Texas Essential Knowledge and Skills (TEKS)
| Main Criteria: Texas Essential Knowledge and Skills (TEKS) | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Texas Essential Knowledge and Skills (TEKS) |
| Health and PE |
| Grade: K - Adopted: 2013 |
| TEKS | TX.115.2. | Health Education, Kindergarten. |
| STUDENT EXPECTATION | K.3. | Health behaviors. The student demonstrates decision-making skills for making health-promoting decisions. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.3.A. | Demonstrate how to seek the help of parents/guardians and other trusted adults in making decisions and solving problems. ReadyRosie All About My Family Family Poem |
| TEKS | TX.115.2. | Health Education, Kindergarten. |
| STUDENT EXPECTATION | K.5. | Health information. The student understands how to recognize health information. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.5.A. | Name people who can provide helpful health information such as parents, doctors, teachers, and nurses. ReadyRosie All About My Family Family Poem Super Kindness |
| TEKS | TX.115.2. | Health Education, Kindergarten. |
| STUDENT EXPECTATION | K.8. | Personal/interpersonal skills. The student understands ways to communicate consideration and respect for self, family, friends, and others. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.8.B. | Explain the importance of showing consideration and respect for teachers, family members, friends, peers, and other individuals. ReadyRosie Favorite People Place Cards Routine Strategy: Routine Chart |
| GRADE LEVEL EXPECTATION | K.8.C. | Recognize and explain the importance of manners and rules for healthy communication and treating others with respect. ReadyRosie Clap and Count Emotion Meter Scale Family Poem Favorite People Place Cards Feelings Charades Routine Strategy: Routine Chart School Routine Practice What Do I Like? |
| TEKS | TX.115.2. | Health Education, Kindergarten. |
| STUDENT EXPECTATION | K.9. | Personal/interpersonal skills. The student comprehends the skills necessary for building and maintaining healthy relationships. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.9.B. | Demonstrate skills for making new acquaintances. ReadyRosie Clap and Count |
| TEKS | TX.115.2. | Health Education, Kindergarten. |
| STUDENT EXPECTATION | K.10. | Personal/interpersonal skills. The student understands that bullying behaviors result in unhealthy conditions throughout the life span. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.10.C. | Demonstrate how to get help from a teacher, parent, or trusted adult in solving problems and conflicts with peers. ReadyRosie Survey Says |
| Grade: K - Adopted: 1998 |
| TEKS | TX.116.2. | Physical Education, Kindergarten. |
| STUDENT EXPECTATION | K.6. | Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. |
| GRADE LEVEL EXPECTATION | K.6.A. | The student is expected to respond appropriately to starting and stopping signals. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | K.6.B. | The student is expected to demonstrate the ability to play within boundaries during games and activities. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| TEKS | TX.116.2. | Physical Education, Kindergarten. |
| STUDENT EXPECTATION | K.7. | Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. |
| GRADE LEVEL EXPECTATION | K.7.A. | The student is expected to follow rules, procedures, and safe practices. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | K.7.B. | The student is expected to work in a group setting in cooperation with others. ReadyRosie Clap and Count Super Kindness |
| GRADE LEVEL EXPECTATION | K.7.C. | The student is expected to share space and equipment with others. ReadyRosie Clap and Count Super Kindness |
| Texas Essential Knowledge and Skills (TEKS) |
| Health and PE |
| Grade: 1 - Adopted: 2013 |
| TEKS | TX.115.3. | Health Education, Grade 1. |
| STUDENT EXPECTATION | 1.2. | Health behaviors. The student understands that safe, unsafe, and/or harmful behaviors result in positive and negative consequences throughout the life span. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.2.G. | Identify and practice safety rules during play. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer |
| TEKS | TX.115.3. | Health Education, Grade 1. |
| STUDENT EXPECTATION | 1.3. | Health behaviors. The student demonstrates basic critical-thinking, decision-making, goal setting, and problem-solving skills for making health-promoting decisions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.3.A. | Explain ways to seek the help of parents/guardians and other trusted adults in making decisions and solving problems. ReadyRosie All About My Family Family Poem I Love My Family Because... Super Kindness |
| GRADE LEVEL EXPECTATION | 1.3.B. | Describe how decisions can be reached and problems can be solved. ReadyRosie Survey Says What Do I Like? |
| GRADE LEVEL EXPECTATION | 1.3.C. | Explain the importance of goal setting and task completion. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| TEKS | TX.115.3. | Health Education, Grade 1. |
| STUDENT EXPECTATION | 1.5. | Health information. The student recognizes health information. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.5.A. | Identify people who can provide helpful health information such as parents, teachers, nurses, and physicians. ReadyRosie All About My Family Family Poem I Love My Family Because... Super Kindness |
| TEKS | TX.115.3. | Health Education, Grade 1. |
| STUDENT EXPECTATION | 1.8. | Influencing factors. The student understands factors that influence the health of an individual. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.8.A. | Name various members of his/her family who help them to promote and practice health habits. ReadyRosie All About My Family Family Poem I Love My Family Because... School Routine Practice Story of Your Name Super Kindness Write a Favorite Family Recipe |
| TEKS | TX.115.3. | Health Education, Grade 1. |
| STUDENT EXPECTATION | 1.9. | Personal/interpersonal skills. The student knows healthy and appropriate ways to communicate consideration and respect for self, family, friends, and others. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.9.A. | Demonstrate respectful communication. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| GRADE LEVEL EXPECTATION | 1.9.B. | List unique ways that individuals use to communicate such as using body language and gestures. ReadyRosie Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 1.9.C. | Express needs, wants, and emotions in appropriate ways. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| GRADE LEVEL EXPECTATION | 1.9.D. | Describe and practice techniques of self-control such as thinking before acting. ReadyRosie Create a Routine Chart Emotion Meter Scale Is my child overscheduled? Race to Be Ready Red Light, Green Light Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer School Routine Practice Simon Says |
| TEKS | TX.115.3. | Health Education, Grade 1. |
| STUDENT EXPECTATION | 1.11. | Personal/interpersonal skills. The student understands that bullying behaviors result in negative consequences throughout the life span. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.11.A. | Demonstrate how to get help from a teacher, parent, or trusted adult when made to feel bullied, uncomfortable, or unsafe by a peer or an adult. ReadyRosie All About My Family Family Poem Survey Says |
| Grade: 1 - Adopted: 1998 |
| TEKS | TX.116.3. | Physical Education, Grade 1. |
| STUDENT EXPECTATION | 1.1. | Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. |
| GRADE LEVEL EXPECTATION | 1.1.D. | The student is expected to demonstrate the ability to work with a partner such as leading and following. ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| TEKS | TX.116.3. | Physical Education, Grade 1. |
| STUDENT EXPECTATION | 1.4. | Physical activity and health. The student knows the benefits from being involved in daily physical activity and factors that affect physical performance. |
| GRADE LEVEL EXPECTATION | 1.4.E. | The student is expected to explain the negative effects of smoking, lack of sleep, and poor dietary habits on physical performance and on the body. ReadyRosie Brushing Your Teeth |
| TEKS | TX.116.3. | Physical Education, Grade 1. |
| STUDENT EXPECTATION | 1.6. | Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. |
| GRADE LEVEL EXPECTATION | 1.6.A. | The student is expected to demonstrate starting and stopping signals. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | 1.6.B. | The student is expected to explain boundaries and rules for simple games. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| TEKS | TX.116.3. | Physical Education, Grade 1. |
| STUDENT EXPECTATION | 1.7. | Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. |
| GRADE LEVEL EXPECTATION | 1.7.A. | The student is expected to follow directions and apply safe movement practices. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | 1.7.B. | The student is expected to interact, cooperate, and respect others. ReadyRosie Clap and Count Fishing for Tens Folding a Blanket Super Kindness |
| GRADE LEVEL EXPECTATION | 1.7.C. | The student is expected to resolve conflicts in socially acceptable ways such as talking and asking the teacher for help. ReadyRosie How can I stop my kids from fighting? |
| Texas Essential Knowledge and Skills (TEKS) |
| Health and PE |
| Grade: 2 - Adopted: 2013 |
| TEKS | TX.115.4. | Health Education, Grade 2. |
| STUDENT EXPECTATION | 2.1. | Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.1.B. | Describe and demonstrate personal health habits such as brushing and flossing teeth and exercise. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 2.1.E. | Define stress and describe healthy behaviors that reduce stress such as exercise. ReadyRosie Red Light Purple Light Challenge |
| TEKS | TX.115.4. | Health Education, Grade 2. |
| STUDENT EXPECTATION | 2.9. | Personal/interpersonal skills. The student comprehends the skills necessary for building and maintaining healthy relationships. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.9.A. | Identify characteristics needed to be a responsible family member or friend. ReadyRosie Family Poem I Love My Family Because... |
| GRADE LEVEL EXPECTATION | 2.9.B. | List and demonstrate good listening skills. ReadyRosie Sharing Chores and Your Day |
| TEKS | TX.115.4. | Health Education, Grade 2. |
| STUDENT EXPECTATION | 2.10. | Personal/interpersonal skills. The student understands healthy and appropriate ways to communicate consideration and respect for self, family, friends, and others. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.10.B. | Express needs, wants, and emotions in healthy ways. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 2.10.C. | Explain the benefits of practicing self-control. ReadyRosie Create a Routine Chart Emotion Meter Scale Is my child overscheduled? Race to Be Ready Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer Simon Says |
| TEKS | TX.115.4. | Health Education, Grade 2. |
| STUDENT EXPECTATION | 2.11. | Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goal-setting and problem-solving skills for making health-promoting decisions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.11.B. | Describe how personal-health decisions affect self and others. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 2.11.C. | List the steps and describe the importance of task completion and goal setting. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| GRADE LEVEL EXPECTATION | 2.11.D. | Explain why obtaining help, especially from parents/trusted adults, can be helpful when making decisions about personal health. ReadyRosie Brushing Your Teeth Fair Share Family Poem Super Kindness This Is Important Who Are Your Heroes? |
| Grade: 2 - Adopted: 1998 |
| TEKS | TX.116.4. | Physical Education, Grade 2. |
| STUDENT EXPECTATION | 2.1. | Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. |
| GRADE LEVEL EXPECTATION | 2.1.J. | The student is expected to demonstrate the ability to mirror a partner. ReadyRosie Fair Share Super Kindness |
| TEKS | TX.116.4. | Physical Education, Grade 2. |
| STUDENT EXPECTATION | 2.6. | Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. |
| GRADE LEVEL EXPECTATION | 2.6.A. | The student is expected to identify goals to be accomplished during simple games such as not getting tagged. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| TEKS | TX.116.4. | Physical Education, Grade 2. |
