Kindergarten
Grade-Level Guide
First nine weeks
Core curriculum
Language Arts
What should my child be working on?
Reading
- Emergent reading (approximation in reading, using pictures and words to construct story) (TEKS K.3)
- Concepts about print (their understanding that books are read from cover to cover, left to right, top to bottom, 1-1 matching in the word read and word printed) (TEKS K.2)
- Story language and structure (TEKS K.5, K.9 )
- Purpose of rereading (TEKS K.3 )
- Phonemic Awareness (rhyme, to play with the sounds in words, to hear component sounds in a word) (TEKS K.2)
Writing
- Phonemic Awareness (rhyme, to play with the sounds in words, to hear component sounds in a word) (TEKS K.2)
- Concepts about print (their understanding that books are written from cover to cover, left to right, top to bottom) (TEKS K.2)
- Recognize that sentences are comprised of words separated by spaces and recognize word boundaries (TEKS K.2)
- Oral rehearsing (oral story-telling) (TEKS K.1)
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)?
- Can you show me the front/back of the book?
- Where do you start reading?
- Can you point to a word on the page?
How can I help my child learn at home?
Reading
- Read to your child daily.
- Have them read to you the story (Approximation is ok and expected. This is done after you have read a story to them many times).
Writing
- Encourage your child to write their own books.
- Ask for help with shopping lists.
- Have them practice writing their name.
Math
What should my child be working on?
Number Sense to 10
Representation of Whole Numbers
- Recognize, write, and represent a number up to 10 (TEKS K.1A)
- Draw or use objects to show different ways to make a number up to 10 (TEKS K.2I)
- Count a group of objects up to 10 (TEKS K.2C)
- Tell how many objects are in the group (TEKS K.2D)
- Count by ones starting at any number (TEKS K.5A)
- Count by tens starting at any number (TEKS K.5A)
Comparison of Whole Numbers
- Compare numbers up to 10 using the words more than, less than, or equal to (TEKS K.2H)
- Count to 10 forward and backward (TEKS K.2A)
- Identify and use objects to make a number that is greater than, less than, or equal to another number (TEKS K.2E, K.2F)
- Compare two groups and determine which has more or less than another the other. (TEKS K.2G)
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 of Whole Numbers
- Can you write the number _ and draw _ items to represent the number?
- Given a quantity ask, how many do you see? How did you know there were _ many?
- Using two different colors, how many different can we make a set of _?
Comparison of Whole Numbers
- Looking at two or three sets of objects with different quantities ask, which group has more/less?
- What is one more/ one less than _?
How can I help my child learn at home?
Addition & Subtraction to 20 (Part 1)
Representation of Whole Numbers
- Count out loud by ones
- Have your child count out a set objects, draw it, and write the numeral
- Have your child identify numbers in their environment
Comparison of Whole Numbers
- Have your child compare the quantity of toys they own (cars to trucks/ stuffed animals to dolls)
Science
What should my child be working on?
Matter
Properties of Matter
- Describe objects based on their properties (big/small, heavy/light, shape, color, and texture). (TEKS K.5A)
- Compare objects to one another based on their properties. (TEKS K.5A)
- record observations about objects, including descriptions of how big or small, how heavy or light, shape, color, and texture. (TEKS K.5A)
Heating and Cooling
- Observe, record, and discuss how heating materials can cause them to melt or change in some other way. (TEKS K.5B)
- Observe, record, and discuss how cooling materials can cause them to freeze or change in some other way. (TEKS K.5B)
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
Properties of Matter
- How do you describe objects based upon their properties?
- Looking at these objects can you identify which is lighter/ heavier?
- Using the sense of touch, can you identify its texture?
Heating and Cooling
- How are the properties of a material changed during heating and cooling?
How can I help my child learn at home?
Matter
Properties of Matter
- Practice observing, describing, and sorting everyday items
Heating and Cooling
- Observe and describe things being changed by adding and removing heat
Social Studies
What should my child be working on?
- Understand the purpose of rules (TEKS K.7A)
- Understand the role of authority figures (TEKS K.8A)
- Experience the responsibilities of a citizen by following the rules and practicing safety (TEKS K.7B )
- Understand that authority figures keep us safe and that rules at home and at school provide safety for everyone (TEKS K.8B)
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?
- How do rules and routines help ensure safety?
- How do people best cooperate?
