Math | Science | Language Arts | Social Studies | Fine Arts

Math

(1.1) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. 

The student is expected to: 
(A) compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models; 
(B) create sets of tens and ones using concrete objects to describe, compare, and order whole numbers; 
(C) use words and numbers to describe the values of individual coins such as penny, nickel, dime, and quarter and their relationships; and 
(D) read and write numbers to 99 to describe sets of concrete objects. 

Interactive Student
(A) Number Line Express from Harcourt Math
(A) Carnival Cars from Harcourt Math
(A) 123Order
(A) Mend the Number Square (Hundreds Chart)
(A) Number Order
(B) Recognizing numbers to 10

(B) Rm. 108 Don't Wet the Bear
(D) Squigly's Apples
(D) Snakes and Ladders
(D) Missing Numbers
(D) Words for Numbers

Interactive Teacher
(A) Before and After

(B) Base 10 Games
(B) Grouping 10s 
(B) Recognizing numbers to 10
(B) Base Blocks

(B) Counting to 100 (using 10s and 1s)
(C) Spending Spree

(1.2) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects. 

The student is expected to: 
(A) share a whole by separating it into equal parts and use appropriate language to describe the parts such as three out of four equal parts; and 
(B) use appropriate language to describe part of a set such as three out of the eight crayons are red. 

Interactive Student
(A) Fraction Flag

Interactive Teacher
(A) Pizza Party

(1.3) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations.

The student is expected to: 
(A) model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; and 
(B) learn and apply basic addition facts (sums to 18) using concrete models. 

Interactive Student
(A) Add 'Em Up
(A) Take It Away
(A) Count Us In, Game 8: Bowling Subtraction
(A) Day at the Beach
(A) Addition Blast Off
(A) Island Chase Subtraction
(B) Math Dojo (click 'maybe later' for registration)
(B) Minus Mission
(B) Cyber Challenge - Addition
(B) Math Baseball -1 or 2 player 
(B) MathAdds
(B) Pinball Subtraction
(B) Pinball Addition
(B) Test the Toad
(B) Build the Train
(B) Alien Addition
(B) Math Facts
(B) Math Popper
(B) Jet Ski Addition
(B) Tug Boat Addition

Interactive Teacher
(B) Addition Surprise from Harcourt Math

(1.4) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions.

The student is expected to: 
(A) identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems; and 
(B) use patterns to skip count by twos, fives, and tens. 

Interactive Student
(A) Pattern Mania

(A) Color Patterns
(A) Simon Says
(B) The Counting Game
(B) Counting by Tens

(B) Skip Counting
(B) Count by 2s

(B) Count by 5

Interactive Teacher
(B) Skip Calculator

(B) Skip Counting Powerpoints
(B) Color the numbers

(1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. 

The student is expected to: 
(A) find patterns in numbers, including odd and even; 
(B) compare and order whole numbers using place value; and 
(C) identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 - 2 = 3, and 5 - 3 = 2. 

Interactive Student
(A) Odd or Even?

(C) Inverse Relationships

Interactive Teacher
 

(1.6) Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. 

The student is expected to: 
(A) describe and identify objects in order to sort them according to a given attribute using informal language; 
(B) identify circles, triangles, and rectangles, including squares, and describe the shape of balls, boxes, cans, and cones; and 
(C) combine geometric shapes to make new geometric shapes using concrete models. 
(D) identify and isolate the initial and final sound of a spoken word (K-1)

Interactive Student
(B) Shape Sorter
(C) Virtual Pattern Blocks
(D) The ABC Game

Interactive Teacher
(B) Sammy's Shapes
 

(1.7)Measurement. The student uses nonstandard units to describe length, weight, and capacity. 

The student is expected to: 
(A) estimate and measure length, capacity, and weight of objects using nonstandard units; and 
(B) describe the relationship between the size of the unit and the number of units needed in a measurement. 

Interactive Student
(A) Hop to It

Interactive Teacher

(1.8)Measurement. The student understands that time and temperature can be measured.

(A) recognize temperatures such as a hot day or a cold day; 
(B) describe time on a clock using hours and half hours; and 
(C) order three or more events by how much time they take. 

Interactive Student
(B)Watchdog 
(B) What Time Is It? 
(B) Count Us In, Game 10: Memory Game
(B) Clockworks (basic)

Interactive Teacher
 

(1.9) Probability and statistics. The student displays data in an organized form.

The student is expected to: 
(A) collect and sort data; and 
(B) use organized data to construct real object graphs, picture graphs, and bar-type graphs. 

