Kindergarten
Grade Level Guides
First nine weeks
Reading (English)
● Foundational Language Skills: Phonological Awareness (rhyme, alliteration, concept of a word) (TEKS K.2A)
● Foundational Language Skills: Phonics (identify and match letter sounds) (TEKS K.2B)
● Foundational Language Skills: Oral Language (develop vocabulary) (TEKS K.1A)
● Foundational Language Skills: Print Awareness (book holding skills, reading left to right and top to bottom, 1-1 matching in the word read and word printed) (TEKS K.2D)
● Foundational Language Skills: Identifying uppercase and lowercase letters (TEKS K.2Dv)
● Story language and structure (TEKS K.5, K.9 )
● Comprehension: Understand purposes for rereading (TEKS K.5I )
● Response Skills: Respond using new learned vocabulary (6F)
Lectura (español)
● Destrezas fundamentales de lenguaje: Conciencia fonológica (rimas, aliteración, conceptos de una palabra) (TEKS K.2A)
● Destrezas fundamentales de lenguaje: Fonética (identificar y asociar los sonidos de las letras) (TEKS K.2B)
● Destrezas fundamentales de lenguaje: Lenguaje oral (Desarrollar vocabulario) (TEKS K.1A)
● Destrezas fundamentales de lenguaje: Conciencia de texto impreso (sostener un libro, leer de izquierda a derecho y de arriba hacia abajo, reconocer la diferencia entre una letra y una palabra impresa) (TEKS K.2D)
● Destrezas fundamentales de lenguaje: Identificar letras mayúsculas y minúsculas (TEKS K.2Dv)
● Lenguaje y estructura de un cuento (TEKS K.5, K.9)
● Comprensión: Entender los propósitos de releer (TEKS K.5I)
● Habilidades para responder: Responda usando el vocabulario recién adquirido (TEKS K.6F)
Writing (English)
● Foundational Language Skills: Phonics: matching sounds to letters (TEKS K.2Bi)
● Foundational Language Skills: Print Awareness (book handling: cover to cover, top to bottom, left to right) (TEKS K.2Dviii)
● Foundational Language Skills: Print Awareness Recognize that sentences are comprised of words separated by spaces and recognize word boundaries (TEKS K.2Diii)
● Foundational Language Skills: Develop handwriting by accurately forming letters (K.2E)
● Composition: Plan a story through talk and drawing and develop a story (TEKS K.10A, 10B)
Escritura (español)
● Destrezas fundamentales de lenguaje: Fonética: asociar los sonidos comunes que las letras representan (TEKS K.2Bi)
● Destrezas fundamentales de lenguaje: conciencia del texto impreso (como sostener un libro: cubierta a cubierta, de arriba hacia abajo, de izquierda a derecha) (TEKS K.2Dviii)
● Destrezas fundamentales de lenguaje: conciencia de texto impreso reconocer que las oraciones están compuestas de palabras separadas por espacios y reconocer los límites de las palabras (TEKS K.2Diii)
● Destrezas fundamentales de lenguaje: Desarrollar la escritura al formar de manera precisa todas las letras (TEKS K.2E)
● Composición: Planificar un cuento por medio de discusiones en la clase y dibujos (TEKS K.10A, 10B)
Questions to ask your 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?
● What sounds do you hear in your name?
● What sounds do you hear in (common words, especially used in writing)?
● Play games to match letters with sounds and pictures that begin with the common letter sound.
● Use playdoh, or other tactile materials to shape or trace letters, saying the sounds of the letters.
● Say and trace letters in sand or a small plate of sugar. Say the letter sound while forming the letter.
● Build fine motor muscles by playing LEGO® blocks or using chopsticks to pick up small items such as beads or cotton balls.
Preguntas que le puede preguntar a su hijo/a (Lectura y escritura)
● ¿Me puedes enseñar la cubierta y contraportada del libro?
● ¿En dónde puedo empezar a leer?
● ¿Puedes apuntar a una palabra en la página?
● ¿Qué sonidos escuchas en tu nombre?
● ¿Qué sonidos escuchas en (palabras comunes, especialmente las que se usan en escritura)?
● Jueguen juegos para emparejar letras y sonidos a los dibujos que empiezan con el sonido común de la letra.
● Usando plastilina, u otro material táctil para formar o trazar letras, diciendo los sonidos de las letras.
● Di y trazar las letras en tierra o en un plato con azúcar. Di el sonido de la letra mientras forman las letras.
● Para desarrollar los músculos motores finos, jueguen con bloques de LEGO® o usen para recoger objetos pequeños como cuentas o bolitas de algodón.
How can I help my child learn at home?
● Read to your child daily.
