Math | Science | Language Arts | Social Studies

Math

(K.1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. 

The student is expected to:
(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 9); and
(C) use numbers to describe how many objects are in a set (through 20)

Interactive Student

(A)  Count Us In, Game 3: Garden Count

(A) Count Us In, Game 6: Color by Number

(A) Money Recognition
(B) Owl's Addition and Subtraction
(B) Count Us In, Game 1: Counting Sheep

(B) How Many?
(B) Sea Horse Count

(B) Count Along to 100

(B) 123 Order
(C) Count your chickens
(C) Count Along

(B,C) Count Us In, Game 5: Feather Count

Interactive Classroom
(C) Let's Count - English or Spanish

(K.2) Number, operation, and quantitative reasoning. The student describes order of events or objects.

The student is expected to:
(A) use language such as before or after to describe relative position in a sequence of events or objects; and
(B) name the ordinal positions in a sequence such as first, second, third, etc. 

Interactive Student
(A) What's Next

(B) Let's Count - English or Spanish

(B) Count Us In, Game 4: Coaster Count

(B) Count Us In, Game 14: Order by Height

Interactive Classroom
(B) Cats in a Line

(B) Animal Zoo

(K.3) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole.

The student is expected to:
(A) share a whole by separating it into equal parts; and
(B) explain why a given part is half of the whole. 

Interactive Student

Interactive Classroom

(A) Pizza Party

(K.4) Number, operation, and quantitative reasoning. The student models addition and subtraction.

The student is expected to model and create addition and subtraction problems in real situations with concrete objects.

Interactive Student
Owl's Addition and Subtraction

Count Us In, Game 7: Bus Addition

Count Us In, Game 8: Bowling Subtraction

Adding Bricks

Interactive Classroom

 

(K.5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns.

The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.

Interactive Student
Cyber-Pattern Player
Complete the Pattern

Pattern Mania

Check Out Cookies
What Comes Next?

Interactive Classroom
 

(K.6) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions.

The student is expected to:
(A) use patterns to predict what comes next, including cause-and-effect relationships; and
(B) count by ones to 100. 

Interactive Student
(A) Music Patterns
(A) Check out Cookie

(A) What's Next

(A) Music Patterns

(A)  Count Us In,
(A) What Comes Next?

 Game 2: Making Patterns

(A) Pattern Mania
(B) Count Along

(B) Count Along to 100
(B) Connect the Dots
(B)  Count Us In, Game 11: Frog Jump

Interactive Classroom
(B) Connect the Dots

(B) Mend the Number Square (Hundreds Chart)
 

(K.7) Geometry and spatial reasoning. The student describes the relative positions of objects. 

The student is expected to:
(A) describe one object in relation to another using informal language such as over, under, above, and below; and
(B) place an object in a specified position. 

Interactive Student
(A) Fun for Fish

 

Interactive Classroom
(A) Fun for Fish

(A) Spatial Concepts

(K.8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different.

The student is expected to:
(A) describe and identify an object by its attributes using informal language;
(B) compare two objects based on their attributes; and
(C) sort objects according to their attributes and describe how those groups are formed. 

Interactive Student

(A, B, C) Zoe's Pet Shelter

(A, B) Money Recognition

(B) Count Us In, Game 15: Compare Volume

(B) Leo and the Matching Letter

(B) Clifford's Confusable Letters
(C) Sorting under the Sea

Interactive Classroom

(K.9) Geometry and spatial reasoning. The student recognizes characteristics of shapes and solids.

The student is expected to:
(A) describe and compare real-life objects or models of solids;
(B) recognize shapes in real-life objects or models of solids; and
(C) describe, identify, and compare circles, triangles, and rectangles including squares.

Interactive Student
(B) Rats Shapes
(C) TIC-TAC-TOE shapes
(C) Shape Match
(C) I spy Shapes

(C) Shape Sorter

Interactive Classroom
(B) Colors+Shapes

(B) Sammy's Shapes

(K.10) Measurement. The student uses attributes such as length, weight, or capacity to compare and order objects.

The student is expected to:
(A) compare and order two or three concrete objects according to length (shorter or longer), capacity (holds more or holds less), or weight (lighter or heavier); and
(B) find concrete objects that are about the same as, less than, or greater than a given object according to length, capacity, or weight. 

Interactive Student
(A) Taller or Shorter
(A) Same or Different

(B) Estimate and Measure

Interactive Classroom

(K.11) Measurement. The student uses time and temperature to compare and order events, situations, and/or objects.

