1st Grade

What should my child be working on?

Reading

• Story language and structure  (TEKS 1.8, 1.9, 1.10)
• Purpose of rereading (TEKS 1.4 )
• Develops oral language through listening, speaking, and discussion (TEKS 1.1)
• Make personal connections to a variety of sources (make connections to personal experiences, ideas in other texts, and society) (TEKS 1.6, 1.7 )
• Identifying and reading at least 100 high‐frequency words from a research‐based list (TEKS1.2)

Writing

• Dictate or compose personal narratives (TEKS  1.12)
• Convey messages in meaningful ways such as illustrating or writing (TEKS 1.11)
• Plan a written piece by generating ideas for writing such as drawing and brainstorming (TEKS  1.11)
• Capitalization for the beginning of sentences and the pronoun "I" (TEKS 1.11)
• Punctuation marks at the end of declarative, exclamatory, and interrogative sentences (TEKS 1.11)
• Has correct spelling of words with grade‐appropriate orthographic patterns and rules and high‐frequency words with adult assistance (TEKS 1.11)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child (Reading and Writing)?

• Looking at the title and the cover, what can you predict?

Nonfiction

• What do you think we will learn about in this book/article/text? (NF)

Fiction

• Based on what we just read, what do you think might happen next?
• How do you think [the character] will solve the problem?
• How do you think this is going to end?
• What are you thinking about now? What in the story makes you think that?
• Were you right?

How can I help my child learn at home?

Reading

• Read to your child daily.
• Have them read the story/book to you.

Writing

• Encourage your child to write their own books.
• Ask for help with shopping lists.
• Have them write letters to friends and family members.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Addition & Subtraction (Part 1)

• Use strategies to add and subtract and explain the strategy used to add and subtract numbers up to 20 (TEKS 1.5G,1.3D, 1.3E)
• Draw pictures and use objects to add and subtract (TEKS 1.3A)
• Make the sum of ten in different ways (TEKS 1.3D)
• Skip count by twos, fives, and tens to count a set of objects (TEKS 1.5B)
• Create a word problem for a given number sentence (TEKS 1.3F)
• Represent addition and subtraction word problems with pictures and number sentences (TEKS 1.5D)
• Determine the missing value from an addition or subtraction word problem and from a number sentence (TEKS 1.3B, 1.5F)
• Explain what the equal sign means in a number sentence (TEKS 1.5E)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Addition & Subtraction to 20 (Part 1)

• What action do you see happening in the word problem?
• How do you know if you need to add or subtract?
• What strategy did you use to solve the word problem?

How can I help my child learn at home?

Addition & Subtraction to 20 (Part 1)

• Encourage your child to write their own word problems.
• Using two different colors have your child represent 10 in different ways (example 3 green & 7 purple).
• Skip count by twos, fives, and tens
• Have your child explain their thinking after they solved the word problem.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Matter

• Classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture (TEKS 1.5A)
• Classify objects by the materials from which they are made (TEKS 1.5C)

Energy

• Predict and identify changes in materials caused by heating and cooling (TEKS 1.5B)
• Identifying different forms of energy including light, thermal, and sound (TEKS 1.6A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Matter

• What observable properties can we use to classify objects?
• What tools can we use to measure objects?

Energy

• What predictions can we make about how materials are changed by heating and cooling?
• What happens to various materials when they are heated? Cooled?
• What are some different forms of energy?

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.
• Go on a scavenger hunt to identify useful objects in your home that produce energy. Ask your child to name an object and identify the form(s) of energy it produces.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their school utilizes and for their log-in information.

What should my child be working on?

Government & Citizenship

• Learn about the purpose of rules and laws in the home, school, and community (TEKS 1.10A, 1.10B) 
• Examine what makes a good citizen (TEKS 1.12A, 1.12B) 
• Identify the roles of public officials at the local, state, and national levels (TEKS 1.11B) 
• Learn about American patriotism by learning about U.S. symbols, customs, and celebrations (TEKS 1.13) 

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Government & Citizenship

• Why are rules important? Why do we have them? What would happen if we didn’t have them?
• How are the rules in our house, school, and community similar to or different from each other?
• What makes a good citizen?
• What symbols are used to represent the United States of America?