| STUDENT EXPECTATION | 2.7. | Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. |
| GRADE LEVEL EXPECTATION | 2.7.A. | The student is expected to display good sportsmanship. ReadyRosie Subtraction War |
| GRADE LEVEL EXPECTATION | 2.7.B. | The student is expected to treat others with respect during play. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War This Is Important |
| Texas Essential Knowledge and Skills (TEKS) |
| Health and PE |
| Grade: 3 - Adopted: 2013 |
| TEKS | TX.115.5. | Health Education, Grade 3. |
| STUDENT EXPECTATION | 3.1. | Health behaviors. The student explains ways to enhance and maintain health throughout the life span. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.1.E. | Explain the effects of too much stress and practice ways to reduce stress such as exercising and listening to music. ReadyRosie Red Light Purple Light Challenge |
| GRADE LEVEL EXPECTATION | 3.1.F. | Explain strategies for maintaining a personal-health plan such as a commitment to good personal hygiene and checkups and an awareness of safety skills. ReadyRosie Setting Summer Learning Goals |
| TEKS | TX.115.5. | Health Education, Grade 3. |
| STUDENT EXPECTATION | 3.5. | Health information. The student knows how to access health information. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.5.A. | Demonstrate the ability to locate resources from parents and family members, school, and the community. ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 3.5.B. | Demonstrate the ability to locate school and community health helpers. ReadyRosie Super Kindness Who Are Your Heroes? |
| TEKS | TX.115.5. | Health Education, Grade 3. |
| STUDENT EXPECTATION | 3.6. | Influencing factors. The student understands factors that influence individual and community health. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.6.D. | Describe roles and responsibilities of family members in promoting and practicing health behaviors. ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| TEKS | TX.115.5. | Health Education, Grade 3. |
| STUDENT EXPECTATION | 3.9. | Personal/interpersonal skills. The student uses social skills in building and maintaining healthy and respectful relationships. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.9.A. | Demonstrate effective verbal and nonverbal communication, including when responding to a bullying issue. ReadyRosie Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 3.9.B. | Demonstrate strategies for resolving conflicts. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| GRADE LEVEL EXPECTATION | 3.9.D. | Demonstrate effective listening skills. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Kitchen Conversations Routine Strategy: Transition Timer Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 3.9.E. | Identify ways to communicate with parents/trusted adults about health concerns. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| TEKS | TX.115.5. | Health Education, Grade 3. |
| STUDENT EXPECTATION | 3.10. | Personal/interpersonal skills. The student explains healthy ways to communicate consideration and respect for self, family, friends, and others. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.10.A. | Demonstrate respectful communication with family members, peers, teachers, and others. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 3.10.C. | Express needs, wants, and emotions in healthy ways. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| TEKS | TX.115.5. | Health Education, Grade 3. |
| STUDENT EXPECTATION | 3.11. | Personal/interpersonal skills. The student recognizes critical-thinking, decision-making, goal-setting, and problem-solving skills for making health-promoting decisions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.11.D. | Explain the importance of seeking assistance in making decisions about health. ReadyRosie Fair Share Family Poem Super Kindness This Is Important Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 3.11.F. | Describe goal-setting skills. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| GRADE LEVEL EXPECTATION | 3.11.G. | Explain the importance of time passage with respect to a goal. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| Grade: 3 - Adopted: 1998 |
| TEKS | TX.116.5. | Physical Education, Grade 3. |
| STUDENT EXPECTATION | 3.3. | Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. |
| GRADE LEVEL EXPECTATION | 3.3.E. | The student is expected to identify opportunities for participation in physical activity in the community such as little league and parks and recreation. ReadyRosie Super Kindness Who Are Your Heroes? |
| TEKS | TX.116.5. | Physical Education, Grade 3. |
| STUDENT EXPECTATION | 3.4. | Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. |
| GRADE LEVEL EXPECTATION | 3.4.A. | The student is expected to describe the long term effects of physical activity on the heart. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| TEKS | TX.116.5. | Physical Education, Grade 3. |
| STUDENT EXPECTATION | 3.6. | Social development. The student understands basic components such as strategies and rules of structured physical activities including but not limited to, games, sports, dance, and gymnastics. |
| GRADE LEVEL EXPECTATION | 3.6.A. | The student is expected to identify components of games that can be modified to make the games and participants more successful. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| GRADE LEVEL EXPECTATION | 3.6.B. | The student is expected to explain the importance of basic rules in games and activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| TEKS | TX.116.5. | Physical Education, Grade 3. |
| STUDENT EXPECTATION | 3.7. | Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. |
| GRADE LEVEL EXPECTATION | 3.7.A. | The student is expected to follow rules, procedures, and etiquette. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer This Is Important |
| GRADE LEVEL EXPECTATION | 3.7.C. | The student is expected to accept and respect differences and similarities in physical abilities of self and others. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| Texas Essential Knowledge and Skills (TEKS) |
| Language Arts |
| Grade: K - Adopted: 2017 |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.1. | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.1.A. | Listen actively and ask questions to understand information and answer questions using multi-word responses; ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | K.1.B. | Restate and follow oral directions that involve a short, related sequence of actions; ReadyRosie Freeze Dance |
| GRADE LEVEL EXPECTATION | K.1.C. | Share information and ideas by speaking audibly and clearly using the conventions of language; ReadyRosie Conversation Starters Here Are the Facts Share Your Knowledge Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | K.1.D. | Work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who Am I? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | K.1.E. | Develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants. ReadyRosie Conversations in the Car |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.2.A. | Demonstrate phonological awareness by: |
| INDICATOR | K.2.A.i. | Identifying and producing rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR | K.2.A.ii. | Recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound. ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| INDICATOR | K.2.A.iii. | Identifying the individual words in a spoken sentence. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | K.2.A.v. | Blending syllables to form multisyllabic words. ReadyRosie Little Words Inside Bigger Words |
| INDICATOR | K.2.A.vii. | Blending spoken onsets and rimes to form simple words. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR | K.2.A.viii. | Blending spoken phonemes to form one-syllable words. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | K.2.A.ix. | Manipulating syllables within a multisyllabic word. ReadyRosie Little Words Inside Bigger Words |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.2.B. | Demonstrate and apply phonetic knowledge by: |
| INDICATOR | K.2.B.i. | Identifying and matching the common sounds that letters represent. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names |
| INDICATOR | K.2.B.ii. | Using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words. ReadyRosie Favorite People Place Cards |
| INDICATOR | K.2.B.iii. | Recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip – tap. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| INDICATOR | K.2.B.iv. | Identifying and reading at least 25 high-frequency words from a research-based list. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.2.C. | Demonstrate and apply spelling knowledge by: |
| INDICATOR | K.2.C.ii. | Spelling words using sound-spelling patterns. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| INDICATOR | K.2.C.iii. | Spelling high-frequency words from a research-based list. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.2.D. | Demonstrate print awareness by: |
| INDICATOR | K.2.D.ii. | Holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| INDICATOR | K.2.D.iii. | Recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | K.2.D.v. | Identifying all uppercase and lowercase letters. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.2.E. | Develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.3. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.3.B. | Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. ReadyRosie Books I Like Daily Reading Routines How Far Does It Fly? Isn't That Bold? Making Connections Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Retelling the Story Seeing the Story What Do I Like? Wordless Picture Books |
| GRADE LEVEL EXPECTATION | K.3.C. | Identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations. ReadyRosie All About My Family |
| STUDENT EXPECTATION | K.4. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.5. | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.5.A. | Establish purpose for reading assigned and self-selected texts with adult assistance. ReadyRosie Daily Reading Routines Making Connections My Library List Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Seeing the Story What Do I Like? |
| GRADE LEVEL EXPECTATION | K.5.B. | Generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | K.5.C. | Make and confirm predictions using text features and structures with adult assistance. ReadyRosie Book Cover Conversations Cover the Ending Read a Little, Think a Little |
| GRADE LEVEL EXPECTATION | K.5.E. | Make connections to personal experiences, ideas in other texts, and society with adult assistance. ReadyRosie I Read to You, You Read to Me Making Connections |
| GRADE LEVEL EXPECTATION | K.5.F. | Make inferences and use evidence to support understanding with adult assistance. ReadyRosie Book Cover Conversations Daily Conclusions Isn't That Bold? Making Connections Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? Wordless Picture Books |
| GRADE LEVEL EXPECTATION | K.5.G. | Evaluate details to determine what is most important with adult assistance. ReadyRosie Book Cover Conversations Isn't That Bold? Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| GRADE LEVEL EXPECTATION | K.5.I. | Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Seeing the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Wordless Picture Books |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.6. | Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.6.A. | Describe personal connections to a variety of sources. ReadyRosie I Read to You, You Read to Me Making Connections |
| GRADE LEVEL EXPECTATION | K.6.B. | Provide an oral, pictorial, or written response to a text. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | K.6.C. | Use text evidence to support an appropriate response. ReadyRosie Book Cover Conversations Isn't That Bold? Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| GRADE LEVEL EXPECTATION | K.6.D. | Retell texts in ways that maintain meaning. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | K.6.E. | Interact with sources in meaningful ways such as illustrating or writing. ReadyRosie Create a Crazy Character Write Me a Story |
