+ Find resources aligned to Texas Essential Knowledge and Skills (TEKS)
Standards explanation. Given a situation that can be modeled by a quadratic function or the graph of a quadratic function the student will determine the domain.
The child during circle time, shares about her family members.
Child connects their life to events, time, and routines.
The child identifies common events and routines such as snack time, story time.
The child categorizes time intervals using words such as yesterday, today, tomorrow, next time.
The child connects past events to current events such as linking yesterday’s activity with what will happen today.
The child discusses important non‐holiday events such as field trips, classroom’s daily schedules, moving day, fire drills, and school concerts during circle time.
The child sequences life events such as by sharing pictures of himself as a baby and then as a small child.
The child connects life events to stages in her own growth and development.
Child demonstrates that all people need food, clothing, and shelter.
The child draws or creates different kinds of shelter.
The child talks and looks at books about different kinds of food, shelter, and clothing.
The child participates in designing and building a variety of homes and shelters.
The child sorts and classifies clothes specific to weather and seasons.
The child prepares food for a family and dresses dolls in the pretend play center.
Child demonstrates understanding of what it means to be a consumer.
The child participates in activities using pretend money and trades items such as buying items found in the store/restaurant in the pretend play center.
The child shares experiences with the other children detailing shopping experiences with his family such as when his family participates in a garage sale either buying or selling.
Child discusses the roles and responsibilities of family, school, and community helpers.
The child identifies school helpers (principal/director, secretary, nurse, custodians, etc.) and explains how they help the child or school.
The child pretends to be different school helpers during play.
The child identifies community helpers (police officers, firefighters, paramedics, bus drivers, etc.).
The child pretends to be different community helpers during play.
The child participates in the creation of class books about school and community helpers.
The child shares jobs her family members do at home and in the workplace during circle time.
Child identifies and creates common features in the natural environment.
The child identifies common features in the home and school environment (The library has books. The playground has a swing.).
The child creates simple representations of home, school, or community (drawings or block constructions).
The child identifies common features of the local landscape (houses, buildings, streets)
The child brings items representing family heritage from home for show and tell.
The child uses sand table and water to create models of land forms.
The child uses small animals and small people toys to explore the scale of land forms at the sand and water table.
Child explores geography tools and resources
The child shares his country of origin with the class.
The child builds towns using manipulatives and makes maps and signs of her model towns.
The child discusses street addresses of his home and neighborhood.
The child points to a center on a map of the classroom to indicate where she would like to work during center time.
Child identifies flags of the United States and Texas.
The child identifies (by pointing) the United States flag when asked.
The child identifies (by pointing) the Texas flag when asked.
The child compares the similarities between the United States flag and the Texas flag.
The child discusses the differences between the United States and the Texas flags.
Child recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence*.
The child participates in daily Pledge of Allegiance activities.
The child discusses why the Pledge of Allegiance is said.
The child discusses places they have said the pledge outside of school (ball games, assemblies, etc.).
The child demonstrates respect for classmates and country during the pledge.
The child engages in voting as a method for group decision‐making.
The child votes in classrooms decisions (playing inside vs. playing outside, singing “Twinkle, Twinkle Little Star” vs. “Five Little Monkeys”).
The child reports to the group times their family has participated in voting.
The child creates voting situations in dramatic play center (asks their friends to vote whether they want to play hospital or restaurant).