Kinder TEKS 0819

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Texas Essential Knowledge and Skills for Kindergarten

§110.2. English Language Arts and Reading

§111.2. Mathematics

§112.11. Science

§113.11. Social Studies

§114.4. Languages Other Than English

§115.2. Health Education

§116.2. Physical Education

§117.102. Art

§117.103. Music

§117.104. Theatre

§126.6. Technology Applications

§110.2. English Language Arts and Reading, Kindergarten, Adopted 2017.

(a) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody

the interconnected nature of listening, speaking, reading, writing, and thinking through the seven

integrated strands of developing and sustaining foundational language skills; comprehension;

response; multiple genres; author's purpose and craft; composition; and inquiry and research. The

strands focus on academic oracy (proficiency in oral expression and comprehension), authentic

reading, and reflective writing to ensure a literate Texas. The strands are integrated and

progressive with students continuing to develop knowledge and skills with increased complexity

and nuance in order to think critically and adapt to the ever-evolving nature of language and

literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are

intended to be integrated for instructional purposes and are recursive in nature. Strands include

the four domains of language (listening, speaking, reading, and writing) and their application in

order to accelerate the acquisition of language skills so that students develop high levels of social

and academic language proficiency. Although some strands may require more instructional time,

each strand is of equal value, may be presented in any order, and should be integrated throughout

the year. It is important to note that encoding (spelling) and decoding (reading) are reciprocal

skills. Decoding is internalized when tactile and kinesthetic opportunities (encoding) are

provided. Additionally, students should engage in academic conversations, write, read, and be

read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures,

nuanced text features, cognitively demanding content, and subtle relationships among ideas

(Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and

knowledge are obtained in each of the seven strands, students will continue to apply earlier

standards with greater depth to increasingly complex texts in multiple genres as they become self-

directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however,

their proficiency in English influences the ability to meet these standards. To demonstrate this

knowledge throughout the stages of English language acquisition, comprehension of text requires

additional scaffolds such as adapted text, translations, native language support, cognates,

summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of

comprehensible input. ELLs can and should be encouraged to use knowledge of their first

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language to enhance vocabulary development; vocabulary needs to be in the context of connected

discourse so that it is meaningful. Strategic use of the student's first language is important to

ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition

with quality content area education in order to ensure that ELLs acquire social and academic

language proficiency in English, learn the knowledge and skills, and reach their full academic

potential. Instruction must be linguistically accommodated in accordance with the English

Language Proficiency Standards (ELPS) and the student's English language proficiency levels to

ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further

understanding of second language acquisition needs, refer to the ELPS and proficiency-level

descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be

maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and

proficient speakers in science, social studies, mathematics, fine arts, language arts and reading,

and career and technical education, they must have multiple opportunities to practice and apply

the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(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:

(A) listen actively and ask questions to understand information and answer questions using

multi-word responses;

(B) restate and follow oral directions that involve a short, related sequence of actions;

language;

(D) work collaboratively with others by following agreed-upon rules for discussion, including

taking turns; and

(E) develop social communication such as introducing himself/herself, using common

greetings, and expressing needs and wants.

(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:

(A) demonstrate phonological awareness by:

(i) identifying and producing rhyming words;

(ii) recognizing spoken alliteration or groups of words that begin with the same

spoken onset or initial sound;

(iii) identifying the individual words in a spoken sentence;

(iv) identifying syllables in spoken words;

(v) blending syllables to form multisyllabic words;

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(vi) segmenting multisyllabic words into syllables;

(vii) blending spoken onsets and rimes to form simple words;

(viii) blending spoken phonemes to form one-syllable words;

(ix) manipulating syllables within a multisyllabic word; and

(x) segmenting spoken one-syllable words into individual phonemes;

(B) demonstrate and apply phonetic knowledge by:

(i) identifying and matching the common sounds that letters represent;

(ii) using letter-sound relationships to decode, including VC, CVC, CCVC, and

CVCC words;

(iii) recognizing that new words are created when letters are changed, added, or

deleted such as it - pit - tip - tap; and

(iv) identifying and reading at least 25 high-frequency words from a research-based

list;

(i) spelling words with VC, CVC, and CCVC;

(ii) spelling words using sound-spelling patterns; and

(iii) spelling high-frequency words from a research-based list;

(D) demonstrate print awareness by:

(i) identifying the front cover, back cover, and title page of a book;

(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;

(iii) recognizing that sentences are comprised of words separated by spaces and

recognizing word boundaries;

(iv) recognizing the difference between a letter and a printed word; and

(v) identifying all uppercase and lowercase letters; and

(E) develop handwriting by accurately forming all uppercase and lowercase letters using

appropriate directionality.