| GRADE LEVEL EXPECTATION | K.6.F. | Respond using newly acquired vocabulary as appropriate. ReadyRosie How can I help my child learn new words? Nursery Rhymes |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.7. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.7.A. | Discuss topics and determine the basic theme using text evidence with adult assistance. ReadyRosie Book Cover Conversations Isn't That Bold? Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| GRADE LEVEL EXPECTATION | K.7.B. | Identify and describe the main character(s). ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | K.7.C. | Describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance. ReadyRosie Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | K.7.D. | Describe the setting. ReadyRosie Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.8. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.8.A. | Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes. ReadyRosie Nursery Rhymes Stinkle, Stinkle, Stittle Star |
| GRADE LEVEL EXPECTATION | K.8.B. | Discuss rhyme and rhythm in nursery rhymes and a variety of poems. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star What Do I Like? |
| GRADE LEVEL EXPECTATION | K.8.C. | Discuss main characters in drama. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.8. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.8.D. | Recognize characteristics and structures of informational text, including: |
| INDICATOR | K.8.D.i. | The central idea and supporting evidence with adult assistance. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| INDICATOR | K.8.D.ii. | Titles and simple graphics to gain information. ReadyRosie Books I Like How Far Does It Fly? |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.9. | Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.9.A. | Discuss with adult assistance the author's purpose for writing text. ReadyRosie Is It Real? |
| GRADE LEVEL EXPECTATION | K.9.B. | Discuss with adult assistance how the use of text structure contributes to the author's purpose. ReadyRosie Reading Rhymes |
| GRADE LEVEL EXPECTATION | K.9.D. | Discuss with adult assistance how the author uses words that help the reader visualize. ReadyRosie What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | K.9.E. | Listen to and experience first- and third-person texts. ReadyRosie Reading Strategy: Reading and Making Connections Seeing the Story |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.10. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.10.A. | Plan by generating ideas for writing through class discussions and drawings. ReadyRosie Color Poem Create a Crazy Character Make an Invitation Write Me a Story Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | K.10.B. | Develop drafts in oral, pictorial, or written form by organizing ideas. ReadyRosie Create a Crazy Character Make an Invitation Write Me a Story |
| GRADE LEVEL EXPECTATION | K.10.C. | Revise drafts by adding details in pictures or words. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Nature Journaling Write Me a Story |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.10. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.10.D. | Edit drafts with adult assistance using standard English conventions, including: |
| INDICATOR | K.10.D.i. | Complete sentences. ReadyRosie Favorite People Place Cards Write Me a Story Write a Favorite Family Recipe |
| INDICATOR | K.10.D.ii. | Verbs. ReadyRosie All About My Family |
| INDICATOR | K.10.D.iii. | Singular and plural nouns. ReadyRosie All About My Family |
| INDICATOR | K.10.D.iv. | Adjectives, including articles. ReadyRosie All About Me Make a Card |
| INDICATOR | K.10.D.vii. | Capitalization of the first letter in a sentence and name. ReadyRosie Make a Card Make an Invitation Write a Letter |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.10. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.10.E. | Share writing. ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.11.A. | Dictate or compose literary texts, including personal narratives. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | K.11.B. | Dictate or compose informational texts. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| TEKS | TX.110.2. | English Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.12. | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.12.A. | Generate questions for formal and informal inquiry with adult assistance. ReadyRosie Guess Who Let's Explore |
| GRADE LEVEL EXPECTATION | K.12.B. | Develop and follow a research plan with adult assistance. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| GRADE LEVEL EXPECTATION | K.12.C. | Gather information from a variety of sources with adult assistance. ReadyRosie Nature Journaling |
| GRADE LEVEL EXPECTATION | K.12.E. | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. ReadyRosie Share Your Knowledge Sharing Chores and Your Day Who Am I? |
| TEKS | TX.128.2. | Spanish Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.1. | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.1.A. | Listen actively and ask questions to understand information and answer questions using multi-word responses. ReadyRosie Guess Who I Spy |
| GRADE LEVEL EXPECTATION | K.1.D. | Work collaboratively with others by following agreed-upon rules for discussion, including taking turns. ReadyRosie When I Grow Up |
| TEKS | TX.128.2. | Spanish Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.2.A. | Demonstrate phonological awareness by: |
| INDICATOR | K.2.A.i. | Identifying and producing rhyming words. ReadyRosie Reading Rhymes |
| INDICATOR | K.2.A.ii. | Recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound. ReadyRosie Family Alliteration Name Game |
| INDICATOR | K.2.A.vii. | Identifying initial and final sounds in simple words. ReadyRosie Family Alliteration Name Game |
| TEKS | TX.128.2. | Spanish Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.8. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.8.A. | Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes. ReadyRosie Nursery Rhymes |
| GRADE LEVEL EXPECTATION | K.8.B. | Discuss rhyme and rhythm in nursery rhymes and a variety of poems. ReadyRosie Nursery Rhymes Reading Rhymes |
| TEKS | TX.128.2. | Spanish Language Arts and Reading, Kindergarten, Adopted 2017 |
| STUDENT EXPECTATION | K.12. | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.12.A. | Generate questions for formal and informal inquiry with adult assistance. ReadyRosie Guess Who |
| Texas Essential Knowledge and Skills (TEKS) |
| Language Arts |
| Grade: 1 - Adopted: 2017 |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.1. | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.1.A. | Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1.1.B. | Follow, restate, and give oral instructions that involve a short, related sequence of actions. ReadyRosie Freeze Dance |
| GRADE LEVEL EXPECTATION | 1.1.C. | Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language. ReadyRosie Conversation Starters Share Your Knowledge Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1.1.D. | Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1.1.E. | Develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Conversations in the Car Describe It Funny Pictures Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.2.A. | Demonstrate phonological awareness by: |
| INDICATOR | 1.2.A.i. | Producing a series of rhyming words. ReadyRosie Bag of Rhymes Name Rhymes Nursery Rhymes Reading Rhymes Rhyming Hand Game Silly Song Singing |
| INDICATOR | 1.2.A.ii. | Recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound. ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| INDICATOR | 1.2.A.iii. | Distinguishing between long and short vowel sounds in one-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Looking for Chunks Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | 1.2.A.iv. | Recognizing the change in spoken word when a specified phoneme is added, changed, or removed. ReadyRosie Name Rhymes Silly Song Singing |
| INDICATOR | 1.2.A.v. | Blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends. ReadyRosie Begin with the End Family Alliteration Name Game Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | 1.2.A.vi. | Manipulating phonemes within base words. ReadyRosie Name Rhymes Silly Song Singing |
| INDICATOR | 1.2.A.vii. | Segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends. ReadyRosie Begin with the End Family Alliteration Name Game Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.2.B. | Demonstrate and apply phonetic knowledge by: |
| INDICATOR | 1.2.B.i. | Decoding words in isolation and in context by applying common letter sound correspondences. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture |
| INDICATOR | 1.2.B.ii. | Decoding words with initial and final consonant blends, digraphs, and trigraphs. ReadyRosie Begin with the End Family Alliteration Name Game Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | 1.2.B.iii. | Decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Thinking About Word Chunks Word Man |
| INDICATOR | 1.2.B.vi. | Identifying and reading at least 100 high-frequency words from a research-based list. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.2.C. | Demonstrate and apply spelling knowledge by: |
| INDICATOR | 1.2.C.i. | Spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables. ReadyRosie Thinking About Word Chunks |
| INDICATOR | 1.2.C.ii. | Spelling words with initial and final consonant blends, digraphs, and trigraphs. ReadyRosie Begin with the End Family Alliteration Name Game Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | 1.2.C.iii. | Spelling words using sound-spelling patterns. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture |
| INDICATOR | 1.2.C.iv. | Spelling high-frequency words from a research-based list. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.2.E. | Alphabetize a series of words to the first or second letter and use a dictionary to find words. ReadyRosie I Went to the Zoo and Saw |
| GRADE LEVEL EXPECTATION | 1.2.F. | Develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.3. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.3.B. | Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Illustrators Five Finger Rule How Far Does It Fly? How To Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| GRADE LEVEL EXPECTATION | 1.3.D. | Identify and use words that name actions, directions, positions, sequences, categories, and locations. ReadyRosie All About My Family Picture Talk |
| STUDENT EXPECTATION | 1.4. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Read Like You Talk Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| STUDENT EXPECTATION | 1.5. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time. ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.6. | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.6.A. | Establish purpose for reading assigned and self-selected texts with adult assistance. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Seeing the Story What Do I Like? |
| GRADE LEVEL EXPECTATION | 1.6.B. | Generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance. ReadyRosie Chapter Books How To Preview & Predict Read a Little, Think a Little Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | 1.6.C. | Make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance. ReadyRosie Cover the Ending Preview & Predict Read a Little, Think a Little |
| GRADE LEVEL EXPECTATION | 1.6.D. | Create mental images to deepen understanding with adult assistance. ReadyRosie What Do I See When I Hear...? |
| GRADE LEVEL EXPECTATION | 1.6.E. | Make connections to personal experiences, ideas in other texts, and society with adult assistance. ReadyRosie I Read to You, You Read to Me Storytelling with a Picture Book What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 1.6.F. | Make inferences and use evidence to support understanding with adult assistance. ReadyRosie Chapter Books Daily Conclusions Funny Pictures How To Story Train Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | 1.6.G. | Evaluate details to determine what is most important with adult assistance. ReadyRosie Chapter Books Funny Pictures How To Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | 1.6.I. | Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. ReadyRosie Chapter Books How To Preview & Predict Read a Little, Think a Little Seeing the Story Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.7. | Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.7.A. | Describe personal connections to a variety of sources. ReadyRosie I Read to You, You Read to Me |
