|
Texas Essential Knowledge and Skills – First Grade
§110.3.
English Language Arts and Reading, Grade 1.
(a) Introduction.
(1) In Grade
1, students continue to develop their oral language and communication skills and
move to becoming independent readers and writers. First grade students listen
attentively and connect their experiences and ideas with information and ideas
presented in print. Students listen and respond to a wide variety of children's
literature, including selections from classic and contemporary works. The
stories and informational books students hear introduce them to new vocabulary.
Students recognize the distinguishing features of stories, poems, and
informational texts. First grade students continue to develop their concepts of
how print connects with spoken language. Students understand that spoken
language is composed of sequences of sounds and that those sounds are
represented by letters. Students can name the letters and know the order of the
alphabet and associate sounds with the letter or letters that represent them.
Students learn most of the common letter-sound correspondences and use this
knowledge to help them decode written words. First grade students regularly read
(both orally and silently) in texts of appropriate difficulty with fluency and
understanding. Students demonstrate their comprehension by asking and answering
questions, retelling stories, predicting outcomes, and making and explaining
inferences. First grade students become adept writers. Students know the
difference between words, sentences, and paragraphs. First grade students can
organize their thoughts and ideas into complete stories or reports. Students use
subjects and verbs and are able to write complete sentences using basic
capitalization and punctuation. First grade students become more proficient
spellers as they learn to spell a number of high-frequency words and words with
regularly spelled patterns. The students' messages move from left-to-right and
from top-to-bottom and are written with increasing control of
penmanship.
§111.13. Mathematics, Grade 1.
(a)
Introduction.
(1) Within a well-balanced mathematics curriculum, the primary
focal points at Grade 1 are building number sense through number relationships,
adding and subtracting whole numbers, organizing and analyzing data, and working
with two- and three-dimensional geometric figures.
(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.
§112.3. Science, Grade 1.
(a)
