The Hands-On Curriculum for Student Success. Grade K. Correlations to the Texas Essential Knowledge and Skills. Handwriting

Transcription

1 The Hands-On Curriculum for Student Success Correlations to the Texas Essential Knowledge and Skills Handwriting Grade K

2 Student Components

3 Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (a) Introduction. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In Kindergarten, students engage in activities that build on their natural curiosity and prior knowledge to develop their reading, writing, and oral language skills. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Kindergarten as described in subsection (b) of this section. Printed On: 10/4/2012 9:20 AM Page 1 of 72

4 Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (4) To meet Texas Education Code, (h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 10/4/2012 9:20 AM Page 2 of 72

5 (b) Knowledge and Skills. (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) recognize that spoken words can be represented by print for communication; (1) recognize that spoken words can be represented by print for communication >>>>> 5 Laminated Capital Letter Cards Letters and Numbers For Me Sentence School Word Cards NA pp 5, 76, 80 Throughout, e.g., word cards 4, M1, M21, W15, F30 Printed On: 10/4/2012 9:20 AM Page 3 of 72

6 (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) identify upper- and lower-case letters; (1) identify upper-case lettters >>>>> 5 Wood Pieces Set Laminated Capital Letter Cards Mat Slate Blackboard Letters and Numbers For Me Rock, Rap, Tap & Learn CD Print Display Cards NA NA NA NA NA pp 9-26, Track 12 NA Printed On: 10/4/2012 9:20 AM Page 4 of 72

7 (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) identify upper- and lower-case letters; (2) identify lower-case lettters >>>>> 5 Laminated Capital Letter Cards Letters and Numbers For Me Double Line Blackboard Rock, Rap, Tap and Learn CD NA Pp 40-42, 44-46, 48-5, 52, 54-56, 58, 60-62, 64-66, 68-70, 72-74, 78 NA Track 17-Magic C Rap, Track 18-Diver Letters' School, Track 19- Decdending Letters Printed On: 10/4/2012 9:20 AM Page 5 of 72

8 (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (C) demonstrate the oneto-one correspondence between a spoken word and a printed word in text; (1) demonstrate the one-to-one correspondence between a spoken word and a printed word in text >>>>> 5 Laminated Capital letter Cards Letters and Numbers for Me Blackboard with Double Lines Sentence School Word Cards NA Throughout, e.g., p 48 NA Throughout, e.g., card 3 (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students (D) recognize the difference between a letter and a printed word; (1) recognize the difference between a letter and a printed word >>>>> 5 Laminated Capital Letter Cards Letters and Numbers For Me NA Throughout, e.g., p 62 Printed On: 10/4/2012 9:20 AM Page 6 of 72

9 (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping); (1) recognize that sentences are comprised of words separated by spaces >>>>> 5 Letters and Numbers For Me Rock, Rap, Tap and Learn CD Sentence School Word Cards Throughout, e.g., p 51 Track 7- Sentence Song Throughout, e.g., word cards 4, 12, M24, W7, F13 (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students (E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping); (F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and (2) demonstrate the awareness of word boundaries (1) hold a book right side up >>>>> 5 >>>>> 5 Printed On: 10/4/2012 9:20 AM Page 7 of 72

10 (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and (F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and (F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and (G) identify different parts of a book (e.g., front and back covers, title page). (A) identify a sentence made up of a group of words; (2) turn pages in a book correctly (3) know that reading moves from top to bottom (4) know that reading moves left to right (1) identify different parts of a book (1) identify a sentence made up of a group of words >>>>> 5 >>>>> 5 >>>>> 5 >>>>> 5 >>>>> 5 Printed On: 10/4/2012 9:20 AM Page 8 of 72

11 (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) identify syllables in spoken words; (1) identify syllables in spoken words >>>>> 5 (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students (C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"); (1) orally generate rhymes in response to spoken words >>>>> 5 (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students (D) distinguish orally presented rhyming pairs of words from nonrhyming pairs; (E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball"); (1) distinguish orally presented rhyming pairs of words from non-rhyming pairs (1) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound >>>>> 5 >>>>> 5 Printed On: 10/4/2012 9:20 AM Page 9 of 72

12 (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (F) blend spoken onsets and rimes to form simple words (e.g., onset /c/ and rime /at/ make cat); (1) blend spoken onsets and rimes to form simple words >>>>> 5 (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students (G) blend spoken phonemes to form onesyllable words (e.g., /m/ /a/ /n/ says man); (1) blend spoken phonemes to form one-syllable words >>>>> 5 (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students (H) isolate the initial sound in one-syllable spoken words; and (1) isolate the initial sound in one-syllable spoken words >>>>> 5 (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students (I) segment spoken onesyllable words into two to three phonemes (e.g., dog: /d/ /o/ /g/). (1) segment spoken one-syllable words into two to three phonemes >>>>> 5 Printed On: 10/4/2012 9:20 AM Page 10 of 72