Interactive Student

Interactive Teacher

(1.10) Probability and statistics. The student uses information from organized data. 

The student is expected to: 
(A) draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs; and 
(B) identify events as certain or impossible such as drawing a red crayon from a bag of green crayons. 

Interactive Student

Interactive Teacher

(1.11) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

The student is expected to: 
(A) identify mathematics in everyday situations; 
(B) use a problem-solving model, with guidance as needed, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; 
(C) select or develop an appropriate problem- solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and 
(D) use tools such as real objects, manipulatives, and technology to solve problems. 

Interactive Student

Interactive Teacher
(C) Mathstories.com

(D) Interactive Abacus

(1.12) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language.

The student is expected to: 
(A) explain and record observations using objects, words, pictures, numbers, and technology; and 
(B) relate informal language to mathematical language and symbols. 

Interactive Student
(B) The Number Game

Interactive Teacher

(1.13) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.

The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology. 

Science 

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(1.1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures.

The student is expected to: 
(A) demonstrate safe practices during classroom and field investigations; and
(B) learn how to use and conserve resources and materials.

Interactive Student

Interactive Teacher

(1.2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom.

The student is expected to: 
(A) ask questions about organisms, objects, and events;
(B) plan and conduct simple descriptive investigations;
(C) gather information using simple equipment and tools to extend the senses;
(D) construct reasonable explanations and draw conclusions; and
(E) communicate explanations about investigations.

Interactive Student

Interactive Teacher

(1.3) Scientific processes. The student knows that information and critical thinking are used in making decisions.

The student is expected to: 
(A) make decisions using information;
(B) discuss and justify the merits of decisions;
and
(C) explain a problem in his/her own words and identify a task and solution related to the problem.

Interactive Student

Interactive Teacher

(1.4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured.

The student is expected to: 
(A) collect information using tools including hand lenses, clocks, computers, thermometers, and balances;
(B) record and compare collected information; and
(C) measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils.

Interactive Student

Interactive Teacher

(1.5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. 

The student is expected to: 
(A) sort objects and events based on properties and patterns; and
(B) identify, predict, and create patterns including those seen in charts, graphs, and numbers.

Interactive Student

Interactive Teacher

(1.6) Science concepts. The student knows that systems have parts and are composed of organisms and objects.

The student is expected to: 
(A) sort organisms and objects according to their parts and characteristics;
(B) observe and describe the parts of plants and animals;
(C) manipulate objects such as toys, vehicles, or construction sets so that the parts are separated from the whole which may result in the part or the whole not working; and
(D) identify parts that, when put together, can do things they cannot do by themselves, such as a working camera with film, a car moving with a motor, and an airplane flying with fuel.

Interactive Student
(A) Am I an Insect? [in Spanish]
(B) Classifying Critters
(B) Build a Bug [in Spanish]
 

Interactive Teacher
(B) Let's talk about insects [in Spanish]

(1.7) Science concepts. The student knows that many types of change occur.

The student is expected to: 
(A) observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement;
(B) identify and test ways that heat may cause change such as when ice melts;
(C) observe and record changes in weather from day to day and over seasons; and
(D) observe and record changes in the life cycle of organisms.

Interactive Student
(B) Changing State
(C) Seasons

Interactive Teacher

(1.8)Science concepts. The student distinguishes between living organisms and nonliving objects.

The student is expected to: 
(A) group living organisms and nonliving objects; and
(B) compare living organisms and nonliving objects.

Interactive Student
(A) Plants and Animals
(A) Plant Maker

Interactive Teacher
(B) Needs of Living Things

(1.9)Science concepts. The student knows that living organisms have basic needs.

The student is expected to: 
(A) identify characteristics of living organisms that allow their basic needs to be met; and
(B) compare and give examples of the ways living organisms depend on each other for their basic needs.

Interactive Student
(A) Crunch, Nibble, Gulp, Bite
(B) Squish the Fish

Interactive Teacher

(1.10) Science concepts. The student knows that the natural world includes rocks, soil, and water.

The student is expected to: 
(A) identify and describe a variety of natural sources of water including streams, lakes, and oceans;
(B) observe and describe differences in rocks and soil samples; and
(C) identify how rocks, soil, and water are used and how they can be recycled.

Interactive Student
(C) Virtual Quarry

Interactive Teacher

Science - Beginning with school year 2010-2011

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to: (A) recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;
(B) recognize the importance of safe practices to keep self and others safe and healthy; and
(C) identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.
   