● Have them read to you the story by sharing the story.
● Play with language by making rhymes, using alliteration, and singing songs.
● Have your child play with sounds, sing the alphabet to different tunes, say the sounds in simple words.
● Encourage your child to write their own books.
● Encourage your child to put familiar sounds on the paper to represent each word.
● Ask for help with shopping lists.
● Have them practice writing their name.
● Support children’s use of environmental print.
● Have children label common sounds
¿Cómo puedo ayudar a mi hijo/a en casa?
● Lea con su hijo/a diariamente.
● Pídales que lean la historia compartiéndola.
● Jueguen juegos haciendo rimas, usando alteración o cantando canciones.
● Pídale a su hijo/a que jueguen con sonidos, cantando el alfabeto con diferentes ritmos, pueden decir los sonidos usando palabras simples.
● Anime a su hijo/a a escribir sus propios libros.
● Anime a su hijo/a a escribir sonidos conocidos en un papel para representar cada palabra.
● Pídales ayuda con sus listas de mercado.
● Pídales que practiquen escribir su nombre.
● Apoye el uso de la impresión ambiental por parte de su hijo/a.
● Pídale a su hijo/a que etiqueten sonidos comunes.
Math
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)
● Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures (TEKS K.2B)
● Count a group of objects up to 10 (TEKS K.2C)
● Tell how many objects are in the group without recounting (TEKS K.2D)
● Count by ones and 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 (more), less than (fewer), or equal to another number (TEKS K.2E, K.2F)
● Compare two groups and determine which has more or less than the other. (TEKS K.2G)
Math TEKS: https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math)
● 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 that many?
● How many different ways can we make a set of _?
● What patterns do you notice?
● Looking at two or three sets of objects with different quantities ask, which group has more/less?
● What is one more/one less than _? What comes after _? What comes before _?
How can I help my child learn at home?
Representation of Whole Numbers
● Count out loud by ones, forward and backward
● 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 by lining up (one to one) and stating which is more and which is less (cars to trucks/ stuffed animals to dolls)
Science
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)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child (Science)
Environments
● What is the difference between living and nonliving things?
How can I help my child learn at home?
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
● 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)
TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y
Questions to ask your child (Social Studies)
● 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?
● 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.
● Celebrate Freedom Week is in September and Constitution Day is September 17. Share with your student what freedom means to you and discuss why the Constitution is such an important document for our country.
English Learner/Emergent Bilingual Student
Overview:
If this is the first time your child attends a Texas Public School, the first nine weeks will be the time your child becomes accustomed to the new environment as they learn.
How does the school know that my child is an English Learner/Emergent Bilingual student?
When you register your child in school for the first time, you are asked to fill out a home language survey that asks two specific questions: (1) What language is spoken in the child’s home most of the time? and (2) What language does the child speak most of the time? If the survey indicates that your child speaks a language other than English and/or the home language is other than English, he/she will then be tested at the Multilingual Department’s Welcome Center. If the assessment indicates that your child is not yet proficient in English, the Language Proficiency Assessment Committee (LPAC) will make a program recommendation for your child.
How will my child learn English?
Dual Language programs are designed to make grade-level academic content accessible to English learners through the development of literacy and academic skills in the child’s primary language and English. English as a Second Language program (ESL) targets English language development, including listening, speaking, reading, and writing skills, through academic content instruction that is linguistically and culturally responsive.
Questions to ask your child
- What was one interesting thing you did at school today?
- Who did you sit with during lunchtime?
- Who did you talk to the most today?
- What is your homework for today?
How may I support my child?
- Encourage your child to use a bilingual dictionary.
- Encourage your child to read daily in his /her home language and/or English. In the primary grades, read to/with your child.
- Schedule time every day for your child to do homework.