How can I help my child learn at home?

Government & Citizenship

• When driving around town, look for US Symbols and discuss them.
• When your child displays characteristics of a good citizen, acknowledge it and name it.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their school utilizes and for their log-in information.

Overview

Digital citizenship in the primary grades focuses on introducing basic concepts of media balance and well-being, privacy & security when online, digital footprint & identity, and relationships & communication online.

Media Balance & Well-Being

Helping our young learners understand that they have agency over their technology usage is important. Through the use of direct instruction and embedded learning, students begin to explore what media balance is and how the use of technology can create different feelings and emotions for them. Lessons focus on helping students understand what quality technology usage looks like, and how to know when to put their devices down.

What are the state standards for what my child should know and be able to do in this subject and grade level?

TEKS: 126.6 (5) (A-B)

Texas Essential Knowledge and Skills (TEKS)

How can I help my child learn at home?

Ask your child how he feels when he is using technology. Help him notice when he is zoned out or when he has extra energy. Share with your child the different ways you use technology for productivity and for fun.

Overview

Public schools in Texas may be different from schools in other countries. 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?

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, 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.

What questions should I ask my 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?

What can I do?

•  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
• U.S. Department of Education - English Learner Tool Kit
• U.S. Department of Education - Especially for Parents

The start of a new school year is such an exciting time! In the early childhood years, separation anxiety for both parents and children is a common theme. Children have spent most of their lives with their parents/primary caregivers more than anyone else. For some children, this will be the first time they will leave their safe and secure environment. Before the start of school, it is important to share as much as you can about the school routine to ease their anxiety.

Your child should be able to identify basic emotions such as happiness, sadness, and fear. Also at this age, your child should be able to identify what he or she likes and dislikes. Your child may have a hard time articulating exactly how they are feeling due to a lack of vocabulary and/or self-awareness. Children at this age may know what it feels like to be sad or mad, but not nervous or surprised. The lack of self- awareness can lead to frustration that may be displayed as a temper tantrum or crying.

What questions should I ask my child?

• What are you excited about for this school year?
• What are you good at?
• What is something you are not so good at?
• What does sad look like?
• What does happiness look like?
• Is there anything you need help with at school? home?
• Who can you talk to at school when you are angry? sad? frustrated? 

What can I do?

• Take a visit to the school and show your child where he or she will walk in. If your child will be a bus rider or car rider, identify those areas as well.
• Talk with your child about what can be expected during the course of their school day.
• Establish a goodbye routine. Having a routine and a ritual breeds certainty and comfort.
• Establish a go-to person at the campus with whom your child can find support when you aren’t there.
• Pack a comfort item in their backpacks, such as a favorite blanket or stuffed animal. A short cuddle with a comfort item helps to ease anxiousness throughout the day.
• Draw several faces with different emotions and ask your child to identify one of the emotions. Have them share a time they felt that emotion and why. Ask how they are feeling now and why. 
• Use magazines, pictures in your child’s favorite story, and family pictures to identify how others are feelings based on their facial expressions.

Resources

• Common Sense Media
• ADDitudeMag

What should my child be working on?

Reading

• Make and correct or confirm predictions using text features, characteristics of the genre, and structures with adult assistance (TEKS 1.4, 1.6)
• Monitor comprehension and make adjustments such as re‐reading, using background knowledge, checking for visual cues, and asking questions when reading. (TEKS 1.4, 1.6, 1.3)
• Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text (TEKS  1.4)
• Use knowledge of base words to decode common compound words and contractions (TEKS 1.2)
• Identify and read at least 100 high‐frequency words from a research‐based list (TEKS 1.2)

Writing

• Dictate or compose informational texts, including procedural texts (TEKS 1.12)
• Spell words using sound‐spelling patterns (look, book, took, cook) (TEKS 1.2)
• Create drafts in oral, pictorial, or written form by organizing ideas, and able to share them with others. (TEKS 1.12)
• Capitalization for the beginning of sentences and the pronoun "I" (TEKS 1.11)
• Punctuation marks at the end of declarative, exclamatory, and interrogative sentences (TEKS 1.11  )
• Has correct spelling of words with grade‐appropriate orthographic patterns and rules and high‐frequency words with adult assistance (TEKS 1.2)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child (Reading and Writing)?

