New Page 22

HOUSTON INDEPENDENT SCHOOL DISTRICT

Kindergarten: Language Arts/Reading

2. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.
A. connect experiences and ideas with those of others through speaking and listening (K-3)
B. compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3)

3. The student speaks appropriately to different audiences for different purposes and occasions.
      A. choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3)
      B. use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3)
      C. ask and answer relevant questions and make contributions in small or large group discussions (K-3)
      D. present dramatic interpretations of experiences, stories, poems, or plays (K-3)
      E. gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3)

4. The student communicates clearly by putting thoughts and feelings into spoken words.
      A. learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1)
      B. use vocabulary to describe clearly ideas, feelings, and experiences (K-3)
      C. clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3)
      D. retell a spoken message by summarizing or clarifying (K-3)

Reading

5. The student demonstrates knowledge of concepts of print.
      A. recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1)
      B. know that print moves left-to-right across the page and top-to-bottom (K-1)
      C. understand that written words are separated by spaces (K-1)
      D. know the difference between individual letters and printed words (K-1)
      E. know the difference between capital and lowercase letters (K-1)
      F. recognize how readers use capitalization and punctuation to comprehend (K-1)
      G. understand that spoken words are represented in written language by specific sequences of letters (K-1)
      H. recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1)

6. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds).
      A. demonstrate the concept of word by dividing spoken sentences into individual words (K-1)
      B. identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1)
      C. produce rhyming words and distinguish rhyming words from non-rhyming words (K-1)
      D. identify and isolate the initial and final sound of a spoken word (K-1)
      E. blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K)
      F. segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1)

8. The student develops an extensive vocabulary.
      A. discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2)
      B. develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3)
      C. identify words that name persons, places, or things and words that name actions (K-1)

9. The student uses a variety of strategies to comprehend selections read aloud.
      A. use prior knowledge to anticipate meaning and make sense of texts (K-3)
      B. establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3)
      C. retell or act out the order of important events in stories (K-3)

10. The student responds to various texts.
      A. listen to stories being read aloud (K-1)
      B. participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1)
      C. respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1)
      D. describe how illustrations contribute to the text (K-1)

11. The student recognizes characteristics of various types of texts.
      A. distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3)
      B. understand simple story structure (K-1)
      C. distinguish fiction from nonfiction, including fact and fantasy (K-3)
      D. understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2)
      E. understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1)

12. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources.
      A. identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3)
      B. use pictures, print, and people to gather information and answer questions (K-1)
      C. draw conclusions from information gathered (K-3)
      D. locate important areas of the library/media center (K-1)

13. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.
A. connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3)
B. compare experiences of characters across cultures (K-3)

Writing

14. The student develops the foundations of writing.
      A. write his/her own name and other important words (K-1)
      B. write each letter of the alphabet, both capital and lowercase (K)
      C. use phonological knowledge to map sounds to letters to write messages (K-1)
      D. write messages that move left-to-right and top-to-bottom on the page (K-1)
      E. gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K)

15. The student composes original texts.
      A. dictate messages such as news and stories for others to write (K-1)
      B. write labels, notes, and captions for illustrations, possessions, charts, centers (K-1)
      C. write to record ideas and reflections (K-3)
      D. generate ideas before writing on self-selected topics (K-1)
      E. generate ideas before writing on assigned tasks (K-1)
      F. use available technology to compose text (K-3)

16. The student uses writing as a tool for learning and research.
A. record or dictate questions for investigating (K-1)
B. record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3)

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

2. The student describes order of events or objects.
A. use language such as before or after to describe relative position in a sequence of events or objects
B. name the ordinal positions in a sequence such as first, second, third, etc.

3. The student recognizes that there are quantities less than a whole.
A. share a whole by separating it into equal parts
B. explain why a given part is half of the whole

4. The student models addition and subtraction.
A. model and create addition and subtraction problems in real situations with concrete objects.