Resources:
Second nine weeks
Reading (English)
● Foundational Language Skills: Develops oral language through listening, speaking, and discussion about books (TEKS K.1A-E)
● Foundational Language Skills: Phonological Awareness: identifying, blending, and segmenting syllables (TEKS K.2A)
● Foundational Language Skills: Using letter-sound relationship to decode (K.2Bii)
● Foundational Language Skills: Print Awareness: Book handling skills (TEKS K.2D)
● Foundational Language Skills: Phonics recognizes that new words are created when letters are changed, added, or deleted such as ot ‐ pot ‐ top ‐ tap and Identify and/or read at least 25 high‐frequency words from a research‐based list (TEKS K.2B)
● Foundational Language Skills: Self-select texts and read independently (TEKS K.4A)
● Response Skills: Describe personal connections (TEKS: K.6A)
Lectura (español)
● Destrezas fundamentales de lenguaje: Desarrollar lenguaje oral por escuchar, hablar, leer, y escribir en discusiones sobre libros (TEKS K.1A-E)
● Destrezas fundamentales de lenguaje: Conciencia fonológica: identificar, mezclar y segmentar sílabas (TEKS K.2A)
● Destrezas fundamentales de lenguaje: Usar la relación letra-sonido para decodificar (TEKS K.2Bii)
● Destrezas fundamentales de lenguaje: Conciencia de texto impreso (sostener un libro, leer de izquierda a derecho y de arriba hacia abajo, reconocer la diferencia entre una letra y una palabra impresa) (TEKS K.2D)
● Destrezas fundamentales de lenguaje: Fonética: Reconocer que se forman nuevas palabras cuando las sílabas se cambian, agregan o se borran (TEKS K.2Biv)
● Habilidades para responder: Describe conexiones personales (TEKS K.6A)
Writing
● Composition: Plan a story through talk and drawing and develop a story (TEKS K.10A, 10B)
● Foundational Language Skills: Print Awareness Understanding that books are written from cover to cover, left to right, top to bottom) (TEKS K.2D)
● Foundational Language Skills: Develop handwriting by accurately forming letters (K.2E)
● Foundational Language Skills: Print Awareness Recognize that sentences are comprised of words separated by spaces and recognize word boundaries (TEKS K.2 Viii)
● Foundational Language Skills: Spelling words with grade‐appropriate orthographic patterns/rules and high‐frequency words (TEKS K.2C)
Escritura (español)
● Composición: Planificar un cuento por medio de discusiones en la clase y dibujos (TEKS K.10A, 10B)
● Destrezas fundamentales de lenguaje: Conciencia de texto impreso: Entender que los libros están escritos de cubierta a cubierta, de izquierda a derecha y arriba hacia abajo (TEKS K.2D)
● Destrezas fundamentales de lenguaje: Desarrollar la escritura al formar de manera precisa todas las letras (TEKS K.2E)
● Destrezas fundamentales de lenguaje: conciencia de texto impreso reconocer que las oraciones están compuestas de palabras separadas por espacios y reconocer los límites de las palabras (TEKS K.2Diii)
● Destrezas fundamentales de lenguaje: Escribir palabras con patrones silábicos comunes (TEKS K.2C)
English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf
Questions to ask your child (Reading and Writing)
● Point at the cover and title, What do you think this story will be about?
● Where should I start reading the story?
● What are some words that you know?
● What did you enjoy in this story?
Preguntas que le puede preguntar a su hijo/a (Lectura y escritura)
● Apunta a la cubierta y titulo, ¿de que crees que se tratará el cuento?
● ¿En dónde puedo empezar a leer el cuento?
● ¿Cuáles son algunas palabras que conoces?
● ¿Qué te gustó de este cuento?
How can I help my child learn at home?
● Read to your child daily. Reread favorite storybooks.
● Have your child play with sounds, sing the alphabet to different tunes, say the sounds in simple words.
● Play word association games with letters, thinking of words that match common letter sounds.
● Encourage your child to write their own books and read them to you.
● Have your child label pictures in their stories with sounds they hear.
● Talk with your child and encourage him/her to add details to their drawings.
● Ask for help with shopping lists.
● Have them practice writing their name.
● Have your child practice reading and writing high frequency words.
● Practice correctly forming lowercase and uppercase letters. Reach out to your child’s teacher for correct formation.
● Have them tell you a story.
¿Cómo puedo ayudar a mi hijo/a en casa?
● Lea con su hijo/a diariamente. Lea varias veces sus cuentos favoritos.
● Pídale a su hijo/a que jueguen con sonidos, cantando el alfabeto con diferentes ritmos, pueden decir los sonidos usando palabras simples.
● Juegue juegos con palabras usando letras, pensando en palabras que tienen el mismo sonido común de las letras.
● Anime a su hijo/a a escribir sus propios libros y que se los lean.
● Pídale a su hijo/a que etiquete dibujos con los sonidos que escuchan.
● Hable con su hijo/a y animelos a agregar detalles a sus dibujos.
● Pídales ayuda con sus listas de mercado.
● Pídales que practiquen escribir su nombre.
● Pídale a su hijo/a que practique leer y escribir las palabras de alta frecuencia.
● Practique formando correctamente letras minusculas y mayusculas. Puede preguntarle al maestro de su hijo/a para la formación correcta.
● Pídale a su hijo/a que les cuente un cuento.
