Texas Pre-K Guidelines and Kindergarten TEKS Alignment

PK Guidelines ReadyRosie Activities Kindergarten TEKS II.A.1 Child shows understanding by Listening for Sounds ELA.K.RC.A responding appropriately. Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). II.A.2 Child shows understanding by If You’re Happy and You Know It ELA.K.21B following two-step oral directions Following Directions Follow oral directions that involve a short related and usually follows three-step Sequences of Sounds sequence of actions. directions. II.B.1 Child is able to use language for Mirror, Mirror different purposes. II.B.2 Child engages in conversations in Grocery Store Conversation ELA.K.21A appropriate ways. Listen attentively by facing speakers and asking questions to clarify information. II.B.3 Child provides appropriate My Address ELA.K.22A information for various situations. Share information and ideas about the topic under discussion by speaking audibly and clearly using the conventions of language. II.B.4 Child demonstrates knowledge of Taking Turns ELA.K.23A verbal conversational rules. Follow agreed-upon rules for discussion, including taking turns, speaking one at a time, speaking when recognized, and making appropriate contributions. II.B.5 Child demonstrates knowledge of Funny Faces nonverbal conversational rules. II.B.6 Child matches language to social Choosing the Right Voice contexts. II.C.1 Child's speech is understood by Sliding to Nursery Rhymes ELA.K.22A both the teacher and other adults in Share information and ideas about the topic under the school. discussion by speaking audibly and clearly using the conventions of language. II.C.2 Child perceives differences between Thumbs Up/Thumbs Down similar sounding words.

1 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

II.D.1 Child uses a variety of words to Table Riddles ELA.K.5A label and describe people, places, Mystery Bag Identify and use words that name actions, things, and actions. Riddles on the Road directions, positions, sequences, and locations. II.D.2 Child demonstrates understanding Little Miss Muffet Role Play ELA.K.16A.iv of terms used in the instructional Understand and use prepositions and simple language of the classroom. prepositional phrases (e.g., in, on, under, over) appropriately in the context of reading, writing, and speaking (with adult assistance). II.D.3 Child demonstrates understanding Head, Shoulders, Knees and Toes in a variety of ways of knowing the Pantry Talk Descriptions meaning of 3,000 to 4,000 words, many more than he or she uses. II.D.4 Child uses a large speaking Predicting Vocabulary vocabulary, adding several new Sink or Float words daily. Magazine Picture Walk II.D.5 Child uses category labels to Putting Away the Groceries ELA.K.5C understand how the words/objects How Many Can You Name? Identify and sort pictures of objects into conceptual relate to each other. Guess the Group categories (e.g., colors, shapes, sizes, textures). Silent Opposites What’s the Opposite II.E.1 Child typically uses complete All Mixed Up ELA.K.16C sentences of four or more words Use complete simple sentences. and grammatically complexity usually with subject, verb, and object order.

II.E.2 Child uses regular and irregular What Did I Do? ELA.K.16A.i plurals, regular past tense, personal Understand and use past and future tenses in the and possessive pronouns, and context of reading, writing, and speaking (with adult subject-verb agreement. assistance). ELA.K.16A.ii Understand and use nouns (singular/plural) in the context of reading, writing, and speaking (with adult assistance). II.E.3 Child uses sentences with more Zoo in My Room ELA.K.16B

2 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

than one phrase. Speak and write through shared writing in complete sentences to communicate. II.E.4 Child combines more than one idea Phone Fun ELA.K.16B using complex sentences. Speak and write through shared writing in complete sentences to communicate. II.E.5 Child combines sentences that give Toy Stories ELA.K.16A.iii lots of detail, sticks to the topics, Understand and use descriptive words in the and clearly communicates intended context of reading, writing, and speaking (with adult meaning. assistance). III.A.1 Child engages in pre-reading and Chime In ELA.K.6D reading-related activities. Morning Message Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. III.A.2 Child uses books and other written Reading with Jack and Jill ELA.K.1C materials to engage in pre-reading Words on the Page Demonstrate the one-to-one correspondence behaviors. Starting a Word Bank between a spoken word and a printed word in text. ELA K.1D Recognize the difference between a letter and a printed word. ELA.K.1F Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. ELA.K.1G Identify different parts of a book (e.g., front and back covers, title page). III.A.3 Child asks to be read to or asks the Book Selection ELA.K.1A meaning of written text. Recognize that spoken words can be represented by print for communication. III.B.1 Child separates a normally spoken Sentence Segmenting ELA.K.1E four-word sentence into individual Stuffed Animal Stories Recognize that sentences are comprised of words words. Color Words Sentences separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping). ELA.K.2A