The student is expected to:
(A) compare situations or objects according to temperature such as hotter or colder;
(B) compare events according to duration such as more time than or less time than;
(C) sequence events; and
(D) read a calendar using days, weeks, and months. 

Interactive Student
(B) Double Fun Match Memory Game

(D) Rm. 108 Don't Wet the Bear

(D) Rm. 10 Don't Wet the Bear

Interactive Classroom
(B) What Time Is It? 

(K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. 

The student is expected to:
(A) construct graphs using real objects or pictures in order to answer questions; and
(B) use information from a graph of real objects or pictures in order to answer questions. 

Interactive Student
 

Interactive Classroom

(B) Create a Graph

(K.13) Underlying processes and mathematical tools. The student applies Kindergarten 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, 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 Classroom

(B) Bobbie Bear's Outfits

(K.14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language.

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

Interactive Student

Interactive Classroom

(B) Spending Spree

(K.15) 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. 

Interactive Student

Interactive Classroom

 

Science - Beginning with school year 2010-2011

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(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) identify 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) discuss the importance of safe practices to keep self and others safe and healthy; and
(C) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.
Interactive Student
(C) Clean Up Your World

 
Interactive Classroom
(C) Busta's Recycling Rap
(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 and observations using pictures, numbers, and words; and
(E) communicate observations with others about simple descriptive investigations.
Interactive Student
(B, C, D) Insect Hunt

(C)  Balancing Objects
(C)  Poddle Weigh-In
Interactive Classroom
(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 the impact of littering on the playground and propose a solution in his/her own words;
(B) make predictions based on observable patterns in nature such as the shapes of leaves; and
(C) explore that scientists investigate different things in the natural world and use tools to help in their investigations.
Interactive Student Interactive Classroom
(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 information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums; and
(B) use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.
Interactive Student Interactive Classroom
(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture; and
(B) observe, record, and discuss how materials can be changed by heating or cooling.
Interactive Student
(A)  Lecky Compares
Interactive Classroom
(6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: (A) use the five senses to explore different forms of energy such as light, heat, and sound;
(B) explore interactions between magnets and various materials;
(C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and
(D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow.
Interactive Student Interactive Classroom
(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to: (A) observe, describe, compare, and sort rocks by size, shape, color, and texture;
(B) observe and describe physical properties of natural sources of water, including color and clarity; and
(C) give examples of ways rocks, soil, and water are useful.
Interactive Student Interactive Classroom
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (A) observe and describe weather changes from day to day and over seasons;
(B) identify events that have repeating patterns, including seasons of the year and day and night; and
(C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.
Interactive Student
(A) Dress Elmo for Fall

(A) Seasons
Interactive Classroom
(C) Weather Graph (in MS Excel)
(9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: (A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and
(B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
Interactive Student
(A) Bug on a wire
(A) Dead or Alive?

(A) Barnyard Matchup

(A) Diego's Journal
(B) Plants and Animals

Interactive Classroom
(A) Science Clips - Ourselves
(B) Science Clips - Growing Plants

 
(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) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape;
(B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs;
(C) identify ways that young plants resemble the parent plant; and
(D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit.
Interactive Student
(A) Walk, Swim or Fly?

(A) Land, Sea or Air?

(B) Virtual Roach

(D) Growing Plants

Interactive Classroom
(B) Science Clips - Ourselves

 

Language Arts

(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A) recognize that spoken words can be represented by print for communication;
(B) identify upper- and lower-case letters;
(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text;
(D) recognize the difference between a letter and a printed word;
(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
(G) identify different parts of a book (e.g., front and back covers, title page).

Interactive Student
(A) Alphabet Order

(A) ABC Adventure

(B) Letter Blends

(B) Leo and the Matching Letter

(B) Clifford's Confusable Letters
(B) Lug and the Giant Storks

(B) Upper Case

(B) Writing Guide and Alphabet Archive
(B) Compare Upper/Lower
(B) Lower Case

(B) ABC Adventure

(E) Alphabet Zoo
(C) Alphabetize
(C) Letter Match
(C) Sound Match
(B,C) Learn to Read

(C) GenkiEnglish

(E) Make a Word
(F) Left to Right

Interactive Classroom
(A) Alphabet Action
(A) Lil Fingers Alphabet
(A) Alphabet Soup Cafe
(B,C) Learn to Read

(B) And the Caboose Said…
(F) Left to Right

(B) Upper Case

(B) Writing Guide and Alphabet Archive
(B) Compare Upper/Lower
(B) Lower Case

(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (A) identify a sentence made up of a group of words;
(B) identify syllables in spoken words;
(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");
(D) distinguish orally presented rhyming pairs of words from non-rhyming 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");
(F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat);
(G) blend spoken phonemes to form one-syllable words (e.g.,/m/ …/a/ …/n/ says man);
(H) isolate the initial sound in one-syllable spoken words; and
(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).