Math
Geometry: Two- and Three-Dimensional Shapes
● Classify and sort regular and irregular two- and three- dimensional figures regardless of orientation or size (TEKS K.6E)
● Identify circles, triangles, rectangles, and squares as special rectangles and describe them by the number of sides and corners (vertices). (TEKS K.6A, K.6D)
● 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)
● Create triangles, rectangles, circles, and squares using materials and drawings (TEKS K.6F)
Personal Financial Literacy
● Identify a penny, a nickel, a dime, and a quarter (TEKS K.4A)
● Identify different ways you can earn money (TEKS K.9.A)
● Identify the difference between money earned as income and money received as a gift (TEKS K.9B)
● List simple skills that people would need for certain jobs (TEKS K.9C)
● Explain the difference between wants and needs (TEKS K.9D)
Math TEKS: https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math)
Geometry
● What does a _ look like?
● How do you know that it is a _ and not a _?
● What is your favorite shape? Why? Tell me about your favorite shape.
Personal Financial Literacy
● What can you do to earn money?
● What is a want? What is a need? What is the difference between a want and a need?
● What is the name of this coin?
How can I help my child learn at home?
● Have your child create a shape using food/crafting materials/drawing and tell you about it.
● Play “I Spy” to locate shapes in their environment
● When out shopping, ask your child if what is being purchased is a want or a need. Have them explain their thinking.
● Put a group of coins in a bag. Have your child pick a coin from the group and name it.
Science
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)
Earth
● 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)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
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?
Earth
● 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?
How can I help my child learn at home?
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
Earth
● 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
District 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.
Social Studies
● Identify the United States flag and the Texas state flag (TEKS K.9A)
● Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag (TEKS K.9B)
● Identify patriotic holidays, the reason for the holidays, and explain how the holidays are celebrated (TEKS K.1A, K.1B (TEKS K.1A, K.1B)
● Identify contributions or historical figures (TEKS K.2A)
TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y
Questions to ask your child (Social Studies)
● What makes a good citizen?
● What is a symbol of the United States of America that you know? Can you say the Pledge of Allegiance?
How can I help my child learn at home?
● 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.
English Learner/Emergent Bilingual Students
Overview:
Your child is becoming comfortable with Texas schools. The focus is now developing his/her English and supporting him/her to learn the core content.
How will my child learn English?
During this time, your child’s teacher is providing strategies in the classroom in order to help with Second Language Acquisition. Teachers report the strategies and linguistic accommodations they provide for the students in order to help the students be successful in acquiring the English language.
Questions to ask your child?
- What did you learn in your_____ class?
- How did you ask for help?
- Who did you talk to the most in your classes?
- What is your homework for today?
How may I support my child?
- Check out books including audiobooks in English or in their home language from public libraries.
- Encourage your child to read and/or listen to audiobooks daily.
- Be sure to attend parent-teacher conferences scheduled by your child’s school.
- Schedule time every day for your child to do homework.
Resources
- Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf
- The 50 Best ESL Resources for Kids: http://www.studentguide.org/the-50-best-esl-resources-for-kids/
- Colorín Colorado (bilingual website): http://www.colorincolorado.org/
- PBS Kids http://pbskids.org/
- Unite for Literacy: https://www.uniteforliteracy.com/
- Supporting English Learners in Texas: https://www.txel.org/Parents-And-Families
Third nine weeks
Reading (English)
● Foundational Language Skills: Develops oral language through listening, speaking, and discussion about books (TEKS K.1A-E)
● Foundational Language Skills: Phonological Awareness: blending onsets and rimes (TEKS K.2A)
● Foundational Language Skills: Using letter-sound relationship to decode (K.2Bii)
● Foundational Language Skills: Print Awareness: Book handling skills (TEKS K.2D)
● Foundational Language Skills: Reads at least 25 high‐frequency words from a research‐based list (TEKS K.2B)
● Foundational Language Skills: Self-select texts and read independently (TEKS K.4A)
● Comprehension Skills: purpose for reading, ask questions, predict, create mental images, infer (TEKS K.5A-I)
● Response Skills: Retell (TEKS: K.6D)
Lectura (español):
● Destrezas fundamentales de lenguaje: Desarrollar lenguaje oral por escuchar, hablar, leer, y escribir en discusiones sobre libros (TEKS K.1A-E)
● Destrezas fundamentales de lenguaje: Conciencia fonológica: identificar, mezclar y segmentar sílabas (TEKS K.2A)
● Destrezas fundamentales de lenguaje: Usar la relación letra-sonido para decodificar (TEKS K.2Bii)
● Destrezas fundamentales de lenguaje: Conciencia de texto impreso (sostener un libro, leer de izquierda a derecho y de arriba hacia abajo, reconocer la diferencia entre una letra y una palabra impresa) (TEKS K.2D)
● Habilidades de comprensión: establecer un propósito para leer, formular preguntas, predecir, crear imágenes mentales, e inferir (TEKS K.5A-I)
● Habilidades para responder: Describe conexiones personales (TEKS K.6A)
Writing
● Foundational Language Skills: Phonics - Spell words using sound‐spelling patterns (look, book, took, cook) (TEKS K.2Cii)
● Foundational Language Skills: Phonics -Spell high‐frequency words (TEKS K.2Ciii)
● Foundational Language Skills: Develop handwriting by accurately forming letters (K.2E)
● Composition: Writing process to plan, draft, revise, edit, and share writing (K.11A)
● Composition: compose informational texts and create drafts in oral, pictorial, or written form by organizing ideas, and able to share them with others (TEKS K.11B)
Escritura (español)
● Destrezas fundamentales de lenguaje: Fonética-escribir palabras usando patrones silábicos comunes (TEKS K.2Cii)
● Destrezas fundamentales de lenguaje: Desarrollar la escritura al formar de manera precisa todas las letras (TEKS K.2E)
● Composición: Proceso de escritura para planificar, revisar, editar y compartir su escritura (TEKS K.11A)
● Composición: Dictar o redactar textos informativos en forma oral, pictorial o escrito organizando ideas y poder compartirlas con otros (TEKS K.11B)
English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf
Questions to ask your child
● What do you think this book is about?