Nonfiction

• What do you already know about ______?
• What does this remind you of?
• Has this ever happened to you?

Fiction

• 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?

How can I help my child learn at home?

Reading

• When you’re out and about with your child, make time to sit and read, or to visit a library or bookstore.  The more they are around books, the more kids want to read.
• Find a quiet place and quiet time (as much as possible in our busy lives) for your child to read.  We’re aiming for children to read at least half an hour a night, and more when possible.  When some nights are cut short, try for some longer stretches on the weekend.
• Ask your children what kinds of books they enjoy.  If you’re not sure, let them explore the library or a bookstore. There is a book for every child, we just have to find that magic match.
• Check-in with your child to see how they are enjoying their reading. Maybe even grab yourself a copy of the book so you can have book chats.

Writing

• Ask often what your child is writing about.  Find out about stories, articles, and essays they are writing.
• When you ask children about what they’re writing, that’s an opportunity for children to rehearse.  Say, ‘Tell me that story, ‘ and “How will that essay go, what are your main points?” Being a rehearsal partner can be a significant role for parents.
• Make a big deal of published pieces.  Copy them, put them up, send them to the family.  Getting compliments from an audience they love helps writers want to keep writing.
• Look for more opportunities for children to write. You can always say, ‘We should make a book about that!”

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Geometry

• Sort two- dimensional shapes based on the number of sides and vertices (TEKS 1.6A)
• Distinguish the attributes that distinguish a two- dimensional shape from a three- dimensional shape  (TEKS 1.6B)
• Create and identify two- dimensional shapes: circle, triangle, rectangles, squares, rhombuses and hexagons (TEKS 1.6C, 1.6D)
• Identify and describe three-dimensional shapes:  spheres, cones, cylinders, rectangular prisms, cubes, triangular prisms (TEKS 1.6E)
• Join shapes together to make a new shape (TEKS 1.6F)

Fractions

• 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)

Measurement

Length

• 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 objects 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 explain that the shorter the measurement unit is, the more will use to measure; the longer the measurement unit is, the fewer will use to measure (TEKS 1.7C)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Geometry

• What are the attributes of shapes?
• What are the attributes of a _?

Fractions

• How do you know if the parts are equal?
• What does a half look like? What does a fourth look like?

Measurement

Length

• Looking at an object ask, would we measure the length or height?
• When measuring an object, where do we start measuring?

How can I help my child learn at home?

Geometry

• Have your child identify 2D and 3D shapes in the environment.
• Have your child create their favorite shape using crafting material and write about its attributes.

Fractions

• Using a butter knife, have your child cut their sandwich in half or fourths, then ask them if the parts are equal.

Measurement

Length

• Have your child measure the height/ length of objects about your home using objects such as paper clips, beans, or crayons.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Energy cont.

• Identifying and discussing how humans use light, thermal, and sound energy in everyday life (TEKS 1.6A)

Force and Motion

• Predict whether magnets push, pull, or have no effect on objects based on the physical properties of those objects (TEKS 1.6B)
• Describe how magnets have two poles: a north pole and a south pole (TEKS 1.6B)
• Describe how magnets attract, or pull, magnetic materials, such as iron and also attract the opposite pole of another magnet (TEKS 1.6B)
• Describe how magnets repel or push, the same pole of another magnet (TEKS 1.6B)
• Demonstrate and record the ways that objects can move, such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow (TEKS 1.6C)

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)
• Identify how rocks, soil, and water are used to make products. (TEKS 1.7C)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Energy cont.

• How do we use different forms of energy in everyday life?
• What are some common objects that produce energy, and how do they help us?

Force and Motion

• What happens when you put two magnets together?
• What is the rule for when two magnets are put together?
• What physical properties of objects allow them to be attracted to a magnet?
• How can we demonstrate how objects move?

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?

Energy cont.

• Walk around your neighborhood and have your child identify and discuss the different forms of energy they observe in various objects.