3 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

Identify a sentence is made up of a group of words. III.B.2 Child combines words to make a Compound Words ELA.K.5B compound word. Recognize that compound words are made up of shorter words. III.B.3 Child deletes a word from a Take Away ELA.K.5B compound word. Recognize that compound words are made up of shorter words. III.B.4 Child combines syllables into Grocery Sack Syllables ELA.K.2B words. Clapping Fruit Identify syllables in spoken words. III.B.5 Child can delete a syllable from a Syllable Train word. III.B.6 Child can produce a word that Rhyming Toss ELA.K.2C rhymes with a given word. Rhyming with Jack and Jill Orally generate rhymes in response to spoken Hopping Rhyming words (e.g., "What rhymes with hat?") Twinkle, Twinkle Rhymes ELA.K.2D Little Bo Peep Substitutions Distinguish orally presented rhyming pairs of words Rhyming Purse from non-rhyming pairs. III.B.7 Child can produce a word that Same Sound ELA.K.2E begins with the same sound as a Swinging to Sounds Recognize spoken alliteration or groups of words given pair of words. Signaling for Sounds that begin with the same spoken onset or initial Listen My Children sound (e.g., "baby boy bounces the ball"). ELA K.2H Isolate the initial sound in one-syllable spoken words. III.B.8 Child combines onset (initial Laundry Rime Riddles ELA.K.2F consonant or consonants) and rime Blend spoken onsets and rimes to form simple (vowel to end) words (e.g., onset /c/ and rime /at/ make cat). III.B.9 Child combines onset & rime to Frog Hopping ELA K.2I form familiar one-syllable words Echo Game Segment spoken one-syllable words into two to without pictorial support. three phonemes (e.g., dog: /d/ …/o/ …/g/). ELA K.

4 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

III.B.1 Child recognizes and blends two Pushing for Sounds ELA.K.2G 0 phonemes into real words with Blend spoken phonemes to form one-syllable words pictorial support. (e.g., /m/ … /a/ … /n/ says man). ELA.K.2I Segment spoken one syllable words into two to three phonemes (e.g., dog: /d/ … /o/ … /g/) III.C.1 Child names at least 20 upper and at Letter Sort ELA.K.1B least 20 lower case letters. Alphabet Clapping Identify all upper- and lowercase letters. Making Letter Soup Letter Hunt Pointing the ABC Song Looking for Letters in Ads Magnetic Letter Mix Up Stomp the Letter III.C.2 Child recognizes at least 20 letter Reading the Grocery List ELA.K.3A sounds. Kitchen Labeling Identify the common sounds that letters represent. III.C.3 Child produces the correct sounds Searching for Sounds at the Store ELA.K.3B for at least 10 letters. Lazy Letters Use knowledge of letter sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words). ELA.K.3C Recognize that new words are created when letters are changed, added, or deleted. ELA.K.18A Use phonological knowledge to match sounds to letters. III.D.1 Child retells or reenacts a story Retelling the Story ELA.K.RC.E after it is read aloud. Act it Out Retell or act out important events in stories. ELA.K.8A Retell main events from a story read aloud (beginning, middle, and end). III.D.2 Child uses information learned from Funny Reading ELA.K.10A books by describing, relating, Making Connections Identify the topic and details in expository text categorizing, or comparing and Book Cover Conversations heard or read, referring to the words and/or contrasting. Itsy Bitsy Spider Illustrations illustrations.

