenguaje: Usa la fluidez apropiada (velocidad, precisión y prosodia) cuando lee un texto al nivel de su grado escolar (TEKS 1.4A)
● Destrezas fundamentales de lenguaje: Desarrollar la escritura (TEKS 1.2F)
● Destrezas fundamentales de lenguaje: autoselección de textos y leer independientemente (TEKS 1.5A)
● Habilidades de comprensión: establecer un propósito para leer, formular preguntas, predecir, crear imágenes mentales, hacer conexiones relacionadas con experiencias personales e inferir (TEKS 1.6A-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 1.7B-F)
● Múltiples géneros: Reconocer características y estructuras de texto informativo (idea central,evidencia de apoyo, rasgos y gráficas simples, pasos en una secuencia) (TEKS 1.9D)
● Propósito y arte de escritor: discutir el propósito del autor al escribir un texto, como el autor usa palabras que ayudan al lector a crear imágenes, y escuchar y experimentar textos en primera y tercera persona (TEKS 1.10 A, D, E)
● Múltiples géneros: Reconocer características de textos informativos y textos multimodales y digitales (TEKS 1.9D y F)
● Propósito y arte de escritor: discutir el propósito del autor al escribir un texto, como el autor usa la estructura de texto y el uso de aspectos impresos y gráficos (TEKS 1.10A-C)
Writing (English)
● Composition: Dictate or compose informational texts, including procedural texts (TEKS 1.12B)
● Composition: Use the writing process to compose texts (TEKS 1.11A-E)
● Compositions: Edit for capitalization for the beginning of sentences and the pronoun "I" (TEKS 1.11Dviii)
● Composition: Edit for punctuation marks at the end of declarative, exclamatory, and interrogative sentences (TEKS 1.11Dix)
● Composition: Edit for correct spelling of words with grade‐appropriate orthographic patterns and rules and high‐frequency words with adult assistance (TEKS 1.11Dx)
Escritura (español)
● Composición: Dictar o redactar textos informativos, incluyendo textos de procedimientos (TEKS 1.12B)
● Composición: Usar el proceso de escritura para redactar textos (TEKS 1.11A-E)
● Composición: Editar borradores para el uso de mayúsculas al comienzo de las oraciones (TEKS 1.11Dviii)
● Composición: Editar borradores para el uso de signos de puntuación al final de las oraciones declarativas, y al comienzo y al final de las oraciones exclamativas e interrogativas (TEKS 1.11Dix)
● Composición: Dictar o redactar textos informativos (TEKS 1.12B)
● Composición: Editar para la escritura correcta de las palabras con patrones ortográficos y reglas ortográficas apropiados para el nivel de grado escolar con la asistencia de un adulto (TEKS 1.11Dx)
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
● Foundational Language Skills: Phonics Spell words with closed syllables and open syllables (TEKS 1.2C)
● Composition: Dictate or compose informational texts, including procedural texts (TEKS 1.12B)
● Spell words using sound‐spelling patterns (look, book, took, cook) (TEKS 1.2)
● Composition: Use the writing process to compose texts (TEKS 1.11A-E)
● Compositions: Edit for complete sentences, verbs, nouns, capitalization, punctuation, and correct spelling (TEKS 1.10D)
● Compositions: Dictate or compose informational texts (TEKS 1.11B)
● Inquiry and research: generate questions, develop and follow a plan, gather information, demonstrate understanding of information, use an appropriate mode of delivery (TEKS 1.12 A-E)
Math
Representation & Comparison of Whole Numbers to 120
● Look at a set of objects and know how many there are in the set without counting all (TEKS 1.2A)
● Draw pictures and use objects to add and subtract (TEKS 1.3A)
● Skip count by twos, fives, and tens to count a set of objects (TEKS 1.5B)
● Count forward and backward from any number (TEKS 1.5A)
● Represent the value of whole numbers (TEKS 1.2B, 1.2C)
● Compare numbers up to 100 using <, >, or = (TEKS 1.2G)
● Generate a number that is greater than or less than another number (TEKS 1.2D)
● Compare numbers up to 120 using the words more than, less than, or equal to (TEKS 1.2E)
● Order numbers from least to greatest or greatest to least (TEKS 1.2F)
● Generate a number that is 10 or 100 more than or less than a given number (TEKS 1.5C)
Personal Financial Literacy
● Identify a penny, nickel, dime, and quarter and its value (TEKS 1.4A)
● Describe the relationships between coins (example: how many nickels are in a quarter) (TEKS 1.4A)
● Use ¢ to represent the value of a coin (TEKS 1.4B)
● Count by twos, fives, and tens to determine the value of a group of pennies, nickels, and/or dimes (TEKS 1.4C)
● Define money earned as income (TEKS 1.9A)
● Explain the difference between wants and needs (TEKS 1.9B)
● Explain the difference between spending and saving (TEKS 1.9C)
● Describe when and why you might make a donation (TEKS 1.9D)
Math TEKS:
https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math):
● Given a set of two numbers, ask, which number is greater? Which is less?