(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:

(A) use a resource such as a picture dictionary or digital resource to find words;

(B) use illustrations and texts the student is able to read or hear to learn or clarify word

meanings; and

such as colors, shapes, and textures; and locations.

(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.

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(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:

(A) establish purpose for reading assigned and self-selected texts with adult assistance;

(B) generate questions about text before, during, and after reading to deepen understanding

and gain information with adult assistance;

(D) create mental images to deepen understanding with adult assistance;

(E) make connections to personal experiences, ideas in other texts, and society with adult

assistance;

(F) make inferences and use evidence to support understanding with adult assistance;

(G) evaluate details to determine what is most important with adult assistance;

(H) synthesize information to create new understanding with adult assistance; and

(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.

(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:

(A) describe personal connections to a variety of sources;

(B) provide an oral, pictorial, or written response to a text;

(D) retell texts in ways that maintain meaning;

(E) interact with sources in meaningful ways such as illustrating or writing; and

(F) respond using newly acquired vocabulary as appropriate.

(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:

(A) discuss topics and determine the basic theme using text evidence with adult assistance;

(B) identify and describe the main character(s);

the resolution for texts read aloud with adult assistance; and

(D) describe the setting.

(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:

(A) demonstrate knowledge of distinguishing characteristics of well-known children's

literature such as folktales, fables, fairy tales, and nursery rhymes;

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(B) discuss rhyme and rhythm in nursery rhymes and a variety of poems;

(D) recognize characteristics and structures of informational text, including:

(i) the central idea and supporting evidence with adult assistance;

(ii) titles and simple graphics to gain information; and

(iii) the steps in a sequence with adult assistance;

(E) recognize characteristics of persuasive text with adult assistance and state what the author

is trying to persuade the reader to think or do; and

(F) recognize characteristics of multimodal and digital texts.

(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:

(A) discuss with adult assistance the author's purpose for writing text;

(B) discuss with adult assistance how the use of text structure contributes to the author's

purpose;

specific purposes;

(D) discuss with adult assistance how the author uses words that help the reader visualize;

and

(E) listen to and experience first- and third-person texts.

(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:

(A) plan by generating ideas for writing through class discussions and drawings;

(B) develop drafts in oral, pictorial, or written form by organizing ideas;

(D) edit drafts with adult assistance using standard English conventions, including:

(i) complete sentences;

(ii) verbs;

(iii) singular and plural nouns;

(iv) adjectives, including articles;

(v) prepositions;

(vi) pronouns, including subjective, objective, and possessive cases;

(vii) capitalization of the first letter in a sentence and name;

(viii) punctuation marks at the end of declarative sentences; and

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(ix) correct spelling of words with grade-appropriate orthographic patterns and rules

and high-frequency words; and

(E) share writing.

(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:

(A) dictate or compose literary texts, including personal narratives; and

(B) dictate or compose informational texts.

(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:

(A) generate questions for formal and informal inquiry with adult assistance;

(B) develop and follow a research plan with adult assistance;

(D) demonstrate understanding of information gathered with adult assistance; and

(E) use an appropriate mode of delivery, whether written, oral, or multimodal, to present

results.

§111.2. Mathematics, Kindergarten, Adopted 2012.

(a) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential

knowledge and skills for mathematics, guided by the college and career readiness standards. By

embedding statistics, probability, and finance, while focusing on computational thinking,

mathematical fluency, and solid understanding, Texas will lead the way in mathematics education

and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The

placement of the process standards at the beginning of the knowledge and skills listed for each

grade and course is intentional. The process standards weave the other knowledge and skills

together so that students may be successful problem solvers and use mathematics efficiently and

effectively in daily life. The process standards are integrated at every grade level and course.