Force and Motion

• Use magnets to predict various objects’ magnetism around the home, test them, and describe what makes them magnetic
• Describe how magnets push and pull magnetic items from around the home

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.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Geography

• Learn how to use relative location (left, right, near, far, next to) and the four cardinal directions and to locate their community, state, and country on a map and globe (TEKS 1.3A, 1.3B, 1.4A, 1.4B)
• Identify landforms, bodies of water, and natural resources (TEKS 1.5A)
• Describe how the characteristic of location impact how we live (shelter, food, clothing, activities) (TEKS 1.5B)

Culture

• Identify customs and traditions in families and communities and their importance (TEKS 1.14A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Geography

• What are the cardinal directions?
• What is the difference between a map and a globe?
• Where is Houston, Texas, and the United States of America located on a map?

Culture

• Why is it important to continue the traditions of a culture?

How can I help my child learn at home?

Geography

• Encourage your child to draw a map of your home and/or neighborhood
• Talk about the places on these drawn maps using cardinal directions

Culture

• Identify and discuss customs or traditions you see in your culture and the culture of others

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

Going further with shapes!

A tessellation is an arrangement of shapes in a repeating pattern without any overlapping or gaps.

Assist your child in gathering the supplies to create their own tessellations.  Creating a tessellation is a great activity in trial and error and practicing persistence. Practice making tessellations together and see how creative you can be! 

Check out some examples of tessellations for inspiration

• Tessellation

Privacy and Security

Young learners build a foundation for safe technology usage by learning how being online is like being in a physical neighborhood. There are places to go that are safe, and places that need adult supervision. Students also begin to understand that some information can be shared with others, like a favorite color or sport, but other information needs to stay private, like their name and address. Helping students make these connections prepares them to stay safe when they are online.

TEKS: 126.6 (5) (A-B)

How can I help my child learn at home?

Show your students examples of apps and websites that collect information. Share with them what information you feel is okay to share, and what information should always be kept private. Talk to your student about phishing and spam so he will start to understand that just like in the physical world, the online world has some dangers to look out for.

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.

What questions should I ask my 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 can I help my child learn at home?

• 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
• The 50 Best ESL Resources for Kids
• Colorín Colorado (bilingual website)
• PBS Kids
• Unite for Literacy

Children this age are learning a lot about cooperative play and sharing. It’s through these interactions, children explore their curiosity in others. They learn more about taking turns and expressing empathy for others. Children at this age should be able to describe their relationships with others. They should be able to share the characteristics of a good friend. Children are learning how to use their social skills to positively interact with their peers. Using polite language, paying attention to others, sharing, and taking turns are some of the social skills practiced in this age group.

What questions should I ask my child?

• Tell me about the best part of your day.
• Did any of your friends do something that made you laugh? sad?
• Who did you play with today?
• Who did you sit with at lunch?

How can I help my child learn at home?

• Be a good example. Children often mimic the behaviors of the parents or primary caregivers. When your child sees you being kind, empathetic to others, honest, and patient, it gives them a guide for their friendships. 
• Have a child help you around the house or in the kitchen. These small tasks allow the opportunity to practice social skills such as polite language. It also helps children enhance their skills of listening to others.
• Take time to talk with your child about his or her day.
• Role-play with your child. Create scenarios with friendship conflicts and share steps to resolve the conflict.

Resources

• Being Your Kid’s Social Skills “Coach”
• 10 Questions to Ask Kids About Their Day at School

Reading

• Decode words with initial and final consonant blends, digraphs, and trigraphs (TEKS 1.2)
• Identify and read at least 100 high‐frequency words from a research‐based list (TEKS 1.2)
• Discuss how the author uses words that help the reader visualize (TEKS 1.8, 1.9, 1.10)
• 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 1.1)
• Evaluate details read to determine what is most important (TEKS  1.6 )

Writing

• Dictate or compose literary texts, including personal narratives and poetry (TEKS 1.12)
• Publish and share writing (TEKS 1.11 )
• Capitalization for the beginning of sentences and the pronoun "I" (TEKS  1.11 )
• Punctuation marks at the end of declarative, exclamatory, and interrogative sentences (TEKS 1.11)
• Use correct spelling of words with grade‐appropriate orthographic patterns and rules and high‐frequency words with adult assistance (TEKS  1.2)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child (Reading and Writing)?

