+ 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.
Child uses a variety of art materials and activities for sensory experience and exploration.
The child investigates with a variety of materials (crayons, paint, clay, markers).
The child manipulates modeling clay by rolling, pinching, squeezing, patting, and cutting.
The child mixes colors to make other colors (red and yellow finger paint to make orange).
The child uses different sizes of brushes to paint.
The child selects a variety of materials in the art center for exploration (painting with cotton swabs on paper).
The child comments on colors, shapes, space, textures, and objects in the environment.
The child creates artwork inspired by music.
Child uses art as a form of creative self‐expression and representation.
The child talks about what he is going to create (“I’m going to paint a picture of my family.”).
The child describes own work (“This is me riding my bike.”).
The child demonstrates steps of creating own work (“First I rolled the clay into a ball. Then I. . .”).
The child creates drawings and paintings that gradually become more realistic and detailed.
The child uses a variety of materials to create art forms.
The child develops a vocabulary to share opinions about artistic creations and experiences.
Child demonstrates interest in and shows appreciation for the creative work of others.
The child comments on the artwork of a classmate.
The child responds to comments made by classmates about a picture (“Yes, I drew a green house because that is my favorite color.”).
The child recognizes books illustrated by the same illustrator.
The child comments on pictures in books.
The child explores art from a variety of cultures.
Child participates in classroom music activities including singing, playing musical instruments, and moving to rhythms.
The child sings along with familiar songs during circle time (“Old McDonald Had a Farm”).
The child sings songs about concepts learned in the curriculum (singing about planting seeds when the theme is gardening, transportation songs, etc.).
The child joins in with familiar finger plays (“Eency Weency Spider”).
The child plays the classroom musical instruments (uses instruments to help retell a story, uses instruments to represent a character in a story).
The child chooses to listen to music during centers.
The child makes up and sings songs during the day.
The child creates own musical instruments using boxes, strings, rubber bands, and cans (props can be added to dramatic play or in other centers).
The child sings/plays songs from different cultures.
The child moves in rhythm to simple tunes and musical patterns.
Child responds to different musical styles through movement and play.
The child uses props (scarves, streamers) to create movements to music.
The child follows the beat using body and musical instruments (walks or jumps to the beat).
The child distinguishes between different types of music (loud/soft, fast/slow, happy/sad, etc.).
The child starts and stops playing of musical instruments when the music starts or stops.
The child describes and expresses moods with a variety of music.
The child talks about different styles of music.
Child creates or recreates stories, moods, or experiences through dramatic representations.
The child dramatizes a story read aloud (a familiar fairy tale).
The child engages in dramatic play with classmates (plays the part of different characters in a familiar book).
The child creates props to dramatize a story read aloud or represent mood.
The child recreates events from his own life.
The child uses movements to pantomime movements of various animals (moves like an elephant, sneaks like a mouse) and to develop motor skills.
The child uses voice to represent sound to act out characters in a story (high and low pitches).
Child opens and navigates through digital learning applications and programs.
The child follows basic oral or visual cues for navigating through learning applications and programs successfully.
The child listens to and interacts with storybooks and information texts (multimedia encyclopedia) in electronic forms.
Child uses, operates, and names a variety of digital tools.
The child navigates through digital learning applications and programs.