§110.2. English
Language Arts and Reading, Kindergarten.
(a) Introduction.
(1) In
Kindergarten, students engage in many activities that help them develop their
oral language skills and help them begin to read and write. Kindergarten
students take part in language activities that extend their vocabulary and
conceptual knowledge. Students learn to follow directions and develop the
language of schooling. Students discuss the meanings of words from familiar and
conceptually challenging selections read aloud. Students express themselves in
complete thoughts. In Kindergarten, students listen to a wide variety of
children's literature, including selections from classic and contemporary
works.. Students also listen to nonfiction and informational material. Students
learn to listen attentively and ask and respond to questions and retell stories.
Students know simple story structure and distinguish fiction from nonfiction.
Kindergarten students identify and write the letters of the alphabet. Students
learn that individual letters are different from printed words, that words have
spaces between them, and that print is read from left-to-right and from
top-to-bottom. Through meaningful and organized activities, Kindergarten
students learn that spoken language is composed of sequences of sounds. Students
learn to segment and identify the sounds in spoken words. Students name each
letter of the alphabet, begin to associate spoken sounds with the letter or
letters that represent them, and begin to use this knowledge to read words and
simple stories. In Kindergarten, students write the letters of the alphabet,
their names, and other words. Initially, students dictate messages and stories
for others to write. Students begin to use their knowledge of sounds and letters
to write by themselves.
§111.12. Mathematics, Kindergarten.
(a)
Introduction.
(1) Within a well-balanced mathematics curriculum, the primary
focal points at Kindergarten are developing whole-number concepts and using
patterns and sorting to explore number, data, and shape.
(2) Throughout
mathematics in Kindergarten-Grade 2, students build a foundation of basic
understandings in number, operation, and quantitative reasoning; patterns,
relationships, and algebraic thinking; geometry and spatial reasoning;
measurement; and probability and statistics. Students use numbers in ordering,
labeling, and expressing quantities and relationships to solve problems and
translate informal language into mathematical language and symbols. Students use
objects to create and identify patterns and use those patterns to express
relationships, make predictions, and solve problems as they build an
understanding of number, operation, shape, and space. Students progress from
informal to formal language to describe two- and three-dimensional geometric
figures and likenesses in the physical world. Students begin to develop
measurement concepts as they identify and compare attributes of objects and
situations. Students collect, organize, and display data and use information
from graphs to answer questions, make summary statements, and make informal
predictions based on their experiences.
(3) Throughout mathematics in
Kindergarten-Grade 2, students develop numerical fluency with conceptual
understanding and computational accuracy. Students in Kindergarten-Grade 2 use
basic number sense to compose and decompose numbers in order to solve problems
requiring precision, estimation, and reasonableness. By the end of Grade 2,
students know basic addition and subtraction facts and are using them to work
flexibly, efficiently, and accurately with numbers during addition and
subtraction computation.
(4) Problem solving, language and communication,
connections within and outside mathematics, and formal and informal reasoning
underlie all content areas in mathematics. Throughout mathematics in
Kindergarten-Grade 2, students use these processes together with technology and
other mathematical tools such as manipulative materials to develop conceptual
understanding and solve meaningful problems as they do
mathematics.
§112.2. Science, Kindergarten.
(a) Introduction.
(1)
In Kindergarten, science introduces the use of simple classroom and field
investigations to help students develop the skills of asking questions,
gathering information, communicating findings, and making informed decisions.
Using their own senses and common tools such as a hand lens, students make
observations and collect information. Students also use computers and
information technology tools to support their investigations.
(2) As students
learn science skills, they identify components of the natural world including
rocks, soil, and water. Students observe the seasons and growth as examples of
change. In addition, Kindergarten science includes the identification of
organisms and objects and their parts. Students learn how to group living
organisms and nonliving objects and explore the basic needs of living
organisms.
(3) Science is a way of learning about the natural world. Students
should know how science has built a vast body of changing and increasing
knowledge described by physical, mathematical, and conceptual models, and also
should know that science may not answer all questions.
(4) A system is a
collection of cycles, structures, and processes that interact. Students should
understand a whole in terms of its components and how these components relate to
each other and to the whole. All systems have basic properties that can be
described in terms of space, time, energy, and matter. Change and constancy
occur in systems and can be observed and measured as patterns. These patterns
help to predict what will happen next and can change over time.
(5)
Investigations are used to learn about the natural world. Students should
understand that certain types of questions can be answered by investigations,
and that methods, models, and conclusions built from these investigations change
as new observations are made. Models of objects and events are tools for
understanding the natural world and can show how systems work. They have
limitations and based on new discoveries are constantly being modified to more
closely reflect the natural world.
§113.2. Social Studies,
Kindergarten.
(a) Introduction.
(1) In Kindergarten, the focus is on the
self, home, family, and classroom. The study of our state and national heritage
begins with an examination of the celebration of patriotic holidays and the
contributions of historical people. The concept of chronology is introduced.
Students discuss geographic concepts of location and physical and human
characteristics of places. Students are introduced to the basic human needs of
food, clothing, and shelter and to ways that 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.
(2) To support the teaching of the essential
knowledge and skills, the use of a variety of rich material such as biographies;
folktales, myths, and legends; and poetry, songs, and artworks is encouraged.
Selections may include You're a Grand Old Flag and a children's biography of
George Washington. Motivating resources are also available from museums,
historical sites, presidential libraries, and local and state preservation
societies.
(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 geography and social studies skills strands 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.
(4)
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
values of our state and nation as referenced in the Texas Education Code,
§28.002(h).
§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.
§126.2. Technology
Applications, Kindergarten
(a) Introduction.
(1) The technology
applications curriculum has four strands: foundations, information acquisition,
work in solving problems, and communication.
(2) Through the study of
technology applications foundations, including technology-related terms,
concepts, and data input strategies, students learn to make informed decisions
about technologies and their applications. The efficient acquisition of
information includes the identification of task requirements; the plan for using
search strategies; and the use of technology to access, analyze, and evaluate
the acquired information. By using technology as a tool that supports the work
of individuals and groups in solving problems, students will select the
technology appropriate for the task, synthesize knowledge, create a solution,
and evaluate the results. Students communicate information in different formats
and to diverse audiences. A variety of technologies will be used. Students will
analyze and evaluate the results. |
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