When possible, students will apply mathematics to problems arising in everyday life, society, and

the workplace. Students will 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. Students will

select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and

technology and techniques such as mental math, estimation, number sense, and generalization and

abstraction to solve problems. Students will effectively communicate mathematical ideas,

reasoning, and their implications using multiple representations such as symbols, diagrams,

graphs, computer programs, and language. Students will use mathematical relationships to

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generate solutions and make connections and predictions. Students will analyze mathematical

relationships to connect and communicate mathematical ideas. Students will display, explain, or

justify mathematical ideas and arguments using precise mathematical language in written or oral

communication.

(3) For students to become fluent in mathematics, students must develop a robust sense of number.

The National Research Council's report, "Adding It Up," defines procedural fluency as "skill in

carrying out procedures flexibly, accurately, efficiently, and appropriately." As students develop

procedural fluency, they must also realize that true problem solving may take time, effort, and

perseverance. Students in Kindergarten are expected to perform their work without the use of

calculators.

(4) The primary focal areas in Kindergarten are understanding counting and cardinality,

understanding addition as joining and subtraction as separating, and comparing objects by

measurable attributes.

(A) Students develop number and operations through several fundamental concepts. Students

know number names and the counting sequence. Counting and cardinality lay a solid

foundation for number. Students apply the principles of counting to make the connection

between numbers and quantities.

(B) Students use meanings of numbers to create strategies for solving problems and

responding to practical situations involving addition and subtraction.

objects according to these measurable attributes.

(5) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(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;

appropriate, and techniques, including mental math, estimation, and number sense as

appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

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(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise

mathematical language in written or oral communication.

(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:

(A) count forward and backward to at least 20 with and without objects;

(B) read, write, and represent whole numbers from 0 to at least 20 with and without objects or

pictures;

number of objects in the set regardless of their arrangement or order;

(D) recognize instantly the quantity of a small group of objects in organized and random

arrangements;

(E) generate a set using concrete and pictorial models that represents a number that is more

than, less than, and equal to a given number up to 20;

(F) generate a number that is one more than or one less than another number up to at least 20;

(G) compare sets of objects up to at least 20 in each set using comparative language;

(H) use comparative language to describe two numbers up to 20 presented as written

numerals; and

(I) compose and decompose numbers up to 10 with objects and pictures.

(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:

(A) model the action of joining to represent addition and the action of separating to represent

subtraction;

(B) solve word problems using objects and drawings to find sums up to 10 and differences

within 10; and

using spoken words, concrete and pictorial models, and number sentences.

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(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.

(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.

(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:

(A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as

special rectangles;

(B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the

real world;

(D) identify attributes of two-dimensional shapes using informal and formal geometric

language interchangeably;

(E) classify and sort a variety of regular and irregular two- and three-dimensional figures

regardless of orientation or size; and

(F) create two-dimensional shapes using a variety of materials and drawings.

(7) Geometry and measurement. The student applies mathematical process standards to directly

compare measurable attributes. The student is expected to:

(A) give an example of a measurable attribute of a given object, including length, capacity,

and weight; and

(B) compare two objects with a common measurable attribute to see which object has more

of/less of the attribute and describe the difference.

(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:

(A) collect, sort, and organize data into two or three categories;

(B) use data to create real-object and picture graphs; and

(9) Personal financial literacy. The student applies mathematical process standards to manage one's

financial resources effectively for lifetime financial security. The student is expected to:

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(A) identify ways to earn income;

(B) differentiate between money received as income and money received as gifts;

(D) distinguish between wants and needs and identify income as a source to meet one's wants

and needs.

§112.11. Science, Kindergarten, Adopted 2017.

(a) Introduction.

(1) In Kindergarten, students observe and describe the natural world using their senses. Students do

science as inquiry in order to develop and enrich their abilities to understand scientific concepts

and processes. Students develop vocabulary through their experiences investigating properties of

common objects, earth materials, and organisms.

(A) A central theme throughout the study of scientific investigation and reasoning; matter and

energy; force, motion, and energy; Earth and space; and organisms and environment is

active engagement in asking questions, creating a method to answer those questions,

answering those questions, communicating ideas, and exploring with scientific tools.