● What are you excited to learn about in this book?
● What did the author teach you in this book?
● Point to a new vocabulary word, What do you think this means?
● What might happen next?
● Tell me about the character in this story. What are they like?
● What was your favorite part?
● Tell me your story (before writing).
● Let’s say your story as you touch the pages that each part goes on.
● Draw the picture for each part on the pages.
● Write the sentences that go with each part.
● What do you know about the sounds in that word? Then listen to your child sound out the CVC word.
Preguntas que le puede preguntar a su hijo/a
● ¿De qué crees que se trata este libro?
● ¿De qué estás emocionado/a de aprender en este libro?
● ¿Qué te enseñó el autor en este libro?
● Apunta a una palabra de vocabulario nuevo. ¿Qué crees que significa?
● ¿Qué pasará después?
● Dime sobre el personaje en el cuento. ¿Cómo son?
● ¿Cuál fue tu parte favorita?
● Dime tu cuento (antes de escribir).
● Vamos a decir cada parte de tu cuento mientras tocas cada página en la que va cada parte.
● Dibuja tu dibujo para cada parte en las páginas.
● Escribe las oraciones que van con cada parte.
● ¿Qué es lo que sabes de los sonidos en cada palabra? Luego escuche a su hijo decir los sonidos de la palabra de CVCV.
How can I help my child learn at home?
● Ask your children what kinds of books they enjoy and encourage your child to talk with you about favorite books.
● Read daily with your child. Have them read to you. You can always access books on myON.
● Encourage your child to write for different reasons.
● Oral rehearsal (planning writing aloud) is a critical stage in the writing process. Share this with your child through saying what you are about to write before writing it and have them do the same.
● Play word association games with letters, thinking of words that match common letter sounds.
● Practice forming uppercase and lowercase letters. Check for correct letter formation and pencil holding.
● Have them practice writing their name.
● Have your child practice reading and writing high frequency words.
● Celebrate 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!”
¿Cómo puedo ayudar a mi hijo/a en casa?
● Pregunte a sus hijos qué tipos de libros les gustan y animarlos a hablar con usted sobre sus libros favoritos.
● Lea con su hijo/a diariamente. Pídale que le lea. Siempre puede acceder libros en MyON.
● Anime a su hijo/a a escribir por diferentes razones.
● Planeando su escritura en voz alta es una etapa crítica en el proceso de escritura. Comparte esto con su hijo/a y diga lo que va a escribir antes de escribirlo para que ellos hagan lo mismo.
● Juegue juegos con palabras usando letras, pensando en palabras que tienen el mismo sonido común de las letras.
● Practique formando correctamente letras minúsculas y mayúsculas. Cheque la formación correcta de las letras y como agarra el lápiz.
● Pídales que practiquen escribir su nombre.
● Pídale a su hijo/a que practique leer y escribir las palabras de alta frecuencia.
● Celebre la escritura publicada de su hijo/a. Los pueden copiar, ponerlos en algún lugar accesible para todos o mandarlos a familiares. Recibir elogios de una audiencia que aman ayuda a los escritores a querer seguir escribiendo.