- Who makes the rules at school? At home?
How can I help my child learn at home?
Government & Citizenship
- Engage your child in conversations about authority figures at places you visit such as the park, museums, and stores.
- Celebrate with your child when they display characteristics of good citizenship and name the trait they displayed.
Additional support
Continued Learning
Practice making connections across curricular areas.
Ask your child to draw and explain a story about a child that gets to make all the rules for their family. Challenge them to see how they can use numbers throughout the story. Have a discussion about what may or may not happen if your family follows these rules.
Check out this resource from Wonderopolis about why we have rules and view the Try It Out section as a family!
Digital Citizenship
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 that you use technology for productivity and for fun.
English Learner
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
Social-Emotional Behavior
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 sadness 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 anxiety 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
Second nine weeks
Core curriculum
Language Arts
What should my child be working on?
Reading
- Develops oral language through listening, speaking, and discussion about books (TEKS K.1)
- Concepts about print (their understanding that books are read from cover to cover, left to right, top to bottom, 1-1 matching in the word read and word printed) (TEKS K.2 )
- Phonemic Awareness (TEKS K.2 )
- recognizing that new words are created when letters are changed, added, or deleted such as ot ‐ pot ‐ top ‐ tap
- Share information and ideas by speaking and clearly using the conventions of language and taking turns (TEKS K.1)
- Identify and/or read at least 25 high‐frequency words from a research‐based list (TEKS K.3)
Writing
- Use prewriting strategies such as generating ideas for writing through class discussions and drawings (TEKS K.10)
- Concepts about print (their understanding that books are written from cover to cover, left to right, top to bottom) (TEKS K.2)
- Recognize that sentences are comprised of words separated by spaces and recognize word boundaries (TEKS K.2)
- Spelling words with grade‐appropriate orthographic patterns/rules and high‐frequency words (TEKS K.10)
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?
- What do you think we will learn about in this book/article/text? (NF)
- Based on what we just read, what do you think might happen next? (F)
- How do you think [the character] will solve the problem? (F)
- How do you think this is going to end? (F)
- What are you thinking about now? What in the story makes you think that? (F)
- Were you right?
How can I help my child learn at home?
- Read to your child daily.
- Have them read to you the story (Approximation is ok and expected. This is done after you have read a story to them many times)
Writing
- Encourage your child to write their own books.
- Ask for help with shopping lists.
- Have them practice writing their name.
Math
What should my child be working on?
Geometry
Two-Dimensional Shapes (2D)
- Sort shapes in groups by similar attributes (TEKS K.6E)
- Identify a circle, a triangle, a rectangle, and a square and describe them by the number of sides and corners (vertices). (TEKS K.6A, K.6D)
- Create a triangle, a rectangle, a circle, or a square (TEKS K.6F)
Three-Dimensional (3D)
- Sort regular and irregular 2D & 3D figures regardless of their orientation (TEKS K.6E)
- Identify a cylinder, a cone, a sphere, and a cube in the real world (TEKS K.6B)
- Identify 2D shapes in cylinders, cones, spheres, and cubes and sort them by their similar attributes (TEKS K.6C)
Measurement
- Compare the length, weight, and capacity of two objects (TEKS K.7B)
- Explain different ways that an object can be measured (TEKS K.7A)
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 does a _ look like?
- How do you know that it is a rectangle and not a square?
- What is your favorite shape, why? Tell me about your favorite shape.
Measurement
- Looking at two objects of different sizes ask, which one is taller/ longer?
How can I help my child learn at home?
Geometry
- Have your child create a shape using crafting material and tell you about it.
- Play “I Spy” to locate shapes in their environment
Measurement
- Compare objects around the house, animals, and the such using comparative language (taller/ shorter, longer/ shorter, bigger/ smaller) and have your child explain.
- Using measuring cups or containers of different sizes, have your child compare which holds more/ less/ or the same amount
Science
What should my child be working on?
- Using their senses to feel thermal energy, see light energy, and hear and feel sound energy (TEKS K.6A)
Force and Motion
- Observe and describe how objects can be above, below, behind, in front of, or beside other objects (TEKS K.6C)
- Observe and describe how objects can move in straight lines, zigzags, up and down, back and forth, round and round, or fast and slow (TEKS K.6D)
- Explore interactions between magnets and various materials (TEKS K.6B)
Earth
- Observe and describe that weather is different from day to day and season to season (TEKS K.8A)
- Observe and describe changing weather conditions such as differences in cloud cover, temperature, and precipitation levels (TEKS K.8A)
- Explain that seasons happen in repeated patterns, and usually include summer, fall, winter, spring (TEKS K.8B)
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
- Why do we need light, heat, and sound energy?