Scientific investigation and reasoning involves practicing safe procedures, asking

questions about the natural world, and seeking answers to those questions through simple

observations used in descriptive investigations.

(B) Matter is described in terms of its physical properties, including relative size, weight,

shape, color, and texture. The importance of light, thermal, and sound energy is identified

as it relates to the students' everyday life. The location and motion of objects are

explored.

patterns in the weather. Other patterns are observed in the appearance of objects in the

sky.

(D) In life science, students recognize the interdependence of organisms in the natural world.

They understand that all organisms have basic needs that can be satisfied through

interactions with living and nonliving things. Students will investigate the life cycle of

plants and identify likenesses between parents and offspring.

(2) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct

testable explanations and predictions of natural phenomena, as well as the knowledge generated

through this process."

(3) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend

disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

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(4) The study of elementary science includes planning and safely implementing classroom and

outdoor investigations using scientific processes, including inquiry methods, analyzing

information, making informed decisions, and using tools to collect and record information, while

addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.

Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of

instructional time.

(5) Statements containing the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations

following home and school safety procedures and uses environmentally appropriate and

responsible practices. The student is expected to:

(A) identify, discuss, and demonstrate safe and healthy practices as outlined in Texas

Education Agency-approved safety standards during classroom and outdoor

investigations, including wearing safety goggles or chemical splash goggles, as

appropriate, washing hands, and using materials appropriately; and

(B) demonstrate how to use, conserve, and dispose of natural resources and materials such as

conserving water and reusing or recycling paper, plastic, and metal.

(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek

answers in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world;

(B) plan and conduct simple descriptive investigations;

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

(E) communicate observations about simple descriptive investigations.

(3) Scientific investigation and reasoning. The student knows that information and critical thinking

are used in scientific problem solving. The student is expected to:

(A) identify and explain a problem such as the impact of littering and propose a solution;

(B) make predictions based on observable patterns in nature; and

help in their investigations.

(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to

investigate the natural world. The student is expected to:

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(A) collect information using tools, including computing devices, hand lenses, primary

balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices; non-

standard measuring items; weather instruments such as demonstration thermometers; and

materials to support observations of habitats of organisms such as terrariums and

aquariums; and

(B) use the senses as a tool of observation to identify properties and patterns of organisms,

objects, and events in the environment.

(5) Matter and energy. The student knows that objects have properties and patterns. The student is

expected to:

(A) observe and record properties of objects, including bigger or smaller, heavier or lighter,

shape, color, and texture; and

(B) observe, record, and discuss how materials can be changed by heating or cooling.

(6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a

part of their everyday life. The student is expected to:

(A) use the senses to explore different forms of energy such as light, thermal, and sound;

(B) explore interactions between magnets and various materials;

behind, in front of, and beside; and

(D) observe and describe the ways that objects can move such as in a straight line, zigzag, up

and down, back and forth, round and round, and fast and slow.

(7) Earth and space. The student knows that the natural world includes earth materials. The student is

expected to:

(A) observe, describe, and sort rocks by size, shape, color, and texture;

(B) observe and describe physical properties of natural sources of water, including color and

clarity; and

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and

among objects in the sky. The student is expected to:

(A) observe and describe weather changes from day to day and over seasons;

(B) identify events that have repeating patterns, including seasons of the year and day and

night; and

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including the Sun.

(9) Organisms and environments. The student knows that plants and animals have basic needs and

depend on the living and nonliving things around them for survival. The student is expected to:

(A) differentiate between living and nonliving things based upon whether they have basic

needs and produce offspring; and

(B) examine evidence that living organisms have basic needs such as food, water, and shelter

for animals and air, water, nutrients, sunlight, and space for plants.

(10) Organisms and environments. The student knows that organisms resemble their parents and have

structures and processes that help them survive within their environments. The student is

expected to:

(A) sort plants and animals into groups based on physical characteristics such as color, size,

body covering, or leaf shape;

(B) identify basic parts of plants and animals;

(D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant,

flower, and fruit.

§113.11. Social Studies, Kindergarten, Beginning with School Year 2011-2012.