(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events observed in the natural world;

(B) plan and conduct simple descriptive investigations such as ways objects move;

(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;

(D) record and organize data using pictures, numbers, and words; and

(E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
   
(3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: (A) identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words;

(B) make predictions based on observable patterns; and

(C) describe what scientists do.
   
(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: (A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and

(B) measure and compare organisms and objects using non-standard units.
   
(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and

(B) predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.
   
(6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to: (A) identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life;

(B) predict and describe how a magnet can be used to push or pull an object;

(C) describe the change in the location of an object such as closer to, nearer to, and farther from; and

(D) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.
   
(7) Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to: (A) observe, compare, describe, and sort components of soil by size, texture, and color;

(B) identify and describe a variety of natural sources of water, including streams, lakes, and oceans; and

(C) gather evidence of how rocks, soil, and water help to make useful products.
   
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to: (A) record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;

(B) observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun;

(C) identify characteristics of the seasons of the year and day and night; and

(D) demonstrate that air is all around us and observe that wind is moving air.
   
(9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to: (A) sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring;

(B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver; and

(C) gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter.
   
(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;

(B) identify and compare the parts of plants;

(C) compare ways that young animals resemble their parents; and

(D) observe and record life cycles of animals such as a chicken, frog, or fish.
   

Language Arts - Beginning 2009

 

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(1)  Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:

 (A) recognize that spoken words are represented in written English by specific sequences of letters;
(B) identify upper- and lower-case letters;
(C) sequence the letters of the alphabet;
(D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);
(E) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and
(F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents)
   
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);
(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);
(C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/);
(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);
(E) isolate initial, medial, and final sounds in one-syllable spoken words; and
(F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).
nteractive Student
(A) Clifford Make a Word
(B) Word Family Sort
(B) Food Jumble
(B) Critter Jumble
(J) Dungeon Escape Spelling		  
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) decode words in context and in isolation by applying common letter-sound correspondences, including:
(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;
(iii) consonant blends (e.g., bl, st);
(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and
(vi) vowel diphthongs including oy, oi, ou, and ow;
(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;
(C) use common syllabication patterns to decode words, including:
(i) closed syllable (CVC) (e.g., mat, rab-bit);
(ii) open syllable (CV) (e.g., he, ba-by);
(iii) final stable syllable (e.g., ap-ple, a-ble);
(iv) vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);
(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and
(vi) r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or);
(D) decode words with common spelling patterns (e.g., -ink, -onk, -ick);
(E) read base words with inflectional endings (e.g., plurals, past tenses);
(F) use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);
(G) identify and read contractions (e.g., isn't, can't);
(H) identify and read at least 100 high-frequency words from a commonly used list; and
(I) monitor accuracy of decoding.

Interactive Student
(A) Alphabet Action
(B,C, E) Clifford's Make a Word
(D) See 'N Spell:  Short Vowels
(D) See 'N Spell: Long Vowels
(D) See 'N Spell: More Vowels
(D) See 'N Spell: Blends
(D) See 'N Spell: Diagraphs
(D) Monkey See, Monkey Do
(D) Picture Match

(D) Read the Poem - oa
(D) Sand Castle Phonemes (ou, oi, oy, ow, oo)
(D) Read the Poem - (ee)
(D) Read the Poem - (ai)
(D) Read the Poem - (ea)
(D) Blender Game (consonant blends)
(D) Read the Poem  - oo
(D) Drag and Spell Game ai, ee, ay, ai, oo
(D) Salty Sam Sends Postcards! Vowel Pairs
(E) Read the Poem - (ay)
(4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) confirm predictions about what will happen next in text by "reading the part that tells";
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and
(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
(D) Library
(D) Alphabet Zoo		  
(5) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Interactive Student
(A, B) Emily Elizabeth Goes to School
(A,B) Here Clifford
(A,B) Clifford's Big Dig
(A,B) Where is Emily?		  
(6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) identify words that name actions (verbs) and words that name persons, places, or things (nouns);
(B) determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime);
(C) determine what words mean from how they are used in a sentence, either heard or read;
(D) identify and sort words into conceptual categories (e.g., opposites, living things); and
(E) alphabetize a series of words to the first or second letter and use a dictionary to find words.

Interactive Student

(A) Squanky
(A) Word Frog

  
(7) 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 are expected to: (A) connect the meaning of a well-known story or fable to personal experiences; and
(B) explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk- and fairy tales.
   