Interactive Student
(C) Reggie the Rhyming Rhino

(C) Super Grover in the Nick of Rhyme
(G) Blending Spoken Phonemes

Interactive Classroom
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (A) identify the common sounds that letters represent;
(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);
(C) recognize that new words are created when letters are changed, added, or deleted; and
(D) identify and read at least 25 high-frequency words from a commonly used list.

Interactive Student
(A) Leo and the Matching Letter

(A) Clifford's Confusable Letters

(A-C) Leo Loves to Spell

(A-C) Sound and Letter Time
(A) The 'm' sound

(B) Make a Word (Star Fall)

(B) Make a Word (Scholastic)

Interactive Classroom

(4)  Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to

(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.
Interactive Student Interactive Classroom
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: (A) identify and use words that name actions, directions, positions, sequences, and locations;
(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
(D) use a picture dictionary to find words.
Interactive Student
(A) Big and Small

(A,C) Nina Loves to Name Things

(A,C) Transportation Words   (Spanish)
(A,C) Fruit Words   (Spanish)

(A,C) Vegetable Words (Spanish)
(C) What Color?
(C) Hungry Crocodiles

(C) What Color Is It?

(C) Color The Rainbow

Interactive Classroom
(C) What's in the Bag?
(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 are expected to: (A) identify elements of a story including setting, character, and key events;
(B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience;
(C) recognize sensory details; and
(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures.

Interactive Student

(A)  Sentences Make Stories
(B) Tina's World - Buggy Trails

Interactive Classroom
(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 expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.  

Interactive Student

(C) Old McDonalds Farm

Interactive Classroom
(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 expected to: (A) retell a main event from a story read aloud; and
(B) describe characters in a story and the reasons for their actions.

Interactive Student

(B)  Sentences Make Stories

Interactive Classroom
(A) Learn to Read

(A) BookPALS Storytime Online

(A) Nick Jr.'s Stories

(A) Sesame Street Stories

(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 are expected to identify the topic of an informational text heard  
Interactive Student Interactive Classroom
(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 expected to: (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations;
(B) retell important facts in a text, heard or read;
(C) discuss the ways authors group information in text; and
(D) use titles and illustrations to make predictions about text.

Interactive Student

(A) BookPALS Storytime Online

(A) Nick Jr.'s Stories

(A) Sesame Street Stories

Interactive Classroom
(11) 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 pictorial directions (e.g., recipes, science experiments); and
(B) identify the meaning of specific signs (e.g., traffic signs, warning signs).

Interactive Student

(B) Tina's Real or Make Believe

Interactive Classroom

(B) Real or Make-Believe 

(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 expected to: (A) identify different forms of media (e.g., advertisements, newspapers, radio programs); and
(B) identify techniques used in media (e.g., sound, movement).
Interactive Student
(A) Draw A Story
Interactive Classroom
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to: (A) plan a first draft by generating ideas for writing through class discussion;
(B) develop drafts by sequencing the action or details in the story;
(C) revise drafts by adding details or sentences;
(D) edit drafts by leaving spaces between letters and words; and
(E) share writing with others.
Interactive Student
(A) Venn Diagram
Interactive Classroom
(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
(B) write short poems.
Interactive Student
(A) Write A Story
Interactive Classroom
(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 expected to dictate or write information for lists, captions, or invitations.  
Interactive Student Interactive Classroom
(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 are expected to: (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
(i) past and future tenses when speaking;
(ii) nouns (singular/plural);
(iii) descriptive words;
(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and
(v) pronouns (e.g., I, me);
(B) speak in complete sentences to communicate; and
(C) use complete simple sentences.

Interactive Student

Interactive Classroom
(17) 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 using the basic conventions of print (left-to-right and top-to-bottom progression);
(B) capitalize the first letter in a sentence; and
(C) use punctuation at the end of a sentence.
Interactive Student
(A) Alphabet Archive
(A) Upper Case

(B) Blown Away Game
Interactive Classroom
(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters;
(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"); and
(C) write one's own name.