(a) Introduction.

(1) In Kindergarten, the study of the self, home, family, and classroom establishes the foundation for

responsible citizenship in society. Students explore state and national heritage by examining the

celebration of patriotic holidays and the contributions of individuals. The concept of chronology

is introduced. Students apply geographic concepts of location and physical and human

characteristics of place. Students identify basic human needs and ways people meet these needs.

Students learn the purpose of rules and the role of authority figures in the home and school.

Students learn customs, symbols, and celebrations that represent American beliefs and principles

and contribute to our national identity. Students compare family customs and traditions and

describe examples of technology in the home and school. Students acquire information from a

variety of oral and visual sources. Students practice problem-solving, decision-making, and

independent-thinking skills.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material

is encouraged. Motivating resources are available from museums, historical sites, presidential

libraries, and local and state preservation societies.

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(3) The eight strands of the essential knowledge and skills for social studies are intended to be

integrated for instructional purposes. Skills listed in the social studies skills strand in subsection

(b) of this section should be incorporated into the teaching of all essential knowledge and skills

for social studies. A greater depth of understanding of complex content material can be attained

when integrated social studies content from the various disciplines and critical-thinking skills are

taught together. Statements that contain the word "including" reference content that must be

mastered, while those containing the phrase "such as" are intended as possible illustrative

examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course

and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;

geography; economics; government; citizenship; culture; science, technology, and society; and

social studies skills. The content, as appropriate for the grade level or course, enables students to

understand the importance of patriotism, function in a free enterprise society, and appreciate the

basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),

§28.002(h).

(6) Students understand that a constitutional republic is a representative form of government whose

representatives derive their authority from the consent of the governed, serve for an established

tenure, and are sworn to uphold the constitution.

(7) Students must demonstrate learning performance related to any federal and state mandates

regarding classroom instruction. Although Kindergarten is not required to participate in Celebrate

Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent

learning. As a result, Kindergarten Texas essential knowledge and skills include standards related

to this patriotic observance.

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal

governments have either met or failed to meet the ideals espoused in the founding documents.

(b) Knowledge and skills.

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

expected to:

(A) explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day,

and Independence Day; and

(B) identify customs associated with national patriotic holidays such as parades and fireworks

on Independence Day.

(2) History. The student understands how historical figures, patriots, and good citizens helped shape

the community, state, and nation. The student is expected to:

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(A) identify contributions of historical figures, including Stephen F. Austin, George

Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the

state and nation; and

(B) identify contributions of patriots and good citizens who have shaped the community.

(3) History. The student understands the concept of chronology. The student is expected to:

(A) place events in chronological order; and

(B) use vocabulary related to time and chronology, including before, after, next, first, last,

yesterday, today, and tomorrow.

(4) Geography. The student understands the concept of location. The student is expected to:

(A) use terms, including over, under, near, far, left, and right, to describe relative location;

(B) locate places on the school campus and describe their relative locations; and

(5) Geography. The student understands physical and human characteristics of place. The student is

expected to:

(A) identify the physical characteristics of place such as landforms, bodies of water, natural

resources, and weather; and

(B) identify how the human characteristics of place such as ways of earning a living, shelter,

clothing, food, and activities are based upon geographic location.

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

The student is expected to:

(A) identify basic human needs of food, clothing, and shelter;

(B) explain the difference between needs and wants; and

and trading.

(7) Economics. The student understands the value of jobs. The student is expected to:

(A) identify jobs in the home, school, and community; and

(B) explain why people have jobs.

(8) Government. The student understands the purpose of rules. The student is expected to:

(A) identify purposes for having rules; and

(B) identify rules that provide order, security, and safety in the home and school.

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(9) Government. The student understands the role of authority figures. The student is expected to:

(A) identify authority figures in the home, school, and community; and

(B) explain how authority figures make and enforce rules.

(10) Citizenship. The student understands important symbols, customs, and responsibilities that

represent American beliefs and principles and contribute to our national identity. The student is

expected to:

(A) identify the flags of the United States and Texas;

(B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas

Flag;

(D) use voting as a method for group decision making.