(8) 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 expected to respond to and use rhythm, rhyme, and alliteration in poetry.  
   
(9) 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 expected to: (A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and
(B) describe characters in a story and the reasons for their actions and feelings

(B) Sentences Make Stories

(A,B, E) Emily Elizabeth Goes to School
(A,B,E) Here Clifford
(A,B,E) Clifford's Big Dig
(A,B,E) Where is Emily?

  
(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.  
   
(11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize sensory details in literary text.  
   
(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time.  
   
(13) 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 are expected to identify the topic and explain the author's purpose in writing about the text.  
   
(14) 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 expected to: (A) restate the main idea, heard or read;
(B) identify important facts or details in text, heard or read;
(C) retell the order of events in a text by referring to the words and/or illustrations; and
(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

Interactive Student

(A) Sentences Make Stories
(A) Emily Elizabeth Goes to School
(A) Here Clifford
(A) Clifford's Big Dig
(A) Where is Emily?
(B) Tina's World - Buggy Trails

  
(15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow written multi-step directions with picture cues to assist with understanding; and
(B) explain the meaning of specific signs and symbols (e.g., map features).
   
(16) 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 are expected to: (A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and
(B) identify techniques used in media (e.g., sound, movement).
 

Interactive Student
(B, E) Create your Scenario

(C) Real or Make-Believe?

  
(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting a word, phrase, or sentence;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others.
Interactive Student
(A ,E) (Desl, Eesl, Gesl) Create your Scenario		  
(18) 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) write brief stories that include a beginning, middle, and end; and
(B) write short poems that convey sensory details.
   
(19) 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 expected to: (A) write brief compositions about topics of interest to the student;
(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and
(C) write brief comments on literary or informational texts.
Interactive Student
(C) Create your Scenario
(D) Food Jumble		  
(20) 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 are expected to: (A) understand and use the following parts of speech in the context of reading, writing, and speaking:
(i) verbs (past, present, and future);
(ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive: green, tall);
(iv) adverbs (e.g., time: before, next);
(v) prepositions and prepositional phrases;
(vi) pronouns (e.g., I, me); and
(vii) time-order transition words;
(B) speak in complete sentences with correct subject-verb agreement; and
(C) ask questions with appropriate subject-verb inversion.
Interactive Student
(A) Monkey Business		  
(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences;
(B) recognize and use basic capitalization for:
(i) the beginning of sentences;
(ii) the pronoun "I"; and
(iii) names of people; and
(C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.
Interactive Student
(J) Critter Jumble - Level 1
(J) Food Jumble
(E) Littlefinger Dictionary
(E) Alphabet Bears
(F) Kangaroo Confusion
(I) Parts of a Book
(J) Dungeon Escape Spelling
(J) Coconut Vowels
(A,B) Alphabet Practice Pad
(A, D) Create your Scenario 		 Interactive Teacher
(B, C) Create your Scenario
(E,F) Lil Fingers  
(I) Book Parts Game
(I) What is a Book?
(22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters to construct known words;
(B) use letter-sound patterns to spell:
(i) consonant-vowel-consonant (CVC) words;
(ii) consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope"); and
(iii) one-syllable words with consonant blends (e.g., "drop");
(C) spell high-frequency words from a commonly used list;
(D) spell base words with inflectional endings (e.g., adding "s" to make words plurals); and
(E) use resources to find correct spellings.

Interactive Student
(A) Clifford Make a Word
(A) Fearless Frieda
(A) Alien Scavenger Hunt Letter Bug
(A) Coconut Vowels
(B) See 'N Spell: Plurals
(B) See 'N Spell: My Words
(C (ESL) Create your Scenario
(D) Synonyms

Interactive Teacher
(A) Read the Poem – a-e (cake, wake)
(A) Read the Poem  – i-e (time, mine)

Interactive Student
(C) Clifford's Concentration Game
(D) Clifford's First Letter Match
(D) Clifford's Sound Match

(D) Sassy Seals
(D, E) Word Build and Bank
(E,F) Clifford's Make a Word
(D,E,F) Learn to Read
(E,F) Feltboard

(E,F) Rm. 108 Don't Wet the Bear

 (D,E,F) Learn to Read
(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to: (A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and
(B) decide what sources of information might be relevant to answer these questions.
   
(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to (A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;
(B) use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
   
(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students (with adult assistance) are expected to revise the topic as a result of answers to initial research questions.  
   
(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.  
   
(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers and ask relevant questions to clarify information; and
(B) follow, restate, and give oral instructions that involve a short related sequence of actions.