- What sense do we use to identify light energy? thermal energy? sound energy?
Force and Motion
- What observations can we make to describe the location of an object in relation to another object or how the object moved?
- Which objects do you think will or won’t be attracted to magnets? Why?
Earth
- What is the difference between seasons and weather?
- How does weather change during the seasons?
How can I help my child learn at home?
Energy
- Identify and describe light, heat and sound energy in and around the home
Force and Motion
- Look for objects in the home and describe their positions using the vocabulary above, below, behind, in front of, or beside
- Use magnets to predict various objects’ magnetism around the home, test them, and describe what makes them magnetic
Earth
- Observe and record the weather and its changes
Social Studies
What should my child be working on?
Geography
- Identify and understand the importance of how maps and globes reflect the community (TEKS K.3C)
- Understand the physical and human characteristics of a place including how to describe the location (using terms such as over, under, near, far, next to, left, right) (TEKS K.3A, K.3B)
- Examine how physical characteristics (such as location, landforms, bodies of water, and climate) are different, based upon a geographic location and how those characteristics influence ho we live(TEKS K.4A, K.4B)
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
- How do maps and globes help us?
- How are other places different from where we live?
How can I help my child learn at home?
Geography
- Help your student use terms such as over, under, near, far, left, and right, to describe a relative location.
- Talk about how shelter, clothing, food, and activities in different places are based upon geographic location.
- Using key and labeling locations, have your student draw a map of your home or neighborhood.
Additional support
Continued Learning
Watch this video with your child to identify various shapes and their names.
Provide your child a piece of paper and writing utensils, then ask them to draw a map of the home as they walk around and look for examples of the shapes from the video. As they find examples, have them draw that shape in the room where they found it.
Then, view Island and see how many new shapes you can find!
Digital Citizenship
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. Children 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.
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)
How can I help my child learn at home?
Show your child 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.
English Learner
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?
What can I do?
- 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
Social-Emotional Behavior
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?
What can I do?
- 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
Third nine weeks
Core curriculum
Language Arts
What should my child be working on?
Reading
- Make and confirm predictions of text with adult assistance (TEKS K.5)
- Identify and/or read at least 25 high‐frequency words from a research‐based list (TEKS K.3)
- Identify and match the common sounds that letters represent (TEKS K.2)
- Make personal connections to a variety of sources (make connections to personal experiences, ideas in other texts, and society with adult assistance) (TEKS K.5)
Writing
- Spell words using sound‐spelling patterns (look, book, took, cook) (TEKS K.2)
- Spell high‐frequency words from a research‐based list (TEKS K.2)
- Create drafts in oral, pictorial, or written form by organizing ideas, and able to share them with others (TEKS K.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?
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
- 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!”
Math
What should my child be working on?
Addition & Subtraction of Whole Numbers
- Put objects together to show addition, and take objects away from a group to show subtraction (TEKS K.3A)
- Use objects and draw to solve addition and subtraction word problems (TEKS K.3B)
- Explain the strategies used to solve addition and subtraction problems (TEKS K.3C)
Number Sense to 20
Representation of Whole Numbers
- Count to at least 100 by ones and tens starting at any number (TEKS K.5A)
- Recognize, write, and represent a number up to 20 (TEKS K.2B)
- Draw or objects to show different ways to make a number up to 10 (TEKS K.2I)
- Count a group of objects up to 20 (TEKS K.2C)
Comparison of Whole Numbers
- Compare numbers up to 20 using the words more than, less than, or equal to (TEKS K.2H)
- Count to 20 forward and backward (TEKS K.2A)
- Identify and use objects to make a number that is greater than, less than, or equal to another number (TEKS K.2E, K.2F)
- Compare two groups and determine which has more or less than another the other. (TEKS K.2G)
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 of Whole Numbers
- How did you know whether to join or separate the two amounts?
- Can you explain to me what you did?
Number Sense to 20
Representation of Whole Numbers
- Can you write the number _ and draw _ items to represent the number?