Fiction

• Why do you think [ the character] did that?
• The author [or character] said ___.   What did he/she really mean?
• What is the author really trying to say?
• How do you know?
• Why is [character] acting like that?
• How is [character] feeling now?

How can I help my child learn at home?

Reading

• When you’re out and about with your child, make time to sit and read, or to visit a library or bookstore.  The more they are around books, the more kids want to read.
• Find a quiet place and quiet time (as much as possible in our busy lives) for your child to read.  We’re aiming for children to read at least half an hour a night, and more when possible.  When some nights are cut short, try for some longer stretches on the weekend.
• Ask your children what kinds of books they enjoy.  If you’re not sure, let them explore the library or a bookstore. There is a book for every child, we just have to find that magic match.
• Check-in with your child to see how they are enjoying their reading. Maybe even grab yourself a copy of the book so you can have book chats.

Writing

• Make a big deal of published pieces.  Copy them, put them up, send them to the family.  Getting compliments from an audience they love helps writers want to keep writing.
• Look for more opportunities for children to write. You can always say, ‘We should make a poem about that!”

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Representation & Comparison of Whole Numbers to 120

• Quickly look at a set of objects and know how many there are in the set (TEKS 1.2A)
• 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 relationship 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 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)
• Explain different ways to give to charities (TEKS 1.9D)

Time

• Tell time on a clock (analog & digital): to the hour and half hour (TEKS 1.7E)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Representation & Comparison of Whole Numbers to 120

• Have your child compare two numbers using the vocabulary: greater than/ less than/ equal to

Personal Financial Literacy

• What is the value of a _?
• What is the difference between a need and a want? What is a need/ want?

Time

• What does the hour hand look like? What does the minute hand look like?
• What number is the minute hand on when it is at the half-hour?

How can I help my child learn at home?

Representation & Comparison of Whole Numbers to 120

• Count forward and backward
• Have your child order 3-5 numbers in order from least to greatest or greatest to least

Personal Financial Literacy

• Have you child identify and count out the value of coins

Time

• Ask your child to tell you the time on both an analog and digital clock

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Atmosphere & 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)

Environments

• Sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring (TEKS 1.9A)
• Explain that living things have basic needs that must be met in order to survive, while nonliving things do not. (TEKS 1.9A)
• Explain that living things have the ability to reproduce, while nonliving things do not.
• analyze and record how organisms depend on other living things in various situations to survive (TEKS 1.9C)
• gather evidence of interdependence among living organisms such as energy transfer through food chains or animals using plants for shelter. (TEKS 1.9C)
• analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pets and caregivers. (TEKS 1.9B)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Atmosphere & 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?

Environments

• What basic needs must be met for living things to survive?
• How can we sort and classify living things and nonliving things?
• What types of offspring do living things produce?
• What are examples of interdependence found in terrariums and aquariums?

How can I help my child learn at home?

Atmosphere & 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.

Environments

• Help your child learn more about living things by growing a plant and observing its reactions to its environment.
• Help your child learn more about the interdependence of organisms by building a terrarium.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

History

• Learn about national holidays and celebrations (TEKS 1.1A, 1.1B)
• Identify famous Americans who made a difference (TEKS 1.2A, 1.2B, 1.15C)
• Use timelines and calendars (TEKS 1.17A, 1.17B)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

History

• Why do we celebrate _____ holiday in the U.S.?
• Why is ________ an important figure in U.S. history? How did he/she change the way we live?

How can I help my child learn at home?

History

• Have a talk with your child about the reasons for the holidays and how they are celebrated as they come up throughout the year.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

Going further with Keystone Species!

Sea Otters in Monterey Bay, California

Sea Otters are an endangered species.  Monterey Bay Aquarium in California is working to help protect the sea otters and for them to thrive in their environment.  Start by watching this video about their efforts.

It is very important to work to protect the sea otters because they are keystone species.  An animal that is keystone species helps hold the ecosystem together.

Draw a picture of a sea otter in its ecosystem.  Be sure to include other animals and plants that depend on the sea otter and that the sea otter depends on.