Interactive Student
(A,D,E) Paul Bunyan
(A,D,E) Faithful John
(A,D,E) The Leaping Match
(A,D,E) Go4English stories

(D) What's in the Bag

(F) Cream Cake Mystery

 Interactive Teacher
(C) Create your Scenario
(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.  
Interactive Student
 (E) Verb Viper		 Interactive Teacher
(D) Create your Scenario
(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.  

Interactive Student

(A) Rm. 1 Don't Wet the Bear

 Interactive Teacher
(B) Create your Scenario

 

Social Studies

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(1.1) History. The student understands how historical figures helped to shape our community, state, and nation. 

(A) identify contributions of historical figures such as Sam Houston and Abraham Lincoln who have influenced the community, state, and nation;
(B) identify historic figures such as Alexander Graham Bell and Thomas Edison who have exhibited a love of individualism and inventiveness; and
(C) compare the similarities and differences among the lives and activities of historical figures who have influenced the community, state, and nation.

Interactive Student

Interactive Teacher

(1.2) History. The student understands the origins of customs, holidays, and celebrations. 

(A) describe the origins of selected customs, holidays, and celebrations of the community, state, and nation such as Martin Luther King, Jr. Day, Independence Day, and Veterans' Day;
(B) compare the observance of holidays and celebrations, past and present; and
(C) identify anthems and mottoes of the United States and Texas. 

Interactive Student

Interactive Teacher

(1.3) History. The student understands the concepts of time and chronology. 

(A) distinguish among past, present, and future;
(B) create a calendar or timeline; and
(C) use vocabulary related to chronology, including yesterday, today, and tomorrow. 

Interactive Student

Interactive Teacher

(1.4) Geography. The student understands the relative location of places. 

(A) locate places using the four cardinal directions; and
(B) describe the location of self and objects relative to other locations in the classroom and school.

Interactive Student
(A) Drive the Car

Interactive Teacher

(1.5) Geography. The student understands the purpose of maps and globes.

(A) create and use simple maps to identify the location of places in the classroom, school, community, and beyond; and
(B) locate places of significance on maps and globes such as the local community, Texas, and the United States.

Interactive Student

Interactive Teacher

(1.6) Geography. The student understands various physical and human characteristics of the environment.

(A) identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather;
(B) identify examples of and uses for natural resources in the community, state, and nation; and
(C) identify and describe the human characteristics of places such as types of houses and ways of earning a living.

Interactive Student

Interactive Teacher

(1.7) Economics. The student understands the concepts of goods and services.

(A) identify examples of goods and services in the home, school, and community;
(B) identify ways people exchange goods and services; and
(C) identify the role of markets in the exchange of goods and services.

Interactive Student

Interactive Teacher

(1.8) Economics. The student understands the condition of not being able to have all the goods and services one wants. 

(A) identify examples of people wanting more than they can have;
(B) explain why wanting more than they can have requires that people make choices; and
(C) identify examples of choices families make when buying goods and services.

Interactive Student

Interactive Teacher

(1.9) Economics. The student understands the value of work.

(A) describe the requirements of various jobs and the characteristics of a job well-performed; and
(B) describe how specialized jobs contribute to the production of goods and services.

Interactive Student

Interactive Teacher

(1.10) Government. The student understands the purpose of rules and laws. 

(A) explain the need for rules and laws in the home, school, and community; and
(B) give examples of rules or laws that establish order, provide security, and manage conflict.

Interactive Student

Interactive Teacher

(1.11) Government. The student understands the role of authority figures and public officials.

(A) identify leaders in the community, state, and nation;
(B) describe the roles of public officials including mayor, governor, and president; and
(C) identify the responsibilities of authority figures in the home, school, and community.

Interactive Student
(A) Name That President

(1.12) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people.

(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good;
(B) identify historic figures such as Clara Barton, Nathan Hale, and Eleanor Roosevelt who have exemplified good citizenship; and
(C) identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness.

Interactive Student

Interactive Teacher

(1.13) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. 

(A) explain selected national and state patriotic symbols such as the U.S. and Texas flags, the Liberty Bell, and the Alamo;
(B) recite and explain the meaning of the Pledge of Allegiance and the Pledge to the Texas Flag;
(C) use voting as a way of making choices and decisions; and
(D) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.

Interactive Student

Interactive Teacher

(1.14) Culture. The student understands how families meet basic human needs.

(A) describe ways that families meet basic human needs; and
(B) describe similarities and differences in ways families meet basic human needs.