- Given a quantity ask, how many do you see? How did you know there were _ many?
- Using two different colors, how many different can we make a set of _?
Comparison of Whole Numbers
- Looking at two or three sets of objects with different quantities ask, which group has more/less?
- What is one more/ one less than _?
How can I help my child learn at home?
Addition & Subtraction of Whole Numbers
- Act out word problems from a book or song such as Five Little Monkeys or Five Little Speckled Frogs.
Number Sense to 20
- Count out loud by ones and tens
- Have your child count out a set objects, draw it, and write the numeral
- Have your child identify numbers in their environment
Science
What should my child be working on?
Earth
- Identify that day and night happen in a repeated sequence (TEKS K.8B)
- Observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun (TEKS K.8C)
Atmosphere & Space
- Observe and describe physical properties of natural sources of water, including color and clarity (TEKS K.7B)
- Observe, describe, and sort rocks by size, shape, color, and texture (TEKS K.7A)
- Give examples of ways rocks, soil, and water are useful (TEKS K.7C)
Environments
- Differentiate between living and nonliving things based on certain characteristics including the ability to satisfy basic needs and the ability to produce offspring (TEKS K.9A)
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?
Earth
- What is the pattern in the day and night cycle?
- What different objects can we see in the sky during the day or at night?
Atmosphere & Space
- What physical properties can we use to describe natural sources of water?
- What physical properties can we use to describe, compare, and sort rocks?
- How are rocks, soil, and water useful to us?
Environments
- What is the difference between living and nonliving things?
How can I help my child learn at home?
Earth
- Illustrate and describe objects in the sky during the day and night
Atmosphere & Space
- After a rain event, observe and describe the physical properties of rainwater as well as its effects on the rocks and soil in your neighborhood
Environments:
- Take a walk in your neighborhood with your child. As you walk, review the criteria for classifying something as living: a living thing has basic needs of food, water, and air. Also remind your child that a living thing must be able to grow, change, and reproduce. Point out different things as you are walking and ask your child to classify the items. Be sure to include some things that might be less obvious such as a tree or moving water.
Social Studies
What should my child be working on?
What should my child be working on in the 3rd nine weeks of school?
Culture
- Understand and explain the importance of family and identify family traditions (TEKS K.11A)
History
- Identify patriotic holidays, the reason for the holidays, and explain how the holidays are celebrated (TEKS K.1A, K.1B)
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?
Culture
- What are some of our family traditions?
History
- What are some national holidays that are celebrated in the United States? What are some of the things that we do to celebrate those holidays?
How can I help my child learn at home?
- Have your student draw/write about a traditional family meal.
- Have your student draw a picture of what they do at home with their family.
Additional support
Continued Learning
Going further with animals!
Why do goats have rectangular pupils?
Talk to your child about how animals have different features that help keep them safe from predators. Some animals have fur or skin that help them blend in with their surroundings, while others have claws or sharp teeth that help them defend themselves. Ask your child to make a list of their favorite animals. Then discuss how each animal helps defend itself from predators.
Next, watch this video about goats and why they have rectangular pupils.
After watching the video, see if you can think of any other characteristics from your list that animals have to help defend themselves. Draw a picture of your favorite animal and circle the parts that help them defend themselves.
Digital Citizenship
Digital Footprint and Identity
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.
What are the state standards for what my child should know and be able to do in this subject and grade level?
TEK: 126.6 (5) (C)
Texas Essential Knowledge and Skills (TEKS)
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.
English Learner
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?
What can I do?
Resources
Social-Emotional Behavior
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?
What can I do?
- 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
Fourth nine weeks
Core curriculum
Language Arts
What should my child be working on?
Reading
- Make personal connections to a variety of sources (make connections to personal experiences, ideas in other texts, and society with adult assistance) (TEKS K.5)
- Retell texts in ways that maintain meaning (TEKS K.6)
- Respond using newly acquired vocabulary as appropriate (TEKS K.6)
- Identify and/or read at least 25 high‐frequency words from a research‐based list (TEKS K.3)
Writing
- Spell high‐frequency words from a research‐based list (TEKS K.3)
- Create drafts in oral, pictorial, or written form by organizing ideas, and able to share them with others. (TEKS K.11)
- Revise drafts by adding details in pictures or words (TEKS K.10)
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
- Read to your child daily.