Patterns, Relationships, And Algebraic Thinking

5. The student identifies, extends, and creates patterns.
A. identify, extend, and create patterns of sounds, physical movement, and concrete objects.

6. The student uses patterns to make predictions.
A. use patterns to predict what comes next, including cause-and-effect relationships
B. count by ones to 100

Geometry And Spatial Reasoning

7. The student describes the relative positions of objects.
A. describe one object in relation to another using informal language such as over, under, above, and below
B. place an object in a specified position

8. The student uses attributes to determine how objects are alike and different.
      A. describe and identify an object by its attributes using informal language
      B. compare two objects based on their attributes
      C. sort objects according to their attributes and describe how those groups are formed

9. The student recognizes characteristics of shapes and solids.
      A. describe and compare real-life objects or models of solids
      B. recognize shapes in real-life objects or models of solids
      C. describe, identify, and compare circles, triangles, and rectangles including squares

Measurement

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

11. The student uses time and temperature to compare and order events, situations, and/or objects.
      A. compare situations or objects according to temperature such as hotter or colder
      B. compare events according to duration such as more time than or less time than
      C. sequence events
      D. read a calendar using days, weeks, and months

Probability And Statistics

12. The student constructs and uses graphs of real objects or pictures to answer questions.
A. construct graphs using real objects or pictures in order to answer questions
B. use information from a graph of real objects or pictures in order to answer questions

Underlying Processes And Mathematical Tools

13. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school.
      A. identify mathematics in everyday situations
      B. use a problem-solving model, with guidance, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
      C. select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
      D. use tools such as real objects, manipulatives, and technology to solve problems

14. The student communicates about Kindergarten mathematics using informal language
A. explain and record observations using objects, words, pictures, numbers, and technology
B. relate everyday language to mathematical language and symbols

15. The student uses logical reasoning to make sense of his or her world.
A. reason and support his or her thinking using objects, words, pictures, numbers, and technology.

Kindergarten: Science

Scientific Processes

Science Concepts

Scientific Processes

1. The student participates in classroom and field investigations following home and school safety procedures.
A. demonstrate safe practices during classroom and field investigations
B. learn how to use and conserve resources and materials

2. The student develops abilities necessary to do scientific inquiry in the field and the classroom.
      A. ask questions about organisms, objects, and events
      B. plan and conduct simple descriptive investigations
      C. gather information using simple equipment and tools to extend the senses
      D. construct reasonable explanations using information
      E. communicate findings about simple investigations

3. The student knows that information and critical thinking are used in making decisions.
      A. make decisions using information
      B. discuss and justify the merits of decisions
      C. explain a problem in his/her own words and propose a solution

4. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured.
A. identify and use senses as tools of observation
B. make observations using tools including hand lenses, balances, cups, bowls, and computers

Science Concepts

5. The student knows that organisms, objects, and events have properties and patterns.
      A. describe properties of objects and characteristics of organisms
      B. observe and identify patterns including seasons, growth, and day and night and predict what happens next
      C. recognize and copy patterns seen in charts and graphs

6. The student knows that systems have parts and are composed of organisms and objects.
      A. sort organisms and objects into groups according to their parts and describe how the groups are formed
      B. record observations about parts of plants including leaves, roots, stems, and flowers
      C. record observations about parts of animals including wings, feet, heads, and tails
      D. identify parts that, when separated from the whole, may result in the part or the whole not working, such as cars without wheels and plants without roots
      E. manipulate parts of objects such as toys, vehicles, or construction sets that, when put together, can do things they cannot do by themselves

7. The student knows that many types of change occur.
      A. observe, describe, and record changes in size, mass, color, position, quantity, time, temperature, sound, and movement
      B. identify that heat causes change, such as ice melting or the Sun warming the air and compare objects according to temperature
      C. observe and record weather changes from day to day and over seasons
      D. observe and record stages in the life cycle of organisms in their natural environment