● Given a set of three numbers, ask, which number is least? Which is the greatest? How do you know?
● Can you count forward/backward from _?
● What is the value of a _?
● What is the difference between a need and a want?
How can I help my child learn at home?
● Count forward and backward while driving in the car, while brushing teeth, counting down seconds with the microwave - make a game out of it!
● Make up 3-5 numbers (within 120) together and have your child order them from least to greatest or greatest to least
● Have you child identify coins
● Give your child a group of coins and have them determine the value
Science
Earth
● Identify how rocks, soil, and water are used to make products. (TEKS 1.7C)
Earth and Space
● Observe weather conditions around us using our senses (TEKS 1.8A)
● Use tools such as windsocks and thermometers to gather weather information (TEKS 1.8A)
● Record weather data including relative temperatures, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy in charts, tables, and graphs (TEKS 1.8A)
● Demonstrate that air is all around us and observe that wind is moving air. (TEKS 1.8D)
● Observe and record how the Moon’s appearance changes over time. (TEKS 1.8B)
● Observe and record how the Sun appears to change position in the sky, such as during sunrise and sunset and through the changing location of an object’s shadow during different times of the day. (TEKS 1.8B)
● Observe and record stars in the night sky (TEKS 1.8B)
● Identify the different characteristics of day and night (TEKS 1.8C)
● Identify the characteristics of seasons, summer, fall, winter, and spring (TEKS 1.8C)
● Identify how what we see and do changes from day to night and from season to season. (TEKS 1.8C)
Physical Properties of Matter
● Classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture (TEKS 1.5A)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
Earth
● What observable characteristics can we use to identify and describe natural sources of water?
Earth and Space
● What observations can we make about weather conditions?
● How can we record weather data?
● What observations can we make of the changes in the Moon’s appearance, the clouds, and the Sun’s position during the day?
● Why do we see stars at night and not during the day?
● What different types of activities do we do in the day and night and from season to season?
Physical Properties of Matter
● What observable properties can we use to classify objects?
● What tools can we use to measure objects?
How can I help my child learn at home?
Earth
● Visit a nearby stream, river, lake, or ocean. If possible, visit several different natural water sources. Have your child observe each body of water, decide what type of water source it is, and explain the reasoning behind this decision. Alternatively, you can also research bodies of water on the internet and have your child classify them by observable properties
Earth and Space
● Help your child learn more about weather observations by making a weather chart and recording weather data each day.
● Observe and record changes in objects in the sky, including the moon, sun, and stars
● To help students learn more about the changing seasons throughout the year, have them make their own calendar. Then, have them create a picture on the top half of each calendar page that reflects that month.
Physical Properties of Matter
● Select common household items and have your child classify them by their observable physical properties
Social Studies
● Identify and describe the physical characteristics of place such as landforms and bodies of water(TEKS 1.5A)
● Understand how all families must satisfy their basic human needs for food, clothing, and shelter (TEKS 1.6A, 1.6B)
● Understand how workers produce goods and services and exchange them (TEKS 1.7A, 1.7B, 1.7C)
● Think about what happens when a person wants more than they can have and how that leads to making choices (TEKS 1.8A, 1.8B, 1.8C)
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 difference between a lake and a pond?
● How would you describe this area?
● How do people get what they need?
● Why do people have to make choices when they want something?
How can I help my child learn at home?
● As you travel throughout the year, talk about the physical characteristics of the land.