13 (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify the common sounds that letters represent; (1) identify the common sounds that letters represent >>>>> 5 (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students (B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words); (B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words); (1) use knowledge of letter-sound relationships to decode regular words in text (2) use knowledge of letter-sound relationships to decode regular words independent of content >>>>> 5 >>>>> 5 Printed On: 10/4/2012 9:20 AM Page 11 of 72

14 (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (C) recognize that new words are created when letters are changed, added, or deleted; and (1) recognize that new words are created when letters are changed >>>>> 5 Sentence School Word Cards word cards M5, M8 (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students (C) recognize that new words are created when letters are changed, added, or deleted; and (C) recognize that new words are created when letters are changed, added, or deleted; and (2) recognize that new words are created when letters are added (3) recognize that new words are created when letters are deleted >>>>> 5 >>>>> 5 Printed On: 10/4/2012 9:20 AM Page 12 of 72

15 (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (D) identify and read at least 25 high-frequency words from a commonly used list. (1) identify at least 25 high-frequency words from a commonly used list >>>>> 5 (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are (D) identify and read at least 25 high-frequency words from a commonly used list. (A) predict what might happen next in text based on the cover, title, and illustrations; and (A) predict what might happen next in text based on the cover, title, and illustrations; and (2) read at least 25 high-frequency words from a commonly used list (1) predict what might happen next in text based on the cover (2) predict what might happen next in text based on the title >>>>> 5 >>>>> 5 >>>>> 5 Printed On: 10/4/2012 9:20 AM Page 13 of 72

16 (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) predict what might happen next in text based on the cover, title, and illustrations; and (B) ask and respond to questions about texts read aloud. (B) ask and respond to questions about texts read aloud. (3) predict what might happen next in text based on the illustrations (1) ask questions about texts read aloud (2) respond to questions about texts read aloud (A) identify and use (1) identify words that words that name actions, name actions directions, positions, sequences, and locations; >>>>> 5 >>>>> 5 >>>>> 5 Letters and Numbers For Me Sentence School Word Cards Throughout, e.g., p. 53 word cards 3-12,M1-M10 Printed On: 10/4/2012 9:20 AM Page 14 of 72

17 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify and use (2) identify words that words that name actions, name directions directions, positions, sequences, and locations; Letters and Numbers For Me Sentence School Word Cards Website pp. 27, 38 word cards 12, F17, F20 m/texas/adopte d-districts Signs for Me Lesson Booklet, pp 1-12 Printed On: 10/4/2012 9:20 AM Page 15 of 72

18 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify and use (3) identify words that words that name actions, name positions directions, positions, sequences, and locations; Wood Pieces Capital Letter Cards Mat Slate Chalkboard Blackboard Letters and Numbers For Me NA NA NA NA NA pp. 9-26, Rock, Rap, Tap Track 4-Hey, & Learn CD Hey! Big Line word cards F11- Sentence F15 School Word Cards Printed On: 10/4/2012 9:20 AM Page 16 of 72

19 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify and use (4) identify words that words that name actions, name sequences directions, positions, sequences, and locations; (A) identify and use (5) identify words that words that name actions, name locations directions, positions, sequences, and locations; Letters and Numbers For Me Sentence School Word Cards p. 77 word cards F16-22 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students (A) identify and use (6) use words that words that name actions, name actions directions, positions, sequences, and locations; Letters and Numbers For Me Sentence School Word Cards pp. 43, 53, 63, 67, 75, word cards M1- M10 Printed On: 10/4/2012 9:20 AM Page 17 of 72

20 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify and use (7) use words that words that name actions, name directions directions, positions, sequences, and locations; Letters and Numbers For Me Sentence School Wall Cards pp. 27, 38 word cards 12, F17, F20 Website m/texas/adopte d-districts Signs For Me Lesson Booklet, pp Printed On: 10/4/2012 9:20 AM Page 18 of 72

21 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify and use (8) use words that words that name actions, name positions directions, positions, sequences, and locations; Wood Pieces Capital Letter Cards Mat Slate Blackboard Rock, Rap, Tap Learn CD Sentence School Wall Cards NA NA NA NA NA Track 6-Big Line March word cards F11- F15 Printed On: 10/4/2012 9:20 AM Page 19 of 72

22 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify and use (9) use words that words that name actions, name sequences directions, positions, sequences, and locations; Wood Pieces Capital Letter Cards Mat Slate NA NA NA NA Blackboard with NA Double Lines Letters and Numbers For Throughout, e.g., p. 48 Me Rock, Rap, Tap Track 15 & Learn CD Printed On: 10/4/2012 9:20 AM Page 20 of 72