● Busquen oportunidades para que escriban sus hijos. Siempre puede decir, –¡Podemos escribir un libro sobre eso! -–
Math
Addition & Subtraction of Whole Numbers
● Put groups of objects together to make a larger group (compose), and break a group of objects apart into smaller groups (decompose) (TEKS K.3A)
● Put objects together to show addition (join), and take objects away from a group to show subtraction (separate) (TEKS K.3A)
● Use objects to model, and draw representations, 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
● Recognize, write, and represent a number up to 20 (TEKS K.2B)
● Count to 10 forward and backward (TEKS K.2A)
● Count a group of objects up to 20 (TEKS K.2C)
● Tell how many objects are in a group without recounting (TEKS K.2D)
● Count by ones and tens starting at any number (TEKS K.5A)
Math TEKS: https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math)
● How did you know whether to join or separate the two amounts?
● How did you solve that?
● 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 that many?
● How many different ways can you make a set of _?
● What patterns do you notice?
How can I help my child learn at home?
● Act out word problems from a book or song such as Five Little Monkeys or Five Little Speckled Frogs.
● 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
Weather
● observe and describe weather changes from day to day and over seasons (TEKS K.8A)
Objects in the Sky
● identify events that have repeating patterns, including seasons of the year and day and night (TEKS K.8B)
● observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun (TEKS K.8C)
Properties of Objects
● Observe and record properties of objects, including bigger or smaller, heavier or lighter, shape, color, and texture (TEKS K.5A)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
Weather
● How does the weather change from day to day or minute to minute?
● How does the weather change from season to season?
Objects in the Sky
● 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?
● What patterns repeat?
Properties of Objects
● What things are bigger or smaller?
● What things are heavier or lighter?
● What is the object’s shape
How can I help my child learn at home?
Weather
● 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
Objects in the Sky:
● Illustrate and describe objects in the sky during the day and night
Properties of Objects
● Talk about color, size, shape, and texture of objects.
District 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.
Social Studies
● 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 how we live(TEKS K.4A, K.4B)
● Understand and explain the importance of family and identify family traditions (TEKS K.11A)
TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y
Questions to ask your child (Social Studies)
● How do maps and globes help us?
● How are other places different from where we live?
● Ask questions using the terms of place and location (over, under, near, far, next to, left, right).
● What are some of our family traditions?
How can I help my child learn at home?
● 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.
● 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.
English Learner/Emergent Bilingual Students
How will I know when my child has learned academic English?
Every year, your child will take an assessment called the Texas English Language Proficiency Assessment System (TELPAS) to assess his/her English proficiency level in listening, speaking, reading, and writing. When your child meets the criteria for reclassification, he/she will not need to take the TELPAS any more. However, the school will continue to monitor your child’s progress to make sure he/she is successful at school.
Questions to ask your child-
- 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 may I support my child?
https://tea.texas.gov/sites/default/files/TELPAS_Parent_Tips_English.APPROVED_FORWEB.pdf
TELPAS Parent Tips (Spanish): https://tea.texas.gov/sites/default/files/TELPAS_Parent_Tips_Spanish.APPROVED_FORWEB.pdf
Resources:
- Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf
- Reading activities in English and Spanish: https://readconmigo.org/parents/activities
- Colorín Colorado (bilingual website): http://www.colorincolorado.org/
- Unite for Literacy: https://www.uniteforliteracy.com/
- Supporting English Learners in Texas
- https://www.txel.org/Parents-And-Families
Fourth nine weeks
Reading (English)
● Foundational Language Skills: Develops oral language through listening, speaking, and discussion about books (TEKS K.1A-E)
● Foundational Language Skills: Phonological Awareness: blending onsets and rimes (TEKS K.2A)
● Foundational Language Skills: Phonics: Use letter-sound relationship to decode (K.2Bii)
● Foundational Language Skills: Reads at least 25 high‐frequency words from a research‐based list (TEKS K.2B)
● Foundational Language Skills: Self-select texts and read independently (TEKS K.4A)
● Comprehension Skills: purpose for reading, ask questions, predict, create mental images, infer (TEKS K.5A-I)
● Response Skills: Describe connections to text (TEKS: K.6A)
● Response Skills: Retell (TEKS K.6D)
Lectura (español)
● Destrezas fundamentales de lenguaje: Desarrollar lenguaje oral por escuchar, hablar, leer, y escribir en discusiones sobre libros (TEKS K.1A-E)
● Destrezas fundamentales de lenguaje: Conciencia fonológica: identificar, mezclar y segmentar sílabas (TEKS K.2A)
● Destrezas fundamentales de lenguaje: Fonética: Usar la relación letra-sonido para decodificar (TEKS K.2Bii)
● Habilidades de comprensión: establecer un propósito para leer, formular preguntas, predecir, crear imágenes mentales, e inferir (TEKS K.5A-I)
● Habilidades para responder: Describe conexiones al texto (TEKS K.6A)
● Habilidades para responder: Volver a contar textos (TEKS K.6D)
Writing
● Foundational Language Skills: Phonics - Spell words using sound‐spelling patterns (look, book, took, cook) (TEKS K.2Cii)
● Foundational Language Skills: Phonics -Spell high‐frequency words from a research‐based list (TEKS K.2Ciii)
● Create drafts in oral, pictorial, or written form by organizing ideas, and able to share them with others. (TEKS K.11)
● Foundational Language Skills: Develop handwriting by accurately forming letters (K.2E)
● Composition: compose informational texts (TEKS K.11B)
Escritura (español)
● Destrezas fundamentales de lenguaje: Fonética-escribir palabras usando patrones silábicos comunes (TEKS K.2Cii)
● Destrezas fundamentales de lenguaje: Desarrollar la escritura al formar de manera precisa todas las letras (TEKS K.2E)
● Composición: Proceso de escritura para planificar, revisar, editar y compartir su escritura (TEKS K.11A)
● Composición: Dictar o redactar textos informativos (TEKS K.11B)
English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf
Questions to ask your child (Reading/Writing)
● What do you think this book is about? Looking at the title and the cover, what can you predict?