Interactive Student

Interactive Teacher

(1.15) Culture. The student understands the importance of family beliefs, customs, language, and traditions. 

(A) describe various beliefs, customs, and traditions of families and explain their importance; and
(B) retell stories from selected folktales and legends such as Aesop's fables.

Interactive Student

Interactive Teacher

(1.16) Science, technology, and society. The student understands how technology has affected daily life, past and present. 

(A) describe how household tools and appliances have changed the ways families live;
(B) describe how technology has changed communication, transportation, and recreation; and
(C) describe how technology has changed the way people work.

Interactive Student

Interactive Teacher

(1.17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

(A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;
(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer images, literature, and artifacts;
(C) sequence and categorize information; and
(D) identify main ideas from oral, visual, and print sources.

Interactive Student

Interactive Teacher

(1.18) Social studies skills. The student communicates in written, oral, and visual forms.

(A) express ideas orally based on knowledge and experiences; and
(B) create visual and written material including pictures, maps, timelines, and graphs.

Interactive Student

Interactive Teacher

(1.19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. 

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Interactive Student

Interactive Teacher

Fine Arts
Art | Music | Theatre

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Art

(1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A)  identify similarities, differences, and variations among subjects, using the senses; and
(B)  identify color, texture, form, line, and emphasis in nature and in the human-made environment.

(B) Color - Primary & Secondary
(B) Color - Warm and Cool
(B) Color - Complimentary
(B) Shape
(B) Lines

(B) Art Games

(2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A)  invent images that combine a variety of colors, forms, and lines;
(B)  place forms in orderly arrangement to create designs; and
(C)  increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

(A) Paint Splat
(A) Texture Fun
(A,B,C) The Art Zone

(A, B, C) Art Games

(3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A)  identify simple ideas expressed in artworks through different media;
(B)  select artworks that show families and groups; and
(C)  identify the use of art in everyday life.

Interactive Student

Interactive Teacher

(4)  Response/evaluation. The student makes informed judgments about personal artworks and the works of others. The student is expected to:

(A)  express ideas about personal artworks; and
(B)  identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.

Interactive Student

Interactive Teacher

Music

(1)  Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

(A)  identify voices and selected instruments from various musical families;
(B)  use basic music terminology in describing musical sounds; and
(C)  identify repetition and contrast in music examples.

Interactive Student

Interactive Teacher

(2)  Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:

(A)  sing or play a classroom instrument independently or in groups; and
(B)  sing songs from diverse cultures and styles or play such songs on a musical instrument.

Interactive Student

Interactive Teacher

(3)  Creative expression/performance. The student reads and writes music notation. The student is expected to:

(A)  read simple examples of music notation; and
(B)  write simple examples of music notation.

Interactive Student

Interactive Teacher

(4)  Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:

(A)  create short rhythmic patterns; and
(B)  create short melodic patterns.

Interactive Student

Interactive Teacher

(5)  Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:

(A)  sing songs and play musical games from diverse cultures; and
(B)  identify simple relationships between music and other subjects.

Interactive Student

Interactive Teacher

(6)  Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(A)  distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and
(B)  begin to practice appropriate audience behavior during live performances.

Interactive Student

Interactive Teacher

Theatre

(1)  Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:

(A)  develop confidence and self-awareness through dramatic play;
(B)  develop spatial awareness in dramatic play, using expressive and rhythmic movement;
(C)  imitate actions and sounds; and
(D)  imitate and create animate and inanimate objects in dramatic play.

Interactive Student

Interactive Teacher

(2)  Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:

(A)  demonstrate safe use of movement and voice;
(B)  assume roles through imitation;
(C)  dramatize limited-action stories; and
(D)  dramatize poems and songs.

Interactive Student

Interactive Teacher

(3)  Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

(A)  select aspects of the environment for use in dramatic play;
(B)  adapt the environment for dramatic play, using simple materials;
(C)  plan dramatic play; and
(D)  cooperate with others in dramatic play.

(C) Create your Scenario

  

(4)  Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:

(A)  imitate life experiences from various historical periods in dramatic play; and
(B)  identify diverse cultural dimensions in dramatic play.

Interactive Student

Interactive Teacher

(5)  Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

(A)  identify appropriate audience behavior;
(B)  respond to and begin to evaluate dramatic activities;
(C)  identify the use of music, creative movement, and visual components in dramatic play; and
(D)  observe the performance of artists and identify theatrical vocations.

Interactive Student

Interactive Teacher

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updated 07/16/2009