- Have your child restate and follow oral directions that involve a short, related sequence of actions
- Encourage the development of social communication such as introducing himself/herself, using common greetings, and expressing needs and wants
Writing
- Ask often what your child is writing about. Find out about the stories 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.” 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!”
Math
What should my child be working on?
What should my child be working on in the 4th nine weeks of school?
Number Sense to 20 continues to develop from the 3rd nine weeks.
Data Analysis
- Collect, sort, and organize data into two or three categories/ groups (TEKS K.8A)
- Use the data collected to create a graph (TEKS K.8B)
- Can explain information from a graph and generate questions based on the graph (TEKS K.8C)
Personal Financial Literacy
- Identify a penny, a nickel, a dime, and a quarter (TEKS K.4A)
- Explain different ways you can earn money (TEKS K.9.A)
- Explain the difference between money earned and money received (TEKS K.9B)
- Explain simple skills that people would need for certain jobs (TEKS K.9C)
- Explain the difference between wants and needs (TEKS K.9D)
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?
Data Analysis
- What can you tell by looking at the graph?
- What information is the graph showing us?
Personal Financial Literacy
- What can you do to earn money?
- What the difference between earned money and money you received?
- What is a want? What is the need? What is the difference between a want and a need?
How can I help my child learn at home?
Data Analysis
- Sort objects at home and then graph them (fruits vs. vegetables, crayons vs. markers).
Personal Financial Literacy
- When out shopping, ask your child if what is being purchased is a want or a need and to explain their thinking.
- Have your child cut out wants and needs from a magazine. Have them sort the items and explain their thinking.
Science
What should my child be working on?
Environments
- Explain that living organisms have basic needs that must be met in order to survive (TEKS K.9B)
- Explain that animals require air, food, and water, and some animals also require shelter (TEKS K.9B)
- Explain that plants require air, water, nutrients, sunlight, and space. (TEKS K.9B)
Organisms
- Sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape (TEKS K.10A)
- Explain that animals have bodies made up of parts including the head, eyes, and limbs. Animals can also have different body coverings like skin, fur, scales, and shells. (TEKS K.10B)
- observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. (TEKS K.10D)
- identify ways that young plants resemble the parent plant (TEKS K.10C)
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?
Environments
- What are the basic needs of animals? Plants?
Organisms
- What are some physical characteristics of living things?
- How can we sort plants and animals into groups by their physical characteristics?
- What are the parts of plants and what are the parts of animals?
How can I help my child learn at home?
Environments
- Go on a nature walk in your neighborhood and have your child write down or draw a picture of various organisms that you observe. Then, ask your child to name the things the organism needs to live.
Organisms
- Have your child characterize plants and animals based on their physical characteristics
- Go on a nature walk and have your child describe the basic needs of plants and animals in their neighborhood
Social Studies
What should my child be working on?
Economics
- Understand basic human needs and explain the difference between needs and wants (TEKS K.5A, K.5B)
- Understand how everyone has a job to do and why we have jobs at home, school, or work (TEKS K.6A, K.6B)
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
- What is a want?
- What is a need?
- How do you know the difference between a want and a need?
- What happens if your needs are not met?
- What is your job at school? What is your job at home?
How can I help my child learn at home?
Economics
- As you and your family purchase things over the next several weeks, discuss with your child if those things are a want or a need.
Additional support
Continued Learning
Going further with storytelling!
Summarizing Skills
First view the story of the Very Hungry Caterpillar.
Then, after asking the questions from the Language Arts section, ask your child to practice summarizing the story using only important details in a concise way. After discussing and practicing summary skills, ask your child to spell 5 words from the story.
Next, talk to your child about what patterns they can identify from the story and what unanswered questions do they still have?
Ask your student to create their own story that includes a unique pattern, have them tell you the story and then summarize it.
Digital Citizenship
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.
What are the state standards for what my child should know and be able to do in this subject and grade level?
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.
English Learner
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
Social-Emotional Behavior
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 helping me carry the groceries, you are so considerate when you help me.”
Resources
https://mcc.gse.harvard.edu/resources-for-families/5-tips-cultivating-empathy
https://www.todaysparent.com/family/parenting/3-simple-ways-to-teach-kids-to-have-empathy-for-others
Resources
Each campus has access to different software that can be used at home. Contact your child’s teacher for the programs their campus utilizes and for their login information.