● What are you excited to learn about in this book?
● What did the author teach you in this book? What do you think we will learn about in this book/article/text?
● Point to a new vocabulary word, what do you think this means?
● Based on what we just read, What do you think might happen next?
● Tell me about the character in this story. What are they like? How do you think [the character] will solve the problem?
● What was your favorite part? 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?
● Tell me your story (before writing).
● Let’s say your story as you touch the pages that each part goes on.
● Draw the picture for each part on the pages.
● Write the sentences that go with each part.
Preguntas que le puede preguntar a su hijo/a (Lectura/Escritura)
● ¿De qué crees que se trata este libro? Si ves el título y la cubierta, ¿qué puedes predecir?
● ¿De qué estás emocionado/a de aprender en este libro?
● ¿Qué te enseñó el autor en este libro? ¿Qué crees que vamos a aprender en este libro/artículo/texto?
● Apunta a una palabra de vocabulario nuevo. ¿Qué crees que significa?
● Basado en lo que acabamos de leer, ¿qué crees que pasará después?
● Cuéntame sobre el personaje en el cuento. ¿Cómo son? ¿Cómo crees que que el personaje va a resolver el problema?
● ¿Cuál fue tu parte favorita? ¿Cómo crees que se va acabar el cuento?
● ¿Qué estás pensando hasta ahora? ¿Qué en el cuento te hace pensar eso?
● ¿Estabas correcto?
● Dime tu cuento (antes de escribir).
● Vamos a decir cada parte de tu cuento mientras tocas cada página en la que va cada parte.
● Dibuja tu dibujo para cada parte en las páginas.
● Escribe las oraciones que van con cada parte.
How can I help my child learn at home?
● Read with your child daily.
● Practice high frequency words (snap words) each day for automaticity.
● 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.
● Practice correctly forming lowercase and uppercase letters using correct grip and formation.
● Play word ladder games changing one letter at a time on a CVC word to make a new word.
● Talk about their stories to encourage more writing and storytelling.
● 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. Continue to encourage your child to tell their writing across pages, draw, and then write it.
● Celebrate 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!”
¿Cómo puedo ayudar a mi hijo/a en casa?
● Lea con su hijo/a diariamente.
● Practique palabras de alta frecuencia todos los días para crear automaticidad.
● Haga que su hijo/a diga devuelta y siga instrucciones orales que tienen acciones cortas y una secuencia relacionada.
● Fomente el desarrollo de su comunicación social haciendo cosas como introducirse a sí mismo, usando saludos comunes y expresando sus necesidades y deseos.
● Practique formando correctamente letras minúsculas y mayúsculas. Cheque la formación correcta de las letras y como agarra el lápiz.
● Jugar juegos de escaleras de palabras, cambiando una letra a la vez en palabras de CVCV para hacer una nueva palabra.
● Anime a su hijo/a a contar sus historias para que escriban más y hablen sobre sus cuentos.
● Cuando le preguntan a sus hijos sobre lo que están escribiendo, esto es una oportunidad para que sus hijos practiquen. Diganles, –Cuéntame tu historia. Siendo un compañero para que practiquen puede ser algo muy importante para cada padre. Anime a sus hijos a contar su cuento a través de las páginas, dibujar y luego escribirlo.
● Celebre la escritura publicada de su hijo/a. Los pueden copiar, ponerlos en algún lugar accesible para todos o mandarlos a familiares. Recibir elogios de una audiencia que aman ayuda a los escritores a querer seguir escribiendo.