8. The student knows the difference between living organisms and nonliving objects.
A. identify a particular organism or object as living or nonliving
B. group organisms and objects as living or nonliving

9. The student knows that living organisms have basic needs.
      A. identify basic needs of living organisms
      B. give examples of how living organisms depend on each other
      C. identify ways that the Earth can provide resources for life

10. The student knows that the natural world includes rocks, soil, and water.
A. observe and describe properties of rocks, soil, and water
B. give examples of ways that rocks, soil, and water are useful

Kindergarten: Social Studies

Science, Technology, And Society

Social Studies Skills

History

1. The student understands that holidays are celebrations of special events.
A. explain the reasons for national patriotic holidays such as Presidents' Day and Independence Day
B. identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day

2. The student understands how historical figures and ordinary people helped to shape the community, state, and nation.
A. identify the contributions of historical figures such as Stephen F. Austin and George Washington who helped to shape our state and nation
B. identify ordinary people who have shaped the community

3. The student understands the concept of chronology.
A. place events in chronological order
B. use vocabulary related to time and chronology, including before, after, next, first, and last

Geography

4. The student understands the concept of location.
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

5. The student understands the physical and human characteristics of the environment.
A. identify the physical characteristics of places such as landforms, bodies of water, natural resources, and weather
B. identify the human characteristics of places such as types of houses and ways of earning a living

Economics

6. The student understands that basic human needs are met in many ways.
A. identify basic human needs
B. explain how basic human needs of food, clothing, and shelter can be met

7. The student understands the importance of jobs.
A. identify jobs in the home, school, and community
B. explain why people have jobs

Government

8. The student understands the purpose of rules.
A. identify purposes for having rules
B. identify rules that provide order, security, and safety in the home and school

9. The student understands the role of authority figures.
A. identify authority figures in the home, school, and community
B. explain how authority figures make and enforce rules

Citizenship

10. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity.
      A. identify the flags of the United States and Texas
      B. recite the Pledge of Allegiance
      C. explain the use of voting as a method for group decision making

Culture

11. The student understands similarities and differences among people.
A. identify personal attributes common to all people such as physical characteristics
B. identify differences among people

12. The student understands how people learn about themselves through family customs and traditions.
      A. identify family customs and traditions and explain their importance
      B. compare family customs and traditions
      C. describe customs of the local community

Science, Technology, And Society

13. The student understands ways technology is used in the home and school.
A. identify examples of technology used in the home and school
B. describe how technology helps accomplish specific tasks

14. The student understands ways in which technology has changed how people live.
A. describe how his or her life might be different without modern technology
B. list ways in which technology meets people's needs

Social Studies Skills

15. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
      A. obtain information about a topic using a variety of oral sources such as conversations, interviews, and music
      B. obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts
      C. sequence and categorize information
      D. identify main ideas from oral, visual, and print sources

16. The student communicates in oral and visual forms.
A. express ideas orally based on knowledge and experiences
B. create and interpret visuals including pictures and maps

17. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
A. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
B. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Kindergarten: Spanish Language Arts/Reading

Spanish Listening And Speaking

Spanish Reading

Spanish Writing

Second Language Acquisition

Spanish Listening And Speaking

1. The student listens attentively and engages actively in a variety of oral language experiences.
      A. determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3)
      B. respond appropriately and courteously to directions and questions (K-3)
      C. participate in rhymes, songs, conversations, and discussions (K-3)
      D. listen critically to interpret and evaluate (K-3)
      E. demonstrate the expectation appropriate for ESL or SLA (i) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3/ESL) (ii) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works in Spanish (K-3/SLA)
      F. identify the musical elements of literary language, including its rhymes or repeated sounds (K-1)
      G. distinguish and produce sounds and intonation patterns of English (K-8/ESL)
      H. infer meaning by making associations of utterances with actions, visuals, and the context of the situation (K-3/ESL)

