Find resources aligned to Texas Essential Knowledge and Skills (TEKS)

describe how specialized jobs contribute to the production of goods and services.

generate questions for formal and informal inquiry with adult assistance;

Child understands that weights of objects can vary and be compared.

partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words; and

History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:

Government. The student understands the purpose of rules and laws. The student is expected to:

develop and follow a research plan with adult assistance;

Child shows awareness of the passage of time within a day.

identify examples and non-examples of halves and fourths.

Geometry and measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to:

compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern;

explain the purpose for rules and laws in the home, school, and community; and

gather information from a variety of sources with adult assistance;

Classification and Patterns

use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;

identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca, the search for gold, and the conflicting territorial claims between France and Spain;

identify rules and laws that establish order, provide security, and manage conflict.

demonstrate understanding of information gathered with adult assistance; and

Child sorts objects that are the same and different.

Child participates in group activities of collecting data and organizing it into graphic representations.

illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other;

identify important individuals, events, and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and the contributions of individuals such as Fray Damián Massanet, Antonio Margil de Jesús, and Francisco Hidalgo;

Government. The student understands the role of authority figures, public officials, and citizens. The student is expected to:

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

identify the responsibilities of authority figures in the home, school, and community;

Child recognizes and duplicates patterns.

measure the same object/distance with units of two different lengths and describe how and why the measurements differ;

identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Father Miguel Hidalgo, Texas involvement in the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery;

History. The student understands the principles included in the Celebrate Freedom Week program. The student is expected to:

analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights;

identify and describe the roles of public officials in the community, state, and nation; and

describe a length to the nearest whole unit using a number and a unit; and

identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the Mexican settlement of Texas; and

analyze and evaluate the application of these founding principles to historical events in U.S. history; and

identify and describe the role of a good citizen in maintaining a constitutional republic.

Gross Motor Development

tell time to the hour and half hour using analog and digital clocks.

contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas.

History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to:

explain the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust."

Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:

Child masters basic skills of running, jumping, climbing, and  pedaling.

Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:

describe the chain of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin;

History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;

Child engages in movement sequences with adult support.

collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;

use data to create picture and bar-type graphs; and

explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis; and