Early learners are just gaining a strong sense of identity, offline, and online. Students are introduced to the idea of a digital footprint and begin to explore how to build a positive identity online.

TEK: 126.6 (5) (C)

How can I help my child learn at home?

Let your student help you pick out pictures and captions to share online, discussing their choices. Also, help your student understand that their digital footprint will stay with them forever and that making smart choices will help them have a digital footprint they can be proud of.

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 be reclassified and 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.

What questions should I ask my child?

•  What book are you reading at school?
•  What did you do in your math class?
•  Did you ask for help when you didn’t understand?
• What is your homework for today?

How can I help my child learn at home?

• TELPAS Parent Tips (English)
• TELPAS Parent Tips (Spanish)

Resources

• Parent Guide
• Reading activities in English and Spanish
• Colorín Colorado (bilingual website)
• Unite for Literacy

Children in this age group are beginning to experience the transition from parents making all the decisions to being in school and having to make decisions on their own. This can be challenging for students. Everyone, regardless of age, has to make decisions. Responsible decision making includes choices about personal behavior. It also includes choices that affect others. Children at this age should be able to recognize when poor decisions like saying mean things to friends can be hurtful. Working with your child at an early age can help him/her better face challenges in the future.

What questions should I ask my child?

• During bedtime stories, ask your child how they would solve the problem in the story.
• What choices did you make today that was challenging? easy?
• Did you make any choices that hurt someone? Make someone happy?
• What are the consequences of your actions?
• What can you do to show kindness to others?
• What can you do to help the family get ready for dinner?
• Who did you sit with at lunch? Why?
• What outfit would you like to wear today?

How can I help my child learn at home?

• Show your child that they will always have your love and support. We all make bad choices at times, and supporting your child when poor decisions are made will show your child that your love is unconditional.
• Allow your child the opportunity to make decisions on his/her own. Decisions like what book to read at bedtime or dessert options at dinner time will make your child feel more involved and give more autonomy.
• Talk with your child about consequences.
• Explain to your child that rules may vary depending on the setting. For example, we use a quiet voice in the library, but yelling is appropriate at recess. Understanding these differences in situations can impact their decision making.
• Talk about the decisions you are making with your child.

Resources

• Social and Emotional Development

What should my child be working on?

Reading

• Work collaboratively with others by following agreed‐upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions (TEKS 1.1)
• Evaluate details read to determine what is most important (TEKS 1.4, 1.3, 1.2)
• Identify and read at least 100 high‐frequency words from a research‐based list (TEKS 1.2)
• Arrange information to create new understanding (lessons learned by characters) (TEKS 1.8, 1.9, 1.10)

Writing

• Publish and share writing (TEKS 1.11)
• Spelling words with initial and final consonant blends, digraphs, and trigraphs (TEKS 1.2)
• Capitalization for the beginning of sentences and the pronoun "I" (TEKS  1.2)
• Punctuation marks at the end of declarative, exclamatory, and interrogative sentences (TEKS 1.2)
• Correct spelling of words with grade‐appropriate orthographic patterns and rules and high‐frequency words with adult assistance (TEKS 1.2)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child (Reading and Writing)?

• What is most important here?
• Oh ... that's interesting ... Now what are you thinking?

Nonfiction

• What is something new you learned?
• What is this story/book/article really about?

Fiction

• What lessons did [the character] learn?
• What message does this story teach about life?

How can I help my child learn at home?

Reading

• When you’re out and about with your child, make time to sit and read, or to visit a library or bookstore.  The more they are around books, the more kids want to read.
• Find a quiet place and quiet time (as much as possible in our busy lives) for your child to read.  We’re aiming for children to read at least half an hour a night, and more when possible.  When some nights are cut short, try for some longer stretches on the weekend.
• Ask your children what kinds of books they enjoy.  If you’re not sure, let them explore the library or a bookstore. There is a book for every child, we just have to find that magic match.
• Check in with your child to see how they are enjoying their reading. Maybe even grab yourself a copy of the book so you can have book chats.

Writing

• Make a big deal of published pieces.  Copy them, put them up, send them to the family.  Getting compliments from an audience they love helps writers want to keep writing.
• Look for more opportunities for children to write. You can always say, ‘We should make a book about that!”