| GRADE LEVEL EXPECTATION | 1.7.B. | Write brief comments on literary or informational texts. ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | 1.7.C. | Use text evidence to support an appropriate response. ReadyRosie Chapter Books Funny Pictures How To Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | 1.7.D. | Retell texts in ways that maintain meaning. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | 1.7.E. | Interact with sources in meaningful ways such as illustrating or writing. ReadyRosie Create a Crazy Character Funny Pictures |
| GRADE LEVEL EXPECTATION | 1.7.F. | Respond using newly acquired vocabulary as appropriate. ReadyRosie How can I help my child learn new words? Nursery Rhymes |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.8. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.8.A. | Discuss topics and determine theme using text evidence with adult assistance. ReadyRosie Chapter Books Funny Pictures How To Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | 1.8.B. | Describe the main character(s) and the reason(s) for their actions. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 1.8.C. | Describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently. ReadyRosie Chapter Books Funny Pictures Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 1.8.D. | Describe the setting. ReadyRosie Chapter Books Funny Pictures Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.9.A. | Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes. ReadyRosie Nursery Rhymes Retelling the Fable Rhyming Hand Game |
| GRADE LEVEL EXPECTATION | 1.9.B. | Discuss rhyme, rhythm, repetition, and alliteration in a variety of poems. ReadyRosie Bag of Rhymes Family Alliteration Name Game Name Rhymes Nursery Rhymes Poetry Routine Reading Rhymes Rhyming Hand Game Silly Song Singing Tongue Twister Time What Do I Like? |
| GRADE LEVEL EXPECTATION | 1.9.C. | Discuss elements of drama such as characters and setting. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.9.D. | Recognize characteristics and structures of informational text, including: |
| INDICATOR | 1.9.D.i. | The central idea and supporting evidence with adult assistance. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATOR | 1.9.D.ii. | Features and simple graphics to locate or gain information. ReadyRosie Getting Into Information How Far Does It Fly? How To |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.10. | Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.10.A. | Discuss the author's purpose for writing text. ReadyRosie Is It Real? What Was That For? |
| GRADE LEVEL EXPECTATION | 1.10.B. | Discuss how the use of text structure contributes to the author's purpose. ReadyRosie Is It Real? Reading Rhymes What Was That For? |
| GRADE LEVEL EXPECTATION | 1.10.C. | Discuss with adult assistance the author's use of print and graphic features to achieve specific purposes. ReadyRosie Favorite Illustrators Getting Into Information How Far Does It Fly? How To Reading Strategies: Look at the Picture What's Up with That? |
| GRADE LEVEL EXPECTATION | 1.10.D. | Discuss how the author uses words that help the reader visualize. ReadyRosie What Do I See When I Hear...? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 1.10.E. | Listen to and experience first- and third-person texts. ReadyRosie Reading Strategy: Reading and Making Connections Seeing the Story |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.11.A. | Plan a first draft by generating ideas for writing such as by drawing and brainstorming. ReadyRosie Color Poem Create a Crazy Character Describe It Funny Pictures Make an Invitation Remember The Story Write a Favorite Family Recipe |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.11.B. | Develop drafts in oral, pictorial, or written form by: |
| INDICATOR | 1.11.B.i. | Organizing with structure. ReadyRosie Family Adventure List Funny Pictures Magical Creature Writing My First Journal Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition |
| INDICATOR | 1.11.B.ii. | Developing an idea with specific and relevant details. ReadyRosie All About My Family Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Nature Journaling Story Train Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.11.C. | Revise drafts by adding details in pictures or words. ReadyRosie Captioning Your Childhood I'd Really Like Labeling Your Story Magical Creature Writing Nature Journaling |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.11.D. | Edit drafts using standard English conventions, including: |
| INDICATOR | 1.11.D.i. | Complete sentences with subject-verb agreement. ReadyRosie Picture Talk Write a Favorite Family Recipe |
| INDICATOR | 1.11.D.ii. | Past and present verb tense. ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 1.11.D.iii. | Singular, plural, common, and proper nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR | 1.11.D.iv. | Adjectives, including articles. ReadyRosie Make a Card Picture Talk |
| INDICATOR | 1.11.D.v. | Adverbs that convey time. ReadyRosie Picture Talk |
| INDICATOR | 1.11.D.vi. | Prepositions. ReadyRosie Picture Talk |
| INDICATOR | 1.11.D.vii. | Pronouns, including subjective, objective, and possessive cases. ReadyRosie Picture Talk |
| INDICATOR | 1.11.D.viii. | Capitalization for the beginning of sentences and the pronoun "I". ReadyRosie Make an Invitation |
| INDICATOR | 1.11.D.ix. | Punctuation marks at the end of declarative, exclamatory, and interrogative sentences. ReadyRosie Magical Creature Writing |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.11.E. | Publish and share writing. ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.12. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.12.A. | Dictate or compose literary texts, including personal narratives and poetry. ReadyRosie Captioning Your Childhood Color Poem Family Poem Labeling Your Story My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| GRADE LEVEL EXPECTATION | 1.12.B. | Dictate or compose informational texts, including procedural texts. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | 1.12.C. | Dictate or compose correspondence such as thank you notes or letters. ReadyRosie Make an Invitation Write a Letter Write a Thank You Note Write to the Tooth Fairy |
| TEKS | TX.110.3. | English Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.13. | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.13.A. | Generate questions for formal and informal inquiry with adult assistance. ReadyRosie Guess Who Let's Explore |
| GRADE LEVEL EXPECTATION | 1.13.B. | Develop and follow a research plan with adult assistance. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| GRADE LEVEL EXPECTATION | 1.13.C. | Identify and gather relevant sources and information to answer the questions with adult assistance. ReadyRosie Guess Who Let's Explore Nature Journaling |
| GRADE LEVEL EXPECTATION | 1.13.D. | Demonstrate understanding of information gathered with adult assistance. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| GRADE LEVEL EXPECTATION | 1.13.E. | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| TEKS | TX.128.3. | Spanish Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.1. | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.1.A. | Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses. ReadyRosie Guess Who |
| GRADE LEVEL EXPECTATION | 1.1.D. | Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. ReadyRosie When I Grow Up |
| TEKS | TX.128.3. | Spanish Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.2.A. | Demonstrate phonological awareness by: |
| INDICATOR | 1.2.A.i. | Producing a series of rhyming words. ReadyRosie Reading Rhymes |
| INDICATOR | 1.2.A.ii. | Recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound. ReadyRosie Family Alliteration Name Game |
| TEKS | TX.128.3. | Spanish Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.2.E. | Alphabetize a series of words to the first or second letter and use a dictionary to find words. ReadyRosie I Went to the Zoo and Saw |
| TEKS | TX.128.3. | Spanish Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.3. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.3.B. | Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. ReadyRosie Favorite Illustrators |
| TEKS | TX.128.3. | Spanish Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.6. | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.6.D. | Create mental images to deepen understanding with adult assistance. ReadyRosie What Do I See When I Hear...? |
| TEKS | TX.128.3. | Spanish Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.9.A. | Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes. ReadyRosie Nursery Rhymes |
| GRADE LEVEL EXPECTATION | 1.9.B. | Discuss rhyme, rhythm, repetition, and alliteration in a variety of poems. ReadyRosie Family Alliteration Name Game Reading Rhymes |
| TEKS | TX.128.3. | Spanish Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.10. | Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.10.D. | Discuss how the author uses words that help the reader visualize. ReadyRosie What Do I See When I Hear...? |
| TEKS | TX.128.3. | Spanish Language Arts and Reading, Grade 1, Adopted 2017 |
| STUDENT EXPECTATION | 1.13. | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.13.A. | Generate questions for formal and informal inquiry with adult assistance. ReadyRosie Guess Who |
| GRADE LEVEL EXPECTATION | 1.13.C. | Identify and gather relevant sources and information to answer the questions with adult assistance. ReadyRosie Guess Who |
| Texas Essential Knowledge and Skills (TEKS) |
| Language Arts |
| Grade: 2 - Adopted: 2017 |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.1. | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.1.A. | Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2.1.B. | Follow, restate, and give oral instructions that involve a short, related sequence of actions. ReadyRosie Freeze Dance |
| GRADE LEVEL EXPECTATION | 2.1.C. | Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language. ReadyRosie Conversation Starters Family Interview Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2.1.D. | Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2.1.E. | Develop social communication such as distinguishing between asking and telling. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.2.A. | Demonstrate phonological awareness by: |
| INDICATOR | 2.2.A.i. | Producing a series of rhyming words. ReadyRosie Family Rap Hink Pink Rhyming Hand Game |
| INDICATOR | 2.2.A.iv. | Manipulating phonemes within base words. ReadyRosie Digging Into Roots |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.2.B. | Demonstrate and apply phonetic knowledge by: |
| INDICATOR | 2.2.B.i. | Decoding words with short, long, or variant vowels, trigraphs, and blends. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR | 2.2.B.iii. | Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. ReadyRosie Reading Strategy: Chunk the Word Shopping for Syllables Thinking About Word Chunks |
| INDICATOR | 2.2.B.iv. | Decoding compound words, contractions, and common abbreviations. ReadyRosie Playground Compounds |
| INDICATOR | 2.2.B.v. | Decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV. ReadyRosie Change One Letter Word Challenge |
| INDICATOR | 2.2.B.vi. | Decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and –est. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 2.2.B.vii. | Identifying and reading high-frequency words from a research-based list. ReadyRosie My Words, Your Words |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.2.C. | Demonstrate and apply spelling knowledge by: |
| INDICATOR | 2.2.C.i. | Spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. ReadyRosie Reading Strategy: Chunk the Word Shopping for Syllables Thinking About Word Chunks |
| INDICATOR | 2.2.C.iii. | Spelling compound words, contractions, and common abbreviations. ReadyRosie Playground Compounds |
| INDICATOR | 2.2.C.iv. | Spelling multisyllabic words with multiple sound-spelling patterns. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | 2.2.C.v. | Spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word. ReadyRosie Rhyming Hand Game |