23 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify and use (10) use words that words that name actions, name locations directions, positions, sequences, and locations; Letters and Numbers For Me Sentence School Wall Cards pp. 43, 71 word cards F16-22 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students (B) recognize that compound words are made up of shorter words; (C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and (1) recognize that compound words are made up of shorter words (1) identify pictures of objects [for sorting] into conceptual categories Mat Man Shapes Website Throughout Famous People in History m/texas/adopte Activity Page d-districts Printed On: 10/4/2012 9:20 AM Page 21 of 72

24 (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and (2) sort pictures of objects into conceptual categories Wood Pieces For Capital Letters Letters and Numbers For Me NA Throughout, e.g., pp (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students (D) use a picture dictionary to find words. (A) identify elements of a story including setting, character, and key events; (1) use a picture dictionary to find words (1) identify elements of a story including setting Mat Man Hats Mat Man Shapes Website Throughout Throughout Signs For Me Lesson m/texas/adopte Booklet d-districts Printed On: 10/4/2012 9:20 AM Page 22 of 72

25 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify elements of a story including setting, character, and key events; (2) identify elements of a story including character Mat Man Hats Mat Man Shapes Website Throughout Throughout Newspaper Activity Page m/texas/adopte d-districts (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students (A) identify elements of a story including setting, character, and key events; (3) identify elements of a story including key events Mat Man Hats Mat Man Shapes Website Throughout Throughout Newspaper Activity Page m/texas/adopte d-districts Printed On: 10/4/2012 9:20 AM Page 23 of 72

26 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience; (1) discuss the big idea (theme) of a wellknown folk tale (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students (B) discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience; (2) discuss the big idea (theme) of a wellknown fable Printed On: 10/4/2012 9:20 AM Page 24 of 72

27 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience; (3) connect the big idea (theme) of a wellknown folk tale to personal experience (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students (B) discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience; (4) connect the big idea (theme) of a wellknown fable to personal experience Printed On: 10/4/2012 9:20 AM Page 25 of 72

28 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (C) recognize sensory details; and (1) recognize sensory details (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. (1) recognize recurring phrases in traditional fairy tales from various cultures Printed On: 10/4/2012 9:20 AM Page 26 of 72

29 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. (2) recognize recurring phrases in traditional lullabies from various cultures (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. (3) recognize recurring phrases in traditional folk tales from various cultures Printed On: 10/4/2012 9:20 AM Page 27 of 72

30 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. (4) recognize recurring characters in traditional fairy tales from various cultures (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. (5) recognize recurring characters in traditional lullabies from various cultures Printed On: 10/4/2012 9:20 AM Page 28 of 72

31 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. (6) recognize recurring characters in traditional folk tales from various cultures (7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are (A) respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. (1) respond to rhythm in poetry through identifying a regular beat Printed On: 10/4/2012 9:20 AM Page 29 of 72

32 (7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are (8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are (8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. (A) retell a main event from a story read aloud; and (B) describe characters in a story and the reasons for their actions. (2) respond to rhyme in poetry through identifying similarities in word sounds (1) retell a main event from a story read aloud (1) describe characters in a story Printed On: 10/4/2012 9:20 AM Page 30 of 72

33 (8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are (9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) describe characters in a story and the reasons for their actions. (A) identify the topic of an informational text heard. (2) describe reasons [for characters'] actions (1) identify the topic of an informational text heard Printed On: 10/4/2012 9:20 AM Page 31 of 72

34 (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations; (1) identify the topic in expository text heard or read, referring to the words (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations; (2) identify the topic in expository text heard or read, referring to the illustrations Printed On: 10/4/2012 9:20 AM Page 32 of 72

35 (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations; (3) identify the details in expository text heard or read, referring to the words (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations; (4) identify the details in expository text heard or read, referring to the illustrations Printed On: 10/4/2012 9:20 AM Page 33 of 72

36 (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) retell important facts in a text, heard or read; (1) retell important facts in a text heard or read (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are (C) discuss the ways authors group information in text; and (1) discuss the ways authors group information in text Printed On: 10/4/2012 9:20 AM Page 34 of 72

37 (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (D) use titles and illustrations to make predictions about text. (1) use titles to make predictions about text (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are (D) use titles and illustrations to make predictions about text. (2) use illustrations to make predictions about text Printed On: 10/4/2012 9:20 AM Page 35 of 72

38 (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) follow pictorial directions (e.g., recipes, science experiments); and (1) follow pictorial directions Letters and Numbers For Me Throughout, e.g., pp (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are (B) identify the meaning of specific signs (e.g., traffic signs, warning signs). (2) identify the meaning of specific signs Letters and Numbers For Me Website pp. 27, 38 Signs for Me Instructional m/texas/adopte Materials & Signs for Me d-districts Printed On: 10/4/2012 9:20 AM Page 36 of 72