● As you and your family make purchases over the next several weeks, discuss with your child if these things fulfill one of the basic human needs, and if so, which one.
● Also, discuss whether or not these purchases would be classified as a good or service.
English Learner/Emergent Bilingual Students |
|
How will I know when my child has learned academic English? Every year, your child will take an assessment called the Texas English Language Proficiency Assessment System (TELPAS) to assess his/her English proficiency level in listening, speaking, reading, and writing. When your child meets the criteria for reclassification, he/she will not need to take the TELPAS any more. However, the school will continue to monitor your child’s progress to make sure he/she is successful at school. |
|
Questions to ask your child?
|
|
|
|
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: |
Fourth nine weeks
Reading (English)● Foundational Language Skills: Develops oral language through listening, speaking, discussion and thinking (TEKS 1.1A-E) Lectura (español)● Destrezas fundamentales de lenguaje: Desarrollar lenguaje oral por escuchar, hablar, leer, y escribir en discusiones sobre libros (TEKS 1.1A-E) Escritura (español)● Destrezas fundamentales de lenguaje: escribir palabras con patrones comunes (TEKS 1.2) English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf Questions to ask your child (Reading and Writing):● What do you already know about (the book series)? Preguntas que le puede preguntar a su hijo/a (Lectura/Escritura)● ¿Qué sabes sobre la serie de libros? How can I help my child learn at home?● Practice reading and writing high frequency words for automaticity. ○ Nonfiction books will build background knowledge in areas of interest and help build vocabulary. ● Read fun poems and talk about the literary elements. ○ Support their writing process by having your child orally tell their story, then sketch and write. Encourage them to reread. They will have more details to add when they reread. ● Colorful pens and Post-it© Notes are great tools to encourage young writers to revise and edit. ¿Cómo puedo ayudar a mi hijo/a en casa?● Practique palabras de alta frecuencia todos los días para crear automaticidad. ○ Libros de no ficción crecen conocimiento en las áreas de interés y ayudan a crecer su vocabulario. ● Lee poemas divertidos y hable de elementos literarios. ○ Apoye el proceso de escritura y ponga a su hijo/a a decir su cuento en voz alta y luego dibujar y escribir. Anime a sus hijos a leerlo de vuelta. Van a tener más detalles para agregarle a su cuento cuando lo leen otra vez. ● Plumas de diferentes colores o notitas adhesivas son gran herramientas que animan a los escritores pequeños a revisar y editar lo que escriben. MathAddition & Subtraction (Part 2)● Use & explain strategies to add and subtract numbers within 20 (TEKS 1.5G, 1.3D, 1.3E) Data Analysis● Collect, sort, and organize data using tally marks or a T-chart (TEKS 1.8A) Math TEKS: Questions to ask your child (Math):Addition & Subtraction to 20 (Part 2)● What action do you see happening in the word problem? Data Analysis● Looking at a graph, ask, which has the most? The least? How can I help my child learn at home?Addition & Subtraction to 20 (Part 2)● Encourage your child to write their own word problems using real world context. Data Analysis● Have your child create a survey, record their findings using tally marks, and then make a graph using their results. ScienceMatter● Classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture (TEKS 1.5A) Energy● Predict and identify changes in materials caused by heating and cooling (TEKS 1.5B) Force and Motion● Observe and describe how objects can move and change position over time. (TEKS 2.6C) Questions to ask your child?Matter● What observable properties can we use to classify objects? Energy● What predictions can we make about how materials are changed by heating and cooling? Force and Motion● How can we predict, trace, and describe the motion of objects? How can I help my child learn at home?Matter● Select common household items and have your child classify them by their observable physical properties Energy● Predict what will happen to common household items when heated or cooled? Test the predictions and have your child explain the results. 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. Social Studies● Describe how technology has affected the ways families live, communicate, move around (transportation), and participate in recreation (TEKS 1.15A, 1.15B) Questions to ask your child (Social Studies):● How is the way we live different from how people lived 100 years ago? How can I help my child learn at home?● Read books about famous inventors or scientists. Discuss the qualities and characteristics it takes to be an inventor (persistence, imagination, hard work) |
English Learner/Emergent Bilingual Students |
|
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:
|
|
How may I support my child?
|
|
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 |