| INDICATOR | 2.2.C.vi. | Spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and –est. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.2.D. | Alphabetize a series of words and use a dictionary or glossary to find words. ReadyRosie Comprehension Clues Finding Information I Went to the Zoo and Saw |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.3. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.3.B. | Use context within and beyond a sentence to determine the meaning of unfamiliar words. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| GRADE LEVEL EXPECTATION | 2.3.C. | Identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion. ReadyRosie Category Competition Hink Pink Million Dollar Words Shopping for Syllables |
| GRADE LEVEL EXPECTATION | 2.3.D. | Identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context. ReadyRosie Hink Pink |
| STUDENT EXPECTATION | 2.4. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Pow Wow Crunch Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading What Do You Wonder? |
| STUDENT EXPECTATION | 2.5. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time. ReadyRosie Building a Fort I Read to You, You Read to Me |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.6. | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.6.A. | Establish purpose for reading assigned and self-selected texts. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Pow Wow Crunch Reading Strategies: Punctuation Expression Reading Strategy: Give the Word What Do You Wonder? |
| GRADE LEVEL EXPECTATION | 2.6.B. | Generate questions about text before, during, and after reading to deepen understanding and gain information. ReadyRosie Can You See It? Chapter Books How To Pow Wow Crunch Read a Little, Think a Little Reading Recipes Reading is Thinking That's So Cool What Do You Wonder? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 2.6.C. | Make, correct, or confirm predictions using text features, characteristics of genre, and structures. ReadyRosie Read a Little, Think a Little |
| GRADE LEVEL EXPECTATION | 2.6.D. | Create mental images to deepen understanding. ReadyRosie Can You See It? What Do I See When I Hear...? |
| GRADE LEVEL EXPECTATION | 2.6.E. | Make connections to personal experiences, ideas in other texts, and society. ReadyRosie I Read to You, You Read to Me Random, Bizarre Facts What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 2.6.F. | Make inferences and use evidence to support understanding. ReadyRosie Can You See It? Chapter Books Daily Conclusions Funny Pictures How To Story Train Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? |
| GRADE LEVEL EXPECTATION | 2.6.G. | Evaluate details read to determine key ideas. ReadyRosie Can You See It? Chapter Books Funny Pictures How To Story Train That's So Cool What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 2.6.I. | Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. ReadyRosie Can You See It? Chapter Books How To Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little Reading Recipes Reading is Thinking That's So Cool What Do You Wonder? What Makes a Good Storyteller |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.7. | Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.7.A. | Describe personal connections to a variety of sources. ReadyRosie I Read to You, You Read to Me Random, Bizarre Facts |
| GRADE LEVEL EXPECTATION | 2.7.B. | Write brief comments on literary or informational texts that demonstrate an understanding of the text. ReadyRosie Pow Wow Crunch Song Lyrics Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | 2.7.C. | Use text evidence to support an appropriate response. ReadyRosie Can You See It? Chapter Books Funny Pictures How To Story Train What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 2.7.D. | Retell and paraphrase texts in ways that maintain meaning and logical order. ReadyRosie Chapter Books Funny Pictures Sequence and Summarize Story Train What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 2.7.E. | Interact with sources in meaningful ways such as illustrating or writing. ReadyRosie Funny Pictures |
| GRADE LEVEL EXPECTATION | 2.7.F. | Respond using newly acquired vocabulary as appropriate. ReadyRosie Acrostic Poem Color Poem Free Verse Create a Song Hink Pink How can I help my child learn new words? |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.8. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.8.A. | Discuss topics and determine theme using text evidence with adult assistance. ReadyRosie Can You See It? Chapter Books Funny Pictures How To Story Train What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 2.8.B. | Describe the main character's (characters') internal and external traits. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 2.8.C. | Describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently. ReadyRosie Can You See It? Chapter Books Character Comparison Funny Pictures Reading Strategy: Reading and Making Connections Story Train What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 2.8.D. | Describe the importance of the setting. ReadyRosie Can You See It? Chapter Books Funny Pictures Reading Strategy: Reading and Making Connections Story Train What Makes a Good Storyteller |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.9.B. | Explain visual patterns and structures in a variety of poems. ReadyRosie Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics |
| GRADE LEVEL EXPECTATION | 2.9.C. | Discuss elements of drama such as characters, dialogue, and setting. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits My Turn, Your Turn Reading Dialogue Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.9.D. | Recognize characteristics and structures of informational text, including: |
| INDICATOR | 2.9.D.i. | The central idea and supporting evidence with adult assistance. ReadyRosie How To That's So Cool |
| INDICATOR | 2.9.D.ii. | Features and graphics to locate and gain information. ReadyRosie Comprehension Clues Favorite Illustrators How To Pow Wow Crunch Reading Recipes What's Up with That? |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.10. | Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.10.A. | Discuss the author's purpose for writing text. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| GRADE LEVEL EXPECTATION | 2.10.C. | Discuss the author's use of print and graphic features to achieve specific purposes. ReadyRosie Comprehension Clues How To Reading Recipes What's Up with That? |
| GRADE LEVEL EXPECTATION | 2.10.E. | Identify the use of first or third person in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.11.A. | Plan a first draft by generating ideas for writing such as drawing and brainstorming. ReadyRosie Color Poem Describe It Funny Pictures Sketching the Story Write a Favorite Family Recipe |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.11.B. | Develop drafts into a focused piece of writing by: |
| INDICATOR | 2.11.B.i. | Organizing with structure. ReadyRosie Family Adventure List Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition |
| INDICATOR | 2.11.B.ii. | Developing an idea with specific and relevant details. ReadyRosie Color Poem Free Verse Create a Song Family Journaling Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Story Train Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.11.C. | Revise drafts by adding, deleting, or rearranging words, phrases, or sentences. ReadyRosie I'd Really Like Magical Creature Writing Nature Journaling |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.11.D. | Edit drafts using standard English conventions, including: |
| INDICATOR | 2.11.D.i. | Complete sentences with subject-verb agreement. ReadyRosie Picture Talk Write a Favorite Family Recipe |
| INDICATOR | 2.11.D.ii. | Past, present, and future verb tense. ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 2.11.D.iii. | Singular, plural, common, and proper nouns. ReadyRosie Noun Charades Picture Talk |
| INDICATOR | 2.11.D.iv. | Adjectives, including articles. ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | 2.11.D.v. | Adverbs that convey time and adverbs that convey place. ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | 2.11.D.vi. | Prepositions and prepositional phrases. ReadyRosie Picture Talk |
| INDICATOR | 2.11.D.vii. | Pronouns, including subjective, objective, and possessive cases. ReadyRosie Picture Talk |
| INDICATOR | 2.11.D.ix. | Capitalization of months, days of the week, and the salutation and conclusion of a letter. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| INDICATOR | 2.11.D.x. | End punctuation, apostrophes in contractions, and commas with items in a series and in dates. ReadyRosie Magical Creature Writing |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.11.E. | Publish and share writing. ReadyRosie Color Poem Family Adventure List I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.12. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.12.A. | Compose literary texts, including personal narratives and poetry. ReadyRosie Acrostic Poem Color Poem Family Journaling Family Poem Family Rap Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| GRADE LEVEL EXPECTATION | 2.12.B. | Compose informational texts, including procedural texts and reports. ReadyRosie Family Adventure List I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | 2.12.C. | Compose correspondence such as thank you notes or letters. ReadyRosie Write a Letter Write a Thank You Note Write to the Tooth Fairy |
| TEKS | TX.110.4. | English Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.13. | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.13.A. | Generate questions for formal and informal inquiry with adult assistance. ReadyRosie Guess Who Let's Explore |
| GRADE LEVEL EXPECTATION | 2.13.B. | Develop and follow a research plan with adult assistance. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 2.13.C. | Identify and gather relevant sources and information to answer the questions. ReadyRosie Guess Who Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 2.13.E. | Demonstrate understanding of information gathered. ReadyRosie Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 2.13.G. | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| TEKS | TX.128.4. | Spanish Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.1. | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.1.A. | Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses. ReadyRosie Guess Who Interview an Expert |
| GRADE LEVEL EXPECTATION | 2.1.E. | Develop social communication such as distinguishing between asking and telling. ReadyRosie Guess Who Interview an Expert |
| TEKS | TX.128.4. | Spanish Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.2.C. | Alphabetize a series of words and use a dictionary or glossary to find words. ReadyRosie Comprehension Clues I Went to the Zoo and Saw |
| TEKS | TX.128.4. | Spanish Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.6. | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.6.D. | Create mental images to deepen understanding. ReadyRosie What Do I See When I Hear...? |
| GRADE LEVEL EXPECTATION | 2.6.F. | Make inferences and use evidence to support understanding. ReadyRosie Who's Been Here? |
| TEKS | TX.128.4. | Spanish Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.9.C. | Discuss elements of drama such as characters, dialogue, and setting. ReadyRosie Reading Dialogue |
| TEKS | TX.128.4. | Spanish Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.9.D. | Recognize characteristics and structures of informational text, including: |
| INDICATOR | 2.9.D.ii. | Features and graphics to locate and gain information. ReadyRosie Favorite Illustrators |
| TEKS | TX.128.4. | Spanish Language Arts and Reading, Grade 2, Adopted 2017 |
| STUDENT EXPECTATION | 2.13. | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.13.A. | Generate questions for formal and informal inquiry with adult assistance. ReadyRosie Guess Who |
| GRADE LEVEL EXPECTATION | 2.13.C. | Identify and gather relevant sources and information to answer the questions. ReadyRosie Guess Who |
| Texas Essential Knowledge and Skills (TEKS) |
| Language Arts |
| Grade: 3 - Adopted: 2017 |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.1. | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.1.A. | Listen actively, ask relevant questions to clarify information, and make pertinent comments. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 3.1.B. | Follow, restate, and give oral instructions that involve a series of related sequences of action. ReadyRosie Freeze Dance |