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Addition & Subtraction (Part 2)

• Use strategies to add and subtract and explain the strategy used to add and subtract numbers up to 20 (TEKS 1.5G, 1.3D, 1.3E)
• Draw pictures and use objects to add and subtract (TEKS 1.3A)
• Make the sum of ten in different ways (TEKS 1.3C)
• Skip count by twos, fives, and tens to count a set of objects (TEKS 1.5B)
• Create a word problem for a given number sentence (TEKS 1.3F)
• Represent addition and subtraction word problems with pictures and number sentences (TEKS 1.5D)
• Determine the missing value from an addition or subtraction word problem and from a number sentence (TEKS 1.3B, 1.5F)
• Explain what the equal sign means in a number sentence (TEKS 1.5E)

Data Analysis

• Collect, sort, and organize data using tally marks or a T-chart (TEKS 1.8A)
• Represent data in a picture graph or bar-type graph (TEKS 1.8B)
• Ask and answer questions about data represented in a picture or bar-type graph (TEKS 1.8C)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Addition & Subtraction to 20 (Part 2)

• What action do you see happening in the word problem?
• How do you know if you need to add or subtract?
• What strategy did you use to solve the word problem?

Data Analysis

• What is the graph comparing?
• What does the data tell you?

How can I help my child learn at home?

Addition & Subtraction to 20 (Part 2)

• Encourage your child to write their own word problems.
• Skip count by twos, fives, and tens
• Have your child explain their thinking after they solved the word problem.

Data Analysis

• Have your child create a survey, record their findings using tally marks, and then make a graph using their results.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Organisms

• 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)
• Investigate how external characteristics such as body covering, color, body shape, or size that 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)
• 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)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Organisms

• 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 the parent?
• 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?

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.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their campus utilizes and for their log-in information.

What should my child be working on?

Economics

• 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)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Economics

• 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?

Economics

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.

Resources

Every campus has access to different software that can be used at home. Reach out to your child’s teacher for the programs their school utilizes and for their log-in information.

Relationships & Communication

Primary students are learning to build relationships offline, and digital citizenship lessons expand on those offline lessons to build connections to online relationships. Students explore how they can use technology to build relationships with the people that they know offline and how the Internet can connect us all.

TEK: 126.6 (5) (A)

How can I help my child learn at home?

When you use technology to make connections with others, point it out to your student. Ask them how the Internet helps them stay connected to family and/or friends who live far away. Share with students how using social media is another way to make connections with people in your offline and online communities.

Overview

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.

What questions should I ask my 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?

What can I do?

• 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
• Reading activities in English and Spanish
• Colorín Colorado (bilingual website)
• Unite for Literacy

Empathy is putting yourself in another person’s shoes and understanding how they are feeling. It is also the perspective of others. It is the foundation of a child’s ability to be kind and show compassion to others. At an early age, children are beginning to recognize what others are feeling around them. Young children are beginning to read gestures and facial expressions of others to figure out what they are feeling.

What questions should I ask my child?

• What’s something kind you did today?
• What’s something nice you did for someone today?
• How would you like to serve someone at school? in our family? on the ____team?
• Listen to your sister/brother’s voice, how do you think he/she is feeling?
• How would you feel if ____?
• How can we show our ___ that we care about them?
• I know you are upset with ____, but how would you feel if he/she ___.

What can I do?

• Show your child empathy. Listen carefully and acknowledge when your child speaks to you.
• Teach your child the Golden Rule, treat others the way you want to be treated.
• Teach your child to be empathetic. Encourage your child to reach out to a friend, sibling, or family member when they see them upset or hurt.
• Share stories and/or videos of families and children with fewer resources than your family. Share the similarities and differences between your families with the lens of empathy.
• Use picture books and photographs to develop empathy by pointing out facial expressions, gestures, and actions of others.
• Be on the lookout for caring moments.
• Praise your child’s character. For example, “Thank you for help me carry the groceries, you are so considerate when you help me.”

Resources

• For Families: 5 Tips for Cultivating Empathy
• 3 simple ways to teach kids to have empathy for others