Interactive Student

Interactive Classroom
(19) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to: (A) ask questions about topics of class-wide interest; and
(B) decide what sources or people in the classroom, school, library, or home can answer these questions.
Interactive Student Interactive Classroom
(A) Black Bears
(A) Fish
(20) 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 provided text sources; and
(B) use pictures in conjunction with writing when documenting research
 
Interactive Student Interactive Classroom
(21) 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 by facing speakers and asking questions to clarify information; and
(B) follow oral directions that involve a short related sequence of actions
 
Interactive Student
(B) Can You Follow Directions
Interactive Classroom
(22) 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 by speaking audibly and clearly using the conventions of language.  

Interactive Student

Interactive Classroom
(23) 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 taking turns and speaking one at a time.  
Interactive Student Interactive Classroom

Social Studies

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(K.1) History. The student understands that holidays are celebrations of special events.. 

The student is expected to:
(A) explain the reasons for national patriotic holidays such as Presidents' Day and Independence Day; and
(B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day. 

Interactive Student

Interactive Classroom

(K.2) History. The student understands how historical figures and ordinary people helped to shape the community, state, and nation. 

The student is expected to:
(A) identify the contributions of historical figures such as Stephen F. Austin and George Washington who helped to shape our state and nation; and
(B) identify ordinary people who have shaped the community.

Interactive Student

Interactive Classroom

(K.3) History. The student understands the concept of chronology. 

The student is expected to:
(A) place events in chronological order; and
(B) use vocabulary related to time and chronology, including before, after, next, first, and last. 

Interactive Student

Interactive Classroom

 (K.4) Geography. The student understands the concept of location.

The student is expected to:
(A) use terms, including over, under, near, far, left, and right, to describe relative location; and
(B) locate places on the school campus and describe their relative locations.

Interactive Student
 

Interactive Classroom
(A) Spatial Concepts

(K.5) Geography. The student understands the physical and human characteristics of the environment. 

The student is expected to:
(A) identify the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; and
(B) identify the human characteristics of places such as types of houses and ways of earning a living.

Interactive Student

Interactive Classroom

(K.6) Economics. The student understands that basic human needs are met in many ways.

The student is expected to:
(A) identify basic human needs; and
(B) explain how basic human needs of food, clothing, and shelter can be met.

Interactive Student

Interactive Classroom

(K.7) Economics. The student understands the importance of jobs.

The student is expected to:
(A) identify jobs in the home, school, and community; and
(B) explain why people have jobs. 

Interactive Student

(A) Dress Fran the Firefighter

(A) Community Jobs Game

Interactive Classroom
(A) Jobs in your Neighborhood

 

(K.8) Government. The student understands the purpose of rules.

The student is expected to:
(A) identify purposes for having rules; and
(B) identify rules that provide order, security, and safety in the home and school.

Interactive Student

Interactive Classroom

(K.9) Government. The student understands the role of authority figures. 

The student is expected to:
(A) identify authority figures in the home, school, and community; and
(B) explain how authority figures make and enforce rules.

Interactive Student

Interactive Classroom

(K.10) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. 

The student is expected to:
(A) identify the flags of the United States and Texas;
(B) recite the Pledge of Allegiance; and
(C) explain the use of voting as a method for group decision making.

Interactive Student

Interactive Classroom

(K.11) Culture. The student understands similarities and differences among people.

The student is expected to:
(A) identify personal attributes common to all people such as physical characteristics; and
(B) identify differences among people.

Interactive Student
(B) Panwapa

Interactive Classroom
 

(K.12) Culture. The student understands how people learn about themselves through family customs and traditions. 

The student is expected to:
(A) identify family customs and traditions and explain their importance;
(B) compare family customs and traditions; and
(C) describe customs of the local community.

Interactive Student

Interactive Classroom

(K.13) Science, technology, and society. The student understands ways technology is used in the home and school. 

The student is expected to:
(A) identify examples of technology used in the home and school; and
(B) describe how technology helps accomplish specific tasks.

Interactive Student

Interactive Classroom

(K.14) Science, technology, and society. The student understands ways in which technology has changed how people live. 

The student is expected to:
(A) describe how his or her life might be different without modern technology; and
(B) list ways in which technology meets people's needs.

Interactive Student

Interactive Classroom

(K.15) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 

The student is expected to:
(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, symbols, television, maps, computer images, print material, and artifacts;
(C) sequence and categorize information; and
(D) identify main ideas from oral, visual, and print sources.

Interactive Student

Interactive Classroom

(K.16) Social studies skills. The student communicates in oral and visual forms. 

The student is expected to:
(A) express ideas orally based on knowledge and experiences; and
(B) create and interpret visuals including pictures and maps.

Interactive Student

Interactive Classroom

(K.17) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. 

The student is expected to:
(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
(A) Clifford

Interactive Classroom

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updated 02/21/2012