5 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

ELA.K.10D Use titles and illustrations to make predictions about text. ELA.K.RC.D Make inferences based on the cover, title, illustrations, and plot. ELA.K.RC.F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. III.D.3 Child asks and answers appropriate Getting Information from ELA.K.4A questions about the book. Pictures Predict what might happen next in text based on the Who Should I Ask? cover, title, and illustrations. Book Bag Descriptions ELA.K.4B Picture Walk Predictions Ask and respond to questions about texts read aloud. ELA.K.6A Identify elements of a story including setting, character, and key events. ELA.K.8B Describe characters in a story and the reasons for their actions. ELA.K.9A Identify the topic of an informational text heard. ELA.K.10A Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. ELA.K.19A Ask questions about topics of class-wide interest with adult assistance. ELA.K.19B Decide what sources or people in the classroom, school, library, or home can answer questions about the topic. ELA.K.RC.B

6 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

Ask and respond to questions about text. ELA.K.RC.C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). IV.A.1 Child intentionally uses Detailed Drawing of a Face scribbles/writing to convey Making a Grocery List meaning. Using a Menu to Order IV.B.1 Child independently uses letters or Weekend News ELA.K.13A symbols to make words or parts of List Five Plan a first draft by generating ideas for writing words. through class discussion. ELA.K.13B Develop drafts by sequencing the action or details in the story. ELA.K.13D Edit drafts by leaving spaces between letters and words. IV.B.2 Child writes own name (first name Writing Names Using Shaving ELA.K.18C or frequent nickname), not Cream Write one's own name (first and last names). necessarily with full correct spelling Name Game or well-formed letters. IV.C.1 Child independently writes some Silverware Alphabet ELA.K.17A letters on request (not necessarily Jump Rope Letters Form upper- and lower-case letters legibly using the well-formed). basic conventions of print (left-to-right and top-to bottom progression). IV.D.1 Child uses some appropriate Thank You Note ELA.K.15A writing conventions when writing Stuffed Animal Sentences Dictate or write information for lists, captions, or or giving dictation. invitations. ELA.K.17B Capitalize the first letter in a sentence. ELA.K.17C Use punctuation at the end of a sentence.

7 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

NOTE: A large majority of our math activities cover V.A.1 – V.A.5. We intentionally chose not to list them in multiple areas. V.A.1 Child knows that objects, or parts of Block Towers MATH.K.2A an object, can be counted. How Many in a Set? Count forward and backward to at least 20 with and without objects. V.A.2 Child uses words to rote count from Rub a Dub MATH.K.2A 1 to 30. One, Two, Buckle My Shoe Count forward and backward to at least 20 with and Crazy Counting without objects. Skipping Around MATH.K.5 Speedometer Math The student applies mathematical process My Age 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. V.A.3 Child counts 1-10 items, with one Fruit Salad MATH.K.2A count per item. Counting Signs Count forward and backward to at least 20 with and How Many in My Bag? without objects. Penny Drop V.A.4 Child demonstrates that the order Apple Pie MATH.K.2A of the counting sequence is always Acorns and Pinecones Count forward and backward to at least 20 with and the same, regardless of what is More Grapes without objects. counted. MATH.K.2C 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.

V.A.5 Child counts up to 10 items, and How Many in the Car? MATH.K.2A demonstrates that the last count In 10 Seconds Count forward and backward to at least 20 with and indicates how many items were How Many can I Grab? without objects. counted. How Many Feet? MATH.K.2C Taking Inventory Count a set of objects up to at least 20 and More Than Ten demonstrate that the last number said tells the

8 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

number of objects in the set regardless of their arrangement or order. MATH.K.2B Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. MATH.K.2G Compare sets of objects up to at least 20 in each set using comparative language. V.A.6 Child demonstrates understanding The Number Stays the Same MATH.K.2C that when counting, the items can Rock Toss Count a set of objects up to at least 20 and be chosen in any order. How Many in My Bag? demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. V.A.7 Child uses the verbal ordinal terms. First Place Under the Cup

V.A.8 Child verbally identifies, without Show Me MATH.K.2D counting the number of objects Quick Dots Recognize instantly the quantity of a small group of from 1 to 5. Domino Match Up objects in organized and random arrangements. V.A.9 Child recognizes one-digit Magazine Number Hunt MATH.K.2B numerals, 0-9. Find My Number Read, write, and represent whole numbers from 0 to Numbers Everywhere at least 20 with and without objects or pictures. The Biggest Number MATH.K.2E Three Ways to Show a Number Generate a set using concrete and pictorial models More or Less that represents a number that is more than, less than, and equal to a given number up to 20. MATH.K.2H Use comparative language to describe two numbers up to 20 presented as written numerals.

V.B.1 Child uses concrete models or Decorating Cupcakes MATH.K.2F makes a verbal word problem for Packing for Our Trip Generate a number that is one more than or one less adding up to 5 objects. One More than another number up to at least 20. In My Pond, Part 1 Give Me 5 MATH.K.3A

9 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

Cats and Dogs Model the action of joining to represent addition Making Ten and the action of separating to represent subtraction. MATH.K.3B Solve word problems using objects and drawings to find sums up to 10 and differences within 10. MATH.K.2I Compose and decompose numbers up to 10 with objects and pictures.

V.B.2 Child uses concrete models or Three Little Animals MATH.K.2F makes a verbal word problem for Checkout Countdown Generate a number that is one more than or one less subtracting 1-5 objects from a set. One Less than another number up to at least 20. In My Pond, Part 2 MATH.K.3A Putting Away Dishes Model the action of joining to represent addition Finish My Set and the action of separating to represent All Done subtraction. MATH.K.3B Solve word problems using objects and drawings to find sums up to 10 and differences within 10.

V.B.3 Child uses informal strategies to Snack Fractions MATH.K.1A share or divide up to 10 items Sharing Goldfish Apply mathematics to problems arising in everyday equally. Sharing a Meal life, society, and the workplace. V.C.1 Child names common shapes. Shape Hunt MATH.K.6A Finger Shapes Identify two-dimensional shapes, including circles, Guess my Shape triangles, rectangles, and squares as special Pantry Sort 1 rectangles. Pantry Sort 2 MATH.K.6B Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world. MATH.K.6C Identify two-dimensional components of three- dimensional objects.

10 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

MATH.K.6B Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. MATH.K.6E Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size. V.C.2 Child creates shapes. Shaving Cream Shapes MATH.K.6E Ways to Cut a Sandwich Classify and sort a variety of regular and irregular Is it a Triangle? two- and three-dimensional figures regardless of Shape Changer orientation or size. MATH.K.6F Create two-dimensional shapes using a variety of materials and drawings. V.C.3 Child demonstrates use of location Follow the Leader ELA.K.16A.iv words (such as "over", "under", Near and Far Understand and use prepositions and simple "above", "on", "beside", "next to", Finding the Groceries prepositional phrases (e.g., in, on, under, over) "between", "in front of", "near", Jump to It appropriately in the context of reading, writing, and "far", etc.) speaking (with adult assistance). V.C.4 Child slides, flips, and turns shapes Race Car Transformations to demonstrate that the shapes Follow My Design remain the same. V.D.1 Child recognizes and compares Comparing Vegetables MATH.K.7B heights or lengths of people or Leapfrog Measure Compare two objects with a common measurable objects. Bookcase Problem attribute to see which object has more of/less of the Measuring the Table attribute and describe the difference.

V.D.2 Child recognizes how much can be Fill Up the Cup MATH.K.1A placed within an object. Making Trail Mix Apply mathematics to problems arising in everyday Strawberries for a Picnic life, society, and the workplace.

V.D.3 Child informally recognizes and Buying Oranges MATH.K.7B compares weights of objects or Grocery Store Weights Compare two objects with a common measurable people. Blow Your House Down! attribute to see which object has more of/less of the

11 Texas Pre-K Guidelines and Kindergarten TEKS Alignment

attribute and describe the difference.

V.D.4 Child uses language to describe Which Takes Longer? MATH.K.1A concepts associated with the Yesterday, Today, Tomorrow Apply mathematics to problems arising in everyday passing of time. All About My Day life, society, and the workplace.

V.E.1 Child sorts objects that are the same Sorting the Laundry MATH.K.8A and different into groups and uses I Spy a Coin Collect, sort, and organize data into two or three language to describe how the I Spy an Animal categories. groups are similar and different. Likely Legos V.E.2 Child collects data and organizes it Dino Dig MATH.K.8A in a graphic representation. Sort and Graph Leaves Collect, sort, and organize data into two or three Candy Sort and Graph categories. What’s for Dinner? MATH.K.8B Use data to create real-object and picture graphs. MATH.K.8C Draw conclusions from real-object and picture graphs.

V.E.3 Child recognizes and creates Setting the Table MATH.K.1F patterns. Making Patterns Analyze mathematical relationships to connect and Sound Patterns communicate mathematical ideas. The Fence Problem

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