| GRADE LEVEL EXPECTATION | 3.1.C. | Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. ReadyRosie Conversation Starters Family Interview I Love My Family Because... Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 3.1.D. | Work collaboratively with others by following agreed-upon rules, norms, and protocols. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 3.1.E. | Develop social communication such as conversing politely in all situations. ReadyRosie Conversations in the Car |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.2.A. | Demonstrate and apply phonetic knowledge by: |
| INDICATOR | 3.2.A.ii. | Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| INDICATOR | 3.2.A.iii. | Decoding compound words, contractions, and abbreviations. ReadyRosie Playground Compounds |
| INDICATOR | 3.2.A.iv. | Decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts. ReadyRosie Change One Letter Word Challenge |
| INDICATOR | 3.2.A.v. | Decoding words using knowledge of prefixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 3.2.A.vi. | Decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants. ReadyRosie Shopping for Syllables Understanding Big Words |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.2. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.2.B. | Demonstrate and apply spelling knowledge by: |
| INDICATOR | 3.2.B.i. | Spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| INDICATOR | 3.2.B.ii. | Spelling homophones. ReadyRosie Hinky Pinky and Hinketty Pinketty |
| INDICATOR | 3.2.B.iii. | Spelling compound words, contractions, and abbreviations. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 3.2.B.iv. | Spelling multisyllabic words with multiple sound-spelling patterns. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | 3.2.B.v. | Spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV. ReadyRosie Change One Letter Word Challenge |
| INDICATOR | 3.2.B.vi. | Spelling words using knowledge of prefixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 3.2.B.vii. | Spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants. ReadyRosie Shopping for Syllables Understanding Big Words |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.3. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.3.B. | Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words. ReadyRosie Hinky Pinky and Hinketty Pinketty Wondering About Words Word Detective |
| GRADE LEVEL EXPECTATION | 3.3.C. | Identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and –ful. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| GRADE LEVEL EXPECTATION | 3.3.D. | Identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text. ReadyRosie Hinky Pinky and Hinketty Pinketty |
| STUDENT EXPECTATION | 3.4. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule Pow Wow Crunch Reading Dialogue Reading Strategy: Model Expressive Reading |
| STUDENT EXPECTATION | 3.5. | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time. ReadyRosie Building a Fort |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.6. | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.6.A. | Establish purpose for reading assigned and self-selected texts. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule My Library List Pow Wow Crunch What Will You Learn? |
| GRADE LEVEL EXPECTATION | 3.6.B. | Generate questions about text before, during, and after reading to deepen understanding and gain information. ReadyRosie Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Reading Recipes Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| GRADE LEVEL EXPECTATION | 3.6.C. | Make, correct, or confirm predictions using text features, characteristics of genre, and structures. ReadyRosie Read a Little, Think a Little |
| GRADE LEVEL EXPECTATION | 3.6.E. | Make connections to personal experiences, ideas in other texts, and society. ReadyRosie Random, Bizarre Facts What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 3.6.F. | Make inferences and use evidence to support understanding. ReadyRosie Chapter Books Daily Conclusions Story Train Talking About Books Using Clues to Figure it Out What Makes a Good Storyteller What Will You Learn? Who's Been Here? |
| GRADE LEVEL EXPECTATION | 3.6.G. | Evaluate details read to determine key ideas. ReadyRosie Chapter Books Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| GRADE LEVEL EXPECTATION | 3.6.I. | Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. ReadyRosie Chapter Books It's All In Your Head Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little Reading Recipes Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.7. | Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.7.A. | Describe personal connections to a variety of sources, including self-selected texts. ReadyRosie Random, Bizarre Facts |
| GRADE LEVEL EXPECTATION | 3.7.B. | Write a response to a literary or informational text that demonstrates an understanding of a text. ReadyRosie Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | 3.7.C. | Use text evidence to support an appropriate response. ReadyRosie Chapter Books Story Train Talking About Books What Makes a Good Storyteller What Will You Learn? |
| GRADE LEVEL EXPECTATION | 3.7.D. | Retell and paraphrase texts in ways that maintain meaning and logical order. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 3.7.F. | Respond using newly acquired vocabulary as appropriate. ReadyRosie Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? |
| GRADE LEVEL EXPECTATION | 3.7.G. | Discuss specific ideas in the text that are important to the meaning. ReadyRosie My Turn, Your Turn |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.8. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.8.B. | Explain the relationships among the major and minor characters. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 3.8.C. | Analyze plot elements, including the sequence of events, the conflict, and the resolution. ReadyRosie Reading Strategy: Reading and Making Connections |
| GRADE LEVEL EXPECTATION | 3.8.D. | Explain the influence of the setting on the plot. ReadyRosie Chapter Books Reading Strategy: Reading and Making Connections Story Train What Makes a Good Storyteller |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.9.A. | Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths. ReadyRosie Talking About Books |
| GRADE LEVEL EXPECTATION | 3.9.B. | Explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems. ReadyRosie Family Rap Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Song Lyrics |
| GRADE LEVEL EXPECTATION | 3.9.C. | Discuss elements of drama such as characters, dialogue, setting, and acts. ReadyRosie Chapter Books Character Chat Favorite Genres Feelings Charades Inside Outside Traits My Turn, Your Turn Reading Dialogue Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.9.D. | Recognize characteristics and structures of informational text, including: |
| INDICATOR | 3.9.D.i. | The central idea with supporting evidence. ReadyRosie That's So Cool What Will You Learn? |
| INDICATOR | 3.9.D.ii. | Features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding. ReadyRosie Comprehension Clues How Far Does It Fly? Reading Recipes That's So Cool |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.10. | Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.10.A. | Explain the author's purpose and message within a text. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| GRADE LEVEL EXPECTATION | 3.10.B. | Explain how the use of text structure contributes to the author's purpose. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| GRADE LEVEL EXPECTATION | 3.10.C. | Explain the author's use of print and graphic features to achieve specific purposes. ReadyRosie Comprehension Clues Reading Recipes |
| GRADE LEVEL EXPECTATION | 3.10.D. | Describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes. ReadyRosie Let's Look Closer Talking About Books |
| GRADE LEVEL EXPECTATION | 3.10.E. | Identify the use of literary devices, including first- or third-person point of view. ReadyRosie Reading Strategy: Reading and Making Connections |
| GRADE LEVEL EXPECTATION | 3.10.F. | Discuss how the author's use of language contributes to voice. ReadyRosie What Makes a Good Storyteller |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.11.A. | Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping. ReadyRosie A Really Good Story Create a Song Family Adventure List Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.11.B. | Develop drafts into a focused, structured, and coherent piece of writing by: |
| INDICATOR | 3.11.B.i. | Organizing with purposeful structure, including an introduction and a conclusion. ReadyRosie Family Adventure List Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| INDICATOR | 3.11.B.ii. | Developing an engaging idea with relevant details. ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling Story Train This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.11.C. | Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity. ReadyRosie Magical Creature Writing Nature Journaling |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.11.D. | Edit drafts using standard English conventions, including: |
| INDICATOR | 3.11.D.i. | Complete simple and compound sentences with subject-verb agreement. ReadyRosie Magical Creature Writing Writing Telephone Game |
| INDICATOR | 3.11.D.ii. | Past, present, and future verb tense. ReadyRosie Magical Creature Writing |
| INDICATOR | 3.11.D.iii. | Singular, plural, common, and proper nouns. ReadyRosie Noun Charades |
| INDICATOR | 3.11.D.iv. | Adjectives, including their comparative and superlative forms. ReadyRosie Acrostic Poem Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | 3.11.D.v. | Adverbs that convey time and adverbs that convey manner. ReadyRosie Acrostic Poem |
| INDICATOR | 3.11.D.viii. | Coordinating conjunctions to form compound subjects, predicates, and sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| INDICATOR | 3.11.D.ix. | Capitalization of official titles of people, holidays, and geographical names and places. ReadyRosie Write a Letter Writing Telephone Game |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.11. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.11.E. | Publish written work for appropriate audiences. ReadyRosie Family Adventure List |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.12. | Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.12.A. | Compose literary texts, including personal narratives and poetry, using genre characteristics and craft. ReadyRosie Acrostic Poem Family Journaling Family Poem Family Rap Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| GRADE LEVEL EXPECTATION | 3.12.B. | Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft. ReadyRosie Family Adventure List I Love My Family Because... Interview an Expert Make a Neighborhood Map Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | 3.12.C. | Compose argumentative texts, including opinion essays, using genre characteristics and craft. ReadyRosie Take a Stand Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | 3.12.D. | Compose correspondence such as thank you notes or letters. ReadyRosie Write a Letter Write a Thank You Note |
| TEKS | TX.110.5. | English Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.13. | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.13.A. | Generate questions on a topic for formal and informal inquiry. ReadyRosie Guess Who |
| GRADE LEVEL EXPECTATION | 3.13.B. | Develop and follow a research plan with adult assistance. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 3.13.C. | Identify and gather relevant information from a variety of sources. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 3.13.E. | Demonstrate understanding of information gathered. ReadyRosie Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 3.13.H. | Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| TEKS | TX.128.5. | Spanish Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.1. | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.1.A. | Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses. ReadyRosie Guess Who Interview an Expert |
| TEKS | TX.128.5. | Spanish Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.6. | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.6.F. | Make inferences and use evidence to support understanding. ReadyRosie Who's Been Here? |
| TEKS | TX.128.5. | Spanish Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.7. | Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.7.F. | Respond using newly acquired vocabulary as appropriate. ReadyRosie Acrostic Poem Create a Song |
| TEKS | TX.128.5. | Spanish Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.9. | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.9.C. | Discuss the elements of drama such as characters, dialogue, setting, and acts. ReadyRosie Reading Dialogue |
| TEKS | TX.128.5. | Spanish Language Arts and Reading, Grade 3, Adopted 2017 |
| STUDENT EXPECTATION | 3.13. | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.13.A. | Generate questions on a topic for formal and informal inquiry. ReadyRosie Guess Who |
| Texas Essential Knowledge and Skills (TEKS) |
| Mathematics |
| Grade: K - Adopted: 2012 |
| TEKS | TX.111.2. | Kindergarten, Adopted 2012 |
| STUDENT EXPECTATION | K.1. | Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.1 (A) | Apply mathematics to problems in everyday life, society, and the workplace. ReadyRosie Building a Fort Pattern Walk |
| GRADE LEVEL EXPECTATION | K.1 (B) | Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| GRADE LEVEL EXPECTATION | K.1 (C) | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| GRADE LEVEL EXPECTATION | K.1 (D) | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. ReadyRosie Family Math Book When Five is Big Would It Work? |
| GRADE LEVEL EXPECTATION | K.1 (E) | Create and use representations to organize, record, and communicate mathematical ideas. ReadyRosie Family Math Book When Five is Big Would It Work? |
| GRADE LEVEL EXPECTATION | K.1 (F) | Analyze mathematical relationships to connect and communicate mathematical ideas. ReadyRosie More or Less Salty Numbers |
| GRADE LEVEL EXPECTATION | K.1 (G) | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. ReadyRosie More or Less Salty Numbers Would It Work? |
| TEKS | TX.111.2. | Kindergarten, Adopted 2012 |
| STUDENT EXPECTATION | K.2. | Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.2 (A) | Count forward and backward to at least 20 with and without objects. ReadyRosie Add One Car Race Card Sequencing and Counting I See Three In Ten Seconds My Favorite Things Number Lookout Salty Numbers Sneaky Math Note Spill the Beans Ten in a Row What Am I Counting? What Comes Next? What Do I Have? |
| GRADE LEVEL EXPECTATION | K.2 (B) | Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note Ten in a Row |
| GRADE LEVEL EXPECTATION | K.2 (C) | Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| GRADE LEVEL EXPECTATION | K.2 (D) | Recognize instantly the quantity of a small group of objects in organized and random arrangements. ReadyRosie Car Race Go Fish Spill the Beans |
| GRADE LEVEL EXPECTATION | K.2 (G) | Compare sets of objects up to at least 20 in each set using comparative language. ReadyRosie In Ten Seconds The Biggest Number |
| GRADE LEVEL EXPECTATION | K.2 (H) | Use comparative language to describe two numbers up to 20 presented as written numerals. ReadyRosie Ten in a Row |
| GRADE LEVEL EXPECTATION | K.2 (I) | Compose and decompose numbers up to 10 with objects and pictures. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| TEKS | TX.111.2. | Kindergarten, Adopted 2012 |
| STUDENT EXPECTATION | K.3. | Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.3 (A) | Model the action of joining to represent addition and the action of separating to represent subtraction. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| GRADE LEVEL EXPECTATION | K.3 (B) | Solve word problems using objects and drawings to find sums up to 10 and differences within 10. ReadyRosie Bedtime Math Story Car Time Math Family Math Book Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| GRADE LEVEL EXPECTATION | K.3 (C) | Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences. ReadyRosie Broken Calculator Keys Car Race Roll the Difference Spill the Beans |
| STUDENT EXPECTATION | K.4. | Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters. ReadyRosie I Spy a Coin |
| STUDENT EXPECTATION | K.5. | Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| TEKS | TX.111.2. | Kindergarten, Adopted 2012 |
| STUDENT EXPECTATION | K.6. | Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.6 (A) | Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles. ReadyRosie Shape Scavenger Hunt |
| GRADE LEVEL EXPECTATION | K.6 (B) | Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world. ReadyRosie Canned Shape Scavenger Hunt |
| GRADE LEVEL EXPECTATION | K.6 (C) | Identify two-dimensional components of three-dimensional objects. ReadyRosie Shape Scavenger Hunt |
| GRADE LEVEL EXPECTATION | K.6 (E) | Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| GRADE LEVEL EXPECTATION | K.6 (F) | Create two-dimensional shapes using a variety of materials and drawings. ReadyRosie Is it a Triangle? |
| TEKS | TX.111.2. | Kindergarten, Adopted 2012 |
| STUDENT EXPECTATION | K.7. | Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.7 (A) | Give an example of a measurable attribute of a given object, including length, capacity, and weight. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| GRADE LEVEL EXPECTATION | K.7 (B) | Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |
| TEKS | TX.111.2. | Kindergarten, Adopted 2012 |
| STUDENT EXPECTATION | K.8. | Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to: |
| GRADE LEVEL EXPECTATION | K.8 (A) | Collect, sort, and organize data into two or three categories. ReadyRosie I Spy a Coin Survey Says |
| Texas Essential Knowledge and Skills (TEKS) |
| Mathematics |
| Grade: 1 - Adopted: 2012 |
| TEKS | TX.111.3. | Grade 1, Adopted 2012 |
| STUDENT EXPECTATION | 1.1. | Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.1 (A) | Apply mathematics to problems arising in everyday life, society, and the workplace. ReadyRosie Building a Fort |
| GRADE LEVEL EXPECTATION | 1.1 (B) | Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. ReadyRosie Building a Fort Car Time Math Family Math Book |
| GRADE LEVEL EXPECTATION | 1.1 (C) | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. ReadyRosie Building a Fort Car Time Math Family Math Book |
| GRADE LEVEL EXPECTATION | 1.1 (D) | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. ReadyRosie Family Math Book When Five is Big Would It Work? |
| GRADE LEVEL EXPECTATION | 1.1 (E) | Create and use representations to organize, record, and communicate mathematical ideas. ReadyRosie Family Math Book When Five is Big Would It Work? |
| GRADE LEVEL EXPECTATION | 1.1 (F) | Analyze mathematical relationships to connect and communicate mathematical ideas. ReadyRosie Category Hunt One of These Is Not Like the Other |
| GRADE LEVEL EXPECTATION | 1.1 (G) | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. ReadyRosie Category Hunt One of These Is Not Like the Other Would It Work? |
| TEKS | TX.111.3. | Grade 1, Adopted 2012 |
| STUDENT EXPECTATION | 1.2. | Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.2 (A) | Recognize instantly the quantity of structured arrangements. ReadyRosie Car Race Spill the Beans |
| GRADE LEVEL EXPECTATION | 1.2 (C) | Use objects, pictures, and expanded and standard forms to represent numbers up to 120. ReadyRosie Sneaky Math Note |
| GRADE LEVEL EXPECTATION | 1.2 (E) | Use place value to compare whole numbers up to 120 using comparative language. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| GRADE LEVEL EXPECTATION | 1.2 (F) | Order whole numbers up to 120 using place value and open number lines. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| GRADE LEVEL EXPECTATION | 1.2 (G) | Represent the comparison of two numbers to 100 using the symbols >, <, or =. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| TEKS | TX.111.3. | Grade 1, Adopted 2012 |
| STUDENT EXPECTATION | 1.3. | Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.3 (A) | Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. ReadyRosie Ten More |
| GRADE LEVEL EXPECTATION | 1.3 (B) | Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3. ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| GRADE LEVEL EXPECTATION | 1.3 (C) | Compose 10 with two or more addends with and without concrete objects. ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| GRADE LEVEL EXPECTATION | 1.3 (D) | Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| GRADE LEVEL EXPECTATION | 1.3 (E) | Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |
| GRADE LEVEL EXPECTATION | 1.3 (F) | Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. ReadyRosie Bedtime Math Story Family Math Book Math Journal Walk What's the Question? |
| TEKS | TX.111.3. | Grade 1, Adopted 2012 |
| STUDENT EXPECTATION | 1.4. | Number and operations. The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.4 (C) | Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes. ReadyRosie Counting Coins |
| TEKS | TX.111.3. | Grade 1, Adopted 2012 |
| STUDENT EXPECTATION | 1.5. | Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.5(A) | Recite numbers forward and backward from any given number between 1 and 120. ReadyRosie Car Race I Can Make You Say 21 Spill the Beans Ten in a Row |
| GRADE LEVEL EXPECTATION | 1.5 (B) | Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. ReadyRosie Pairs of Socks |
| GRADE LEVEL EXPECTATION | 1.5 (D) | Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| GRADE LEVEL EXPECTATION | 1.5 (F) | Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. ReadyRosie Where Did I Start? |
| GRADE LEVEL EXPECTATION | 1.5 (G) | Apply properties of operations to add and subtract two or three numbers. ReadyRosie Restaurant Story Problems Ten Dimes Ten Scoops The Final Price Is... |
| TEKS | TX.111.3. | Grade 1, Adopted 2012 |
| STUDENT EXPECTATION | 1.6. | Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.6 (A) | Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language. ReadyRosie Mystery Shape |
| GRADE LEVEL EXPECTATION | 1.6 (B) | Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. ReadyRosie Mystery Shape |
| GRADE LEVEL EXPECTATION | 1.6 (C) | Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| GRADE LEVEL EXPECTATION | 1.6 (D) | Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. ReadyRosie Mystery Shape |
| GRADE LEVEL EXPECTATION | 1.6 (E) | Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. ReadyRosie Canned Mystery Shape |
| GRADE LEVEL EXPECTATION | 1.6 (F) | Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| GRADE LEVEL EXPECTATION | 1.6 (G) | Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. ReadyRosie Folding Napkins Making Playdough Together |
| GRADE LEVEL EXPECTATION | 1.6 (H) | Identify examples and non-examples of halves and fourths. ReadyRosie Folding Napkins Making Playdough Together |
| TEKS | TX.111.3. | Grade 1, Adopted 2012 |
| STUDENT EXPECTATION | 1.7. | Geometry and measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.7 (A) | Use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| GRADE LEVEL EXPECTATION | 1.7 (B) | Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. ReadyRosie Hunt and Measure |
| GRADE LEVEL EXPECTATION | 1.7 (D) | Describe a length to the nearest whole unit using a number and a unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| GRADE LEVEL EXPECTATION | 1.7 (E) | Tell time to the hour and half hour using analog and digital clocks. ReadyRosie Body Clock |
| TEKS | TX.111.3. | Grade 1, Adopted 2012 |
| STUDENT EXPECTATION | 1.8. | Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: |
| GRADE LEVEL EXPECTATION | 1.8 (A) | Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. ReadyRosie Survey Says |
| Texas Essential Knowledge and Skills (TEKS) |
| Mathematics |
| Grade: 2 - Adopted: 2012 |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.1. | Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.1 (A) | Apply mathematics to problems arising in everyday life, society, and the workplace. ReadyRosie Building a Fort |
| GRADE LEVEL EXPECTATION | 2.1 (B) | Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| GRADE LEVEL EXPECTATION | 2.1 (C) | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| GRADE LEVEL EXPECTATION | 2.1 (D) | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| GRADE LEVEL EXPECTATION | 2.1 (E) | Create and use representations to organize, record, and communicate mathematical ideas. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| GRADE LEVEL EXPECTATION | 2.1 (F) | Analyze mathematical relationships to connect and communicate mathematical ideas. ReadyRosie Category Hunt One of These Is Not Like the Other |
| GRADE LEVEL EXPECTATION | 2.1 (G) | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. ReadyRosie Category Hunt One of These Is Not Like the Other |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.2. | Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.2 (A) | Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. ReadyRosie All About My Number |
| GRADE LEVEL EXPECTATION | 2.2 (B) | Use standard, word, and expanded forms to represent numbers up to 1,200. ReadyRosie All About My Number Dollars and Dice Sneaky Math Note |
| GRADE LEVEL EXPECTATION | 2.2 (D) | Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.3. | Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.3 (A) | Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. ReadyRosie Counting Fractions |
| GRADE LEVEL EXPECTATION | 2.3 (B) | Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part. ReadyRosie Fractions on a Number Line |
| GRADE LEVEL EXPECTATION | 2.3 (D) | Identify examples and non-examples of halves, fourths, and eighths. ReadyRosie Counting Fractions |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.4. | Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.4 (A) | Recall basic facts to add and subtract within 20 with automaticity. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| GRADE LEVEL EXPECTATION | 2.4 (B) | Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| GRADE LEVEL EXPECTATION | 2.4 (C) | Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| GRADE LEVEL EXPECTATION | 2.4 (D) | Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000. ReadyRosie Family Math Book Make One Up What's the Question? |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.5. | Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.5 (A) | Determine the value of a collection of coins up to one dollar. ReadyRosie Coupon Savings Dollars and Dice |
| GRADE LEVEL EXPECTATION | 2.5 (B) | Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins. ReadyRosie Coupon Savings Dollars and Dice |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.6. | Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.6 (B) | Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets. ReadyRosie Fair Share |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.7. | Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.7 (A) | Determine whether a number up to 40 is even or odd using pairings of objects to represent the number. ReadyRosie Even or Odd? |
| GRADE LEVEL EXPECTATION | 2.7 (B) | Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| GRADE LEVEL EXPECTATION | 2.7 (C) | Represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.8. | Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.8 (A) | Create two-dimensional shapes based on given attributes, including number of sides and vertices. ReadyRosie Paper Airplane Geometry |
| GRADE LEVEL EXPECTATION | 2.8 (B) | Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language. ReadyRosie Mystery Shape |
| GRADE LEVEL EXPECTATION | 2.8 (D) | Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. ReadyRosie Mystery Shape |
| GRADE LEVEL EXPECTATION | 2.8 (E) | Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts. ReadyRosie Paper Airplane Geometry |
| TEKS | TX. 111.4. | Grade 2, Adopted 2012. |
| STUDENT EXPECTATION | 2.9. | Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: |
| GRADE LEVEL EXPECTATION | 2.9 (D) | Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| GRADE LEVEL EXPECTATION | 2.9 (E) | Determine a solution to a problem involving length, including estimating lengths. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| Texas Essential Knowledge and Skills (TEKS) |
| Mathematics |
| Grade: 3 - Adopted: 2012 |
| TEKS | TX. 111.5. | Grade 3, Adopted 2012. |
| STUDENT EXPECTATION | 3.1. | Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.1 (A) | Apply mathematics to problems arising in everyday life, society, and the workplace. ReadyRosie Building a Fort Graphing Walking Goals |
| GRADE LEVEL EXPECTATION | 3.1 (B) | Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| GRADE LEVEL EXPECTATION | 3.1 (C) | Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| GRADE LEVEL EXPECTATION | 3.1 (D) | Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| GRADE LEVEL EXPECTATION | 3.1 (E) | Create and use representations to organize, record, and communicate mathematical ideas. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| GRADE LEVEL EXPECTATION | 3.1 (F) | Analyze mathematical relationships to connect and communicate mathematical ideas. ReadyRosie Category Hunt |
| GRADE LEVEL EXPECTATION | 3.1 (G) | Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. ReadyRosie Category Hunt |
| TEKS | TX. 111.5. | Grade 3, Adopted 2012. |
| STUDENT EXPECTATION | 3.2. | Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.2 (A) | Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. ReadyRosie Dollars and Dice |
| GRADE LEVEL EXPECTATION | 3.2 (C) | Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers. ReadyRosie Round Showdown The Greater Number |
| GRADE LEVEL EXPECTATION | 3.2 (D) | Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. ReadyRosie Place Value Battle The Greater Number |
| TEKS | TX. 111.5. | Grade 3, Adopted 2012. |
| STUDENT EXPECTATION | 3.3. | Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.3 (A) | Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. ReadyRosie Counting Fractions Shape Up! |
| GRADE LEVEL EXPECTATION | 3.3 (C) | Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number. ReadyRosie Counting Fractions Shape Up! |
| GRADE LEVEL EXPECTATION | 3.3 (E) | Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8. ReadyRosie Fair Share |
| GRADE LEVEL EXPECTATION | 3.3 (F) | Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines. ReadyRosie Sharing an Apple |
| GRADE LEVEL EXPECTATION | 3.3 (G) | Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model. ReadyRosie Sharing an Apple |
| GRADE LEVEL EXPECTATION | 3.3 (H) | Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. ReadyRosie Fractions on a Number Line |
| TEKS | TX. 111.5. | Grade 3, Adopted 2012. |
| STUDENT EXPECTATION | 3.4. | Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.4 (A) | Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. ReadyRosie Race to Zero |
| GRADE LEVEL EXPECTATION | 3.4 (B) | Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems. ReadyRosie Round Showdown The Greater Number |
| GRADE LEVEL EXPECTATION | 3.4 (C) | Determine the value of a collection of coins and bills. ReadyRosie Coupon Savings Dollars and Dice |
| GRADE LEVEL EXPECTATION | 3.4 (D) | Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10. ReadyRosie An Array of Brownies |
| GRADE LEVEL EXPECTATION | 3.4 (E) | Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| GRADE LEVEL EXPECTATION | 3.4 (G) | Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| GRADE LEVEL EXPECTATION | 3.4 (H) | Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally. ReadyRosie Fair Share |
| GRADE LEVEL EXPECTATION | 3.4 (J) | Determine a quotient using the relationship between multiplication and division. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| GRADE LEVEL EXPECTATION | 3.4 (K) | Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. ReadyRosie Fair Share |
| TEKS | TX. 111.5. | Grade 3, Adopted 2012. |
| STUDENT EXPECTATION | 3.5. | Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.5 (A) | Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations. ReadyRosie Family Math Book |
| GRADE LEVEL EXPECTATION | 3.5 (C) | Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| GRADE LEVEL EXPECTATION | 3.5 (D) | Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product. ReadyRosie Math Mind Reading Parts Unknown |
| TEKS | TX. 111.5. | Grade 3, Adopted 2012. |
| STUDENT EXPECTATION | 3.7. | Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.7 (C) | Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes. ReadyRosie Now is the Time |
| GRADE LEVEL EXPECTATION | 3.7 (D) | Determine when it is appropriate to use measurements of liquid volume (capacity) or weight. ReadyRosie Cooking Estimation Double the Recipe |
| GRADE LEVEL EXPECTATION | 3.7 (E) | Determine liquid volume (capacity) or weight using appropriate units and tools. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| TEKS | TX. 111.5. | Grade 3, Adopted 2012. |
| STUDENT EXPECTATION | 3.8. | Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: |
| GRADE LEVEL EXPECTATION | 3.8 (A) | Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. ReadyRosie Graphing Walking Goals |
| GRADE LEVEL EXPECTATION | 3.8 (B) | Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. ReadyRosie Graphing Walking Goals |
| Texas Essential Knowledge and Skills (TEKS) |
| Science |
| Grade: K - Adopted: 2017 |
| TEKS | §112.11. | Science, Kindergarten, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (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: |
| INDICATOR | (A). | ask questions about organisms, objects, and events observed in the natural world ReadyRosie Ramp Car Racing |
| TEKS | §112.11. | Science, Kindergarten, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (3). | Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: |
| INDICATOR | (A). | identify and explain a problem such as the impact of littering and propose a solution ReadyRosie Building a Fort |
| TEKS | §112.11. | Science, Kindergarten, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (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: |
| INDICATOR | (A). | differentiate between living and nonliving things based upon whether they have basic needs and produce offspring ReadyRosie Nature Journaling |
| INDICATOR | (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 ReadyRosie Family Sensory Walk |
| TEKS | §112.11. | Science, Kindergarten, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (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: |
| INDICATOR | (C). | identify ways that young plants resemble the parent plant ReadyRosie Family Sensory Walk |
| Texas Essential Knowledge and Skills (TEKS) |
| Science |
| Grade: 1 - Adopted: 2017 |
| TEKS | §112.12. | Science, Grade 1, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (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: |
| INDICATOR | (A). | ask questions about organisms, objects, and events observed in the natural world ReadyRosie Ramp Car Racing |
| TEKS | §112.12. | Science, Grade 1, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (3). | Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: |
| INDICATOR | (A). | identify and explain a problem and propose a solution ReadyRosie Building a Fort |
| TEKS | §112.12. | Science, Grade 1, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (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: |
| INDICATOR | (A). | sort and classify living and nonliving things based upon whether they have basic needs and produce offspring ReadyRosie Nature Journaling |
| TEKS | §112.12. | Science, Grade 1, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (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: |
| INDICATOR | (B). | identify and compare the parts of plants ReadyRosie I Found This |
| INDICATOR | (C). | compare ways that young animals resemble their parents ReadyRosie Family Sensory Walk |
| Texas Essential Knowledge and Skills (TEKS) |
| Science |
| Grade: 2 - Adopted: 2017 |
| TEKS | §112.13. | Science, Grade 2, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (2). | Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to: |
| INDICATOR | (A). | ask questions about organisms, objects, and events during observations and investigations ReadyRosie Ramp Car Racing |
| TEKS | §112.13. | Science, Grade 2, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (3). | Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: |
| INDICATOR | (A). | identify and explain a problem and propose a task and solution for the problem ReadyRosie Building a Fort |
| Texas Essential Knowledge and Skills (TEKS) |
| Science |
| Grade: 3 - Adopted: 2017 |
| TEKS | §112.14. | Science, Grade 3, Adopted 2017 – The provisions of §§112.11-112.16 of this subchapter shall be implemented by school districts beginning with the 2018-2019 school year. |
| STUDENT EXPECTATION | (b). | Knowledge and skills. |
| GRADE LEVEL EXPECTATION | (3). | Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: |
| INDICATOR | (A). | analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing ReadyRosie Building a Fort |