39 (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) identify different forms of media (e.g., advertisements, newspapers, radio programs); and (1) identify different forms of media Website m/texas/adopte d-districts Mat Man Hats Media Lessons- Newspaper Activity Pages, Advertisement Activity Pages, Radio Interview (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are (B) identify techniques used in media (e.g., sound, movement). (1) identify techniques used in media Printed On: 10/4/2012 9:20 AM Page 37 of 72

40 (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) plan a first draft by generating ideas for writing through class discussion; (1) plan a first draft by generating ideas for writing through class discussion (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) (B) develop drafts by sequencing the action or details in the story; (1) develop drafts by sequencing the action in the story (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) (B) develop drafts by sequencing the action or details in the story; (2) develop drafts by sequencing the details in the story Printed On: 10/4/2012 9:20 AM Page 38 of 72

41 (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (C) revise drafts by adding details or sentences; (1) revise drafts by adding details (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) (C) revise drafts by adding details or sentences; (2) revise drafts by adding sentences (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) (D) edit drafts by leaving spaces between letters and words; and (1) edit drafts by leaving spaces between letters and words Printed On: 10/4/2012 9:20 AM Page 39 of 72

42 (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (E) share writing with others. (1) share writing with others (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and (A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and (1) dictate or write sentences to tell a story (2) put sentences in chronological sequence Mat Man pp Shapes Printed On: 10/4/2012 9:20 AM Page 40 of 72

43 (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) write short poems. (1) write short poems Letters and Numbers For Me Website p Poetry m/texas/adopte d-districts Rhyming Fun Poems, Traffic Light Poems (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) dictate or write information for lists, captions, or invitations. (A) dictate or write information for lists, captions, or invitations. (1) dictate or write information for lists (2) dictate or write information for captions Sentence School Word Cards word cards M25, W7, F15 Printed On: 10/4/2012 9:20 AM Page 41 of 72

44 (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) dictate or write information for lists, captions, or invitations. (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (3) dictate or write information for invitations (1) understand the following parts of speech in the context of reading, writing, and speaking (i) (a) past tenses when speaking 3 Letters and Numbers For Me Sentence School Word Cards pp. 51, 53, 57, 67, 71, 77 word cards F23-30 Printed On: 10/4/2012 9:20 AM Page 42 of 72

45 (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (1) understand the following parts of speech in the context of reading, writing, and speaking (i) (b) future tenses when speaking 3 (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (1) understand the following parts of speech in the context of reading, writing, and speaking (ii) (a) nouns (singular) 3 Letters and Numbers For Me Sentence School Word Cards Throughout, e.g., pp. 28, 43 word cards M27, M29, F1- F3, F5-F10, F23- F30 Printed On: 10/4/2012 9:20 AM Page 43 of 72

46 (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (1) understand the following parts of speech in the context of reading, writing, and speaking (ii) (b) nouns (plural) 3 Letters and Numbers For Me Sentence School Word Cards pp. 27, 38, 59, 75, 77, 82 word cards M21- M26, M28, M30, F16-22 (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (1) understand the following parts of speech in the context of reading, writing, and speaking (iii) descriptive words 3 Letters and pp. 43, 57, 75 Numbers For Me Sentence word cards W1- School Word 30 Cards Printed On: 10/4/2012 9:20 AM Page 44 of 72

47 (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (1) understand the following parts of speech in the context of reading, writing, and speaking (iv) prepositions and simple prepositional phrases appropriately when speaking or writing 3 Rock, Rap, Tap Track 4- and Learn CD Hey,Hey! Big Line Sentence word cards F11- School Word 15 Cards (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (1) understand the following parts of speech in the context of reading, writing, and speaking (v) pronouns 3 Letters and pp 51, 53, 59, Numbers For 77 Me Sentence School Word word cards 3, 4, Cards 6, 7, 9, 11, W5, W12-W15 Printed On: 10/4/2012 9:20 AM Page 45 of 72

48 (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (B) speak in complete sentences to communicate; and (1) speak in complete sentences to communicate (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students (C) use complete simple sentences. (1) use complete simple sentences Letters and Numbers For Me Rock, Rap, Rap, and Learn CD Sentence School Word Cards pp. 51, 53, 57, 59, 63, 67, 71, 75, 77, 80, 82 Track 7- Sentence Song Throughout, e.g., word cards M9, M30, W7 Printed On: 10/4/2012 9:20 AM Page 46 of 72

49 (17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS (A) form upper- and lower-case letters legibly using the basic conventions of print (leftto-right and top-tobottom progression); (1) form upper-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression) Wood Pieces Capital Letter Cards Mat Slate Blackboard Letters and Numbers For Me Rock, Rap, Tap & Learn CD Print Display Cards NA NA NA NA NA pp Track # 2 NA Printed On: 10/4/2012 9:20 AM Page 47 of 72