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

expected to:

(A) identify similarities and differences among people such as kinship, laws, and religion;

and

(B) identify similarities and differences among people such as music, clothing, and food.

(12) Culture. The student understands the importance of family customs and traditions. The student is

expected to:

(A) describe and explain the importance of family customs and traditions; and

(B) compare family customs and traditions.

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

and school and how technology affects people's lives. The student is expected to:

(A) identify examples of technology used in the home and school;

(B) describe how technology helps accomplish specific tasks and meet people's needs; and

(14) Social studies skills. The student applies critical-thinking skills to organize and use information

acquired from a variety of valid sources, including electronic technology. The student is expected

to:

(A) obtain information about a topic using a variety of valid oral sources such as

conversations, interviews, and music;

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(B) obtain information about a topic using a variety of valid visual sources such as pictures,

symbols, electronic media, print material, and artifacts; and

(15) Social studies skills. The student communicates in oral and visual forms. The student is expected

to:

(A) express ideas orally based on knowledge and experiences; and

(B) create and interpret visuals, including pictures and maps.

(16) Social studies skills. The student uses problem-solving and decision-making skills, working

independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider

options, consider advantages and disadvantages, choose and implement a solution, and

evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather

information, generate options, predict outcomes, take action to implement a decision, and

reflect on the effectiveness of the decision.

§114.4. Languages Other Than English, Elementary, Adopted 2014.

(a) According to the National Standards for Foreign Language Learning, advanced level language proficiency is

necessary for college and career readiness. To that end, students should have uninterrupted, consistent access to

early standards-based learning experiences in languages other than English. School districts are strongly

encouraged to offer languages other than English in the elementary grades in immersion or Foreign Language in

Elementary Schools (FLES) settings with consistent and frequent exposure. For districts that offer languages in

elementary school, the expected student outcomes are the same as those designated at levels I-IV in Subchapter C

of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than English).

(b) Districts may offer a level of a language in a variety of scheduling arrangements that may extend or reduce

the traditional schedule when careful consideration is given to the instructional time available on a campus and

the language ability, access to programs, and motivation of students.

§115.2. Health Education, Kindergarten.

(a) Introduction.

(1) In health education, students acquire the health information and skills necessary to become

healthy adults and learn about behaviors in which they should and should not participate. To

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achieve that goal, students will understand the following: students should first seek guidance in

the area of health from their parents; personal behaviors can increase or reduce health risks

throughout the lifespan; health is influenced by a variety of factors; students can recognize and

utilize health information and products; and personal/interpersonal skills are needed to promote

individual, family, and community health.

(2) Kindergarten students are taught basic factors that contribute to health literacy. Students learn

about their bodies and the behaviors necessary to protect them and keep them healthy. Students

also understand how to seek help from parents and other trusted adults.

(b) Knowledge and skills.

(1) Health behaviors. The student recognizes that personal health decisions and behaviors affect

health throughout life. The student is expected to:

(A) identify and practice personal health habits that help individuals stay healthy such as a

proper amount of sleep and clean hands;

(B) identify types of foods that help the body grow such as healthy breakfast foods and

snacks; and

(2) Health behaviors. The student understands that behaviors result in healthy or unhealthy

conditions throughout the life span. The student is expected to:

(A) identify the purpose of protective equipment such as a seat belt and a bicycle helmet;

(B) identify safe and unsafe places to play such as a back yard and a street;

(D) identify ways to avoid harming oneself or another person;

(E) practice safety rules during physical activity such as water safety and bike safety;

(F) identify how to get help from a parent and/or trusted adult when made to feel

uncomfortable or unsafe by another person/adult;

(G) demonstrate procedures for responding to emergencies including dialing 911; and

(H) name objects that may be dangerous such as knives, scissors, and screwdrivers and tell

how they can be harmful.

(3) Health behaviors. The student demonstrates decision-making skills for making health-promoting

decisions. The student is expected to:

(A) demonstrate how to seek the help of parents/guardians and other trusted adults in making

decisions and solving problems; and

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(B) plan a healthy meal and/or snack.

(4) Health information. The student knows the basic structures and functions of the human body and

how they relate to personal health. The student is expected to:

(A) name the five senses;

(B) name major body parts and their functions; and

back.

(5) Health information. The student understands how to recognize health information. The student is

expected to:

(A) name people who can provide helpful health information such as parents, doctors,

teachers, and nurses; and

(B) explain the importance of health information.

(6) Influencing factors. The student understands the difference between being sick and being healthy.

The student is expected to:

(A) tell how germs cause illness and disease in people of all ages;

(B) name symptoms of common illnesses and diseases;

(D) discuss basic parts of the body's defense system against germs such as the skin.

(7) Influencing factors. The student understands that various factors influence personal health. The

student is expected to:

(A) tell how weather affects individual health such as dressing for warmth, protecting skin

from the sun, and keeping classrooms and homes warm and cool; and

(B) identify ways to prevent the transmission of head lice such as sharing brushes and caps.

(8) Personal/interpersonal skills. The student understands ways to communicate consideration and

respect for self, family, friends, and others. The student is expected to:

(A) recognize and describe individual differences and communicate appropriately and

respectfully with all individuals;

(B) explain the importance of showing consideration and respect for teachers, family

members, friends, peers, and other individuals; and

and treating others with respect.

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(9) Personal/interpersonal skills. The student comprehends the skills necessary for building and

maintaining healthy relationships. The student is expected to:

(A) identify and use refusal skills to avoid unsafe behavior situations such as saying no in

unsafe situations and then telling an adult if he/she is threatened; and

(B) demonstrate skills for making new acquaintances.

(10) Personal/interpersonal skills. The student understands that bullying behaviors result in unhealthy

conditions throughout the life span. The student is expected to:

(A) identify bullying behaviors;

(B) identify replacement behaviors to avoid bullying friends, family members, and peers;

and conflicts with peers; and

(D) describe appropriate actions to take in response to bullying.

§116.2. Physical Education, Kindergarten.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the

foundation for enjoyment, continued social development through physical activity, and access to

a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the

relationship between physical activity and health throughout the lifespan.

(2) In Grades K-2, children learn fundamental movement skills and begin to understand how the

muscles, bones, heart, and lungs function in relation to physical activity. Students begin to

develop a vocabulary for movement and apply concepts dealing with space and body awareness.

Students are engaged in activities that develop basic levels of strength, endurance, and flexibility.

In addition, students learn to work safely in group and individual movement settings. A major

objective is to present activities that complement their natural inclination to view physical activity

as challenging and enjoyable.

(3) The focus for kindergarten students is on learning basic body control while moving in a variety of

settings. Students become aware of strength, endurance and flexibility in different parts of their

bodies and begin to learn ways to increase health-related fitness.

(b) Knowledge and skills.

(1) Movement. The student demonstrates competency in fundamental movement patterns and

proficiency in a few specialized movement forms. The student is expected to:

(A) travel in different ways in a large group without bumping into others or falling;

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(B) demonstrate clear contrasts between slow and fast movement when traveling;

(D) maintain balance while bearing weight on a variety of body parts;

(E) walk forward and sideways the length of a beam without falling;

(F) demonstrate a variety of relationships such as under, over, behind, next to, through, right,

left, up, down, forward, backward, and in front of;

(G) roll sideways (right or left) without hesitating; and

(H) toss a ball and catch it before it bounces twice.

(2) Movement. The student applies movement concepts and principles to the learning and

development of motor skills. The student is expected to:

(A) identify selected body parts such as head, back, chest, waist, hips, arms, elbows, wrists,

hands, fingers, legs, knees, ankles, feet, and toes; and

(B) demonstrate movement forms of various body parts such as head flexion, extension, and

rotation.

(3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle

that improves health and provides opportunities for enjoyment and challenge. The student is

expected to:

(A) describe and select physical activities that provide opportunities for enjoyment and

challenge;

(B) participate in moderate to vigorous physical activities on a daily basis that cause

increased heart rate, breathing rate, and perspiration;

(D) lift and support his/her own weight in selected activities that develop muscular strength

and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping,

and jumping; and

(E) describe the benefits from involvement in daily physical activity such as feel better and

sleep better.

(4) Physical activity and health. The student knows the benefits from being involved in daily physical

activity and factors that affect physical performance. The student is expected to:

(A) observe and describe the immediate effect of physical activity on the heart and breathing

rate and perspiration;

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(B) locate the lungs and explain their purpose; and

(5) Physical activity and health. The student understands safety practices associated with physical

activity and space. The student is expected to:

(A) use equipment and space properly;

(B) know and apply safety practices associated with physical activity such as not pushing in

line and drinking water during activity;

(D) explain appropriate water safety rules such as never swim alone, never run around pools,

look before you jump, enter feet first, and know the role of the lifeguard; and

(E) explain appropriate reactions during emergencies in physical activities.

(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.

The student is expected to:

(A) respond appropriately to starting and stopping signals; and

(B) demonstrate the ability to play within boundaries during games and activities.

(7) Social development. The student develops positive self-management and social skills needed to

work independently and with others in physical activity settings. The student is expected to:

(A) follow rules, procedures, and safe practices;

(B) work in a group setting in cooperation with others; and

§117.102. Art, Kindergarten, Adopted 2013.

(a) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique

experiences and empower students to explore realities, relationships, and ideas. These disciplines

engage and motivate all students through active learning, critical thinking, and innovative

problem solving. The fine arts develop cognitive functioning and increase student academic

achievement, higher-order thinking, communication, and collaboration skills, making the fine arts

applicable to college readiness, career opportunities, workplace environments, social skills, and

everyday life. Students develop aesthetic and cultural awareness through exploration, leading to

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creative expression. Creativity, encouraged through the study of the fine arts, is essential to

nurture and develop the whole child.

(2) Four basic strands--foundations: observation and perception; creative expression; historical and

cultural relevance; and critical evaluation and response--provide broad, unifying structures for

organizing the knowledge and skills students are expected to acquire. Each strand is of equal

value and may be presented in any order throughout the year. Students rely on personal

observations and perceptions, which are developed through increasing visual literacy and

sensitivity to surroundings, communities, memories, imaginings, and life experiences, as sources

for thinking about, planning, and creating original artworks. Students communicate their thoughts

and ideas with innovation and creativity. Through art, students challenge their imaginations,

foster critical thinking, collaborate with others, and build reflective skills. While exercising

meaningful problem-solving skills, students develop the lifelong ability to make informed

judgments.

(3) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual literacy skills

using critical thinking, imagination, and the senses to observe and explore the world by learning

about, understanding, and applying the elements of art, principles of design, and expressive

qualities. The student uses what the student sees, knows, and has experienced as sources for

examining, understanding, and creating artworks. The student is expected to:

(A) gather information from subjects in the environment using the senses; and

(B) identify the elements of art, including line, shape, color, texture, and form, and the

principles of design, including repetition/pattern and balance, in the environment.

(2) Creative expression. The student communicates ideas through original artworks using a variety of

media with appropriate skills. The student expresses thoughts and ideas creatively while

challenging the imagination, fostering reflective thinking, and developing disciplined effort and

progressive problem-solving skills. The student is expected to:

(A) create artworks using a variety of lines, shapes, colors, textures, and forms;

(B) arrange components intuitively to create artworks; and

for exploration through drawing, painting, printmaking, constructing artworks, and

sculpting, including modeled forms.

(3) Historical and cultural relevance. The student demonstrates an understanding of art history and

culture by analyzing artistic styles, historical periods, and a variety of cultures. The student

develops global awareness and respect for the traditions and contributions of diverse cultures. The

student is expected to:

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(A) identify simple subjects expressed in artworks;

(B) share ideas about personal experiences such as family and friends and develop awareness

and sensitivity to differing experiences and opinions through artwork;

(D) relate visual art concepts to other disciplines.

(4) Critical evaluation and response. The student responds to and analyzes artworks of self and

others, contributing to the development of lifelong skills of making informed judgments and

reasoned evaluations. The student is expected to:

(A) express ideas about personal artworks or portfolios;

(B) express ideas found in collections such as real or virtual art museums, galleries,

portfolios, or exhibitions using original artworks created by artists or peers; and

or portfolios for the purposes of self-evaluations or exhibitions.

§117.103. Music, Kindergarten, Adopted 2013.