● Busquen oportunidades para que escriban sus hijos. Siempre puede decir, –¡Podemos escribir un libro sobre eso! –
Math
Number Sense to 20, representation of whole numbers, continues to develop from the 3rd nine weeks.
Number Sense to 20: 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 (more), less than (fewer), or equal to another number (TEKS K.2E, K.2F)
● Compare two groups and determine which has more or less the other. (TEKS K.2G)
Data Analysis
● Collect, sort, and organize data into two or three categories/ groups (TEKS K.8A)
● Use the data collected to create real-object and picture graphs (TEKS K.8B)
● Can explain information from a graph(TEKS K.8C)
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)
Math TEKS: https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111
Questions to ask your child (Math)
● Looking at two or three sets of objects with different quantities ask, which group has more/less?
● What is one more/ one less than _? What comes after _? What comes before _?
● Can you explain why that is more/less?
● Which _ has the most/greatest amount? Which _ has the least amount? Did you have any that were the same?
● Looking at two objects of different lengths ask, which one is taller/ longer? Which is shorter?
● Looking at two objects of different weights, ask, which one is heavier? Which is lighter?
● Looking at two different sized glasses, ask, which holds more water? Which holds less?
How can I help my child learn at home?
● Have your child compare the quantity of toys they own by lining up (one to one) and stating which is more and which is less (cars to trucks/stuffed animals to dolls)
● Sort objects into two to three groups and then graph them (fruits vs. vegetables, crayons vs. markers).
● Baking! Children love to bake, and this presents many opportunities for them to explore measurement in real life.
● Compare objects around the house, neighborhood, or store using comparative language (taller/ shorter, longer/ shorter, heavier/lighter) and have your child explain.
● Using measuring cups or containers of different sizes, have your child explore/compare which holds more/less/the same amount
Science
Changes from adding or subtracting Heat
Observe, record, and discuss how materials can be changed by heating or cooling (TEKS K.5B)
Forms of Energy
● Use the senses to explore different forms of energy such as light, thermal, and sound (TEKS K.6A)
Forces
● Explore interactions between magnets and various materials (TEKS K.6B)
Motion
● Observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside (TEKS K.6C)
● Observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow (TEKS K.6D)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary
Questions to ask your child?
Changes from adding or subtracting Heat
● What happens to something if I add or subtract heat?
Forms of Energy
● What sense do you use when identifying light energy?
● What sense do you use when you identify thermal energy?
● What sense do you use when you identify sound energy?
Forces
● What happens when you put a magnet on a refrigerator?
● What happens when you put a magnet on a wood chair?
Motion
● What object is in front of you?
● What object is behind you?
● How would you describe how the car moved?
● How would you describe how a swing moves?
How can I help my child learn at home?
Changes from adding or subtracting Heat
● Talk about what happens when you cook food
● Talk about what happens when you put things in the freezer
Forms of Energy
● Talk about the uses of energy and what senses are used
Forces
● Talk about what happens when you use a magnet
Motion
● Talk about position of objects in relation to your child
● Talk about patterns of movement for different toys in the house
Social Studies
● 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)
● Sequence and categorize information (TEKS K.13B)
● Use terminology before, after, next, first, last, yesterday, today, and tomorrow correctly (TEKS K.14B)
TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y
Questions to ask your child (Social Studies)
● What is 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?
● Ask questions using the terms before, after, next, first, last, yesterday, today, and tomorrow.
How can I help my child learn at home
● 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.
● Provide your student opportunities to use the terms before, after, next, first, last, yesterday, today, and tomorrow.
English Learner/Emergent Bilingual Students
When your child has met the reclassification criteria, they will no longer receive English language development support (although they will continue to learn English with other students). Teachers will continue to monitor your child’s progress. Please continue to ask the teacher how your child is doing. If your child did not meet the reclassification criteria, he/she will continue to receive English language development support.
Questions to ask your child (Emergent Bilingual Student)
- What book are you reading at school?
- What did you do in your _____ class?
- Did you ask for help when you didn’t understand? Who helped you?
- What is your homework for today?
How may I support my child?
- Schedule an individual meeting with your child’s teacher to learn how you can continue to help your child succeed.
- Encourage your child to read and/or listen to audiobooks daily.
Resources:
- Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf
- Reading activities in English and Spanish: https://readconmigo.org/parents/activities
- Colorín Colorado (bilingual website): http://www.colorincolorado.org/
- Unite for Literacy: https://www.uniteforliteracy.com/
- Supporting English Learners in Texas:
- https://www.txel.org/Parents-And-Families