3. The student speaks appropriately to different audiences for different purposes and occasions.
      A. demonstrate the expectation appropriate for ESL or SLA (i)choose and adapt newly acquired spoken language appropriate to the audience, purpose, and occasion in the new culture, including using appropriate volume and rate (K-3/ESL) (ii)choose and adapt spolen language appropriate to the audience, purpose, and occasion, including using appropriate volume and rate (K-3/SLA)
      B. demonstrate the expectation appropriate for ESL or SLA (i)use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3/ESL) (ii)use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions, including using Spanish conventions such as formal and informal pronouns (tú/usted) (K-3/SLA)
      C. ask and answer relevant questions and make contributions in small or large group discussions (K-3)
      D. present dramatic interpretations of experiences, stories, poems, or plays (K-3)
      E. gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3)
      F. employ English content area vocabulary in context (K-8/ESL)

Spanish Reading

6. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds).
      A. demonstrate the concept of word by dividing spoken sentences into individual words (K-1)
      B. identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1)
      C. produce rhyming words and distinguish rhyming words from non-rhyming words (K-1)
      D. demonstrate the expectation appropriate for ESL or SLA, as follows: (i) identify and isolate the initial and final sound of a spoken word (K-1/ESL); (ii) identify vowel and consonant sounds (K-1/SLA)
      E. blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K)
      F. segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1)

7. The student uses letter-sound knowledge to decode written language.
      A. name and identify each letter of the alphabet (K-1)
      B. understand that written words are composed of letters that represent sounds (K-1)
      C. demonstrate the expectation appropriate for ESL or SLA (i) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1/ESL) (ii) learn and apply letter-sound correspondences of consonants-vowel patterns to produce syllables to begin to read (K-1/SLA)

Spanish Writing

Second Language Acquisition

17. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas.
      A. develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing expressions (K-3/ESL)
      B. use prior knowledge and experiences to understand meanings in English (K-8/ESL)
      C. monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL)
      D. use strategic learning techniques such as semantic mapping, imagery, memorization, and reviewing (K-3/ESL)
      E. use learning strategies such as using circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL)
      F. make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL)
      G. use accessible language and learn new and essential language in the process (K-8/ESL)

18. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas.
      A. use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes (K-3/ESL)
      B. understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (K-8/ESL)
      C. recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL)
      D. listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (K-8/ESL)
      E. analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL)

19. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas.
      A. identify people, places, objects, events, and basic concepts such as numbers, days of the week, foods, occupations, and time (K-8/ESL)
      B. share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL)
      C. ask and give information such as directions and address, as well as, name, age, and nationality (K-8/ESL)
      D. initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (K-3/ESL)
      E. express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL)
      F. describe the immediate surroundings such as classroom, school, or home (K-8/ESL)
      G. arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL)
      H. produce phonological elements of simple vocabulary and phrases (K-3/ESL)
      I. produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL)

19. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas.
      A. identify people, places, objects, events, and basic concepts such as numbers, days of the week, foods, occupations, and time (K-8/ESL)
      B. share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL)
      C. ask and give information such as directions and address, as well as, name, age, and nationality (K-8/ESL)
      D. initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (K-3/ESL)
      E. express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL)
      F. describe the immediate surroundings such as classroom, school, or home (K-8/ESL)
      G. arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL)
      H. produce phonological elements of simple vocabulary and phrases (K-3/ESL)
      I. produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL)

20. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas.
      A. learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL)
      B. recognize directionality of English reading such as left to right and top to bottom (K-8/ESL)
      C. read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (K-8/ESL)
      D. participate in shared reading (K-8/ESL)
      E. develop basic sight vocabulary (K-8/ESL)
      F. use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL)
      G. read silently with increasing ease for longer periods (K-8/ESL)
      H. use print from the environment to derive meaning (K-8/ESL)
      I. use graphic organizers as pre-reading activities to prepare for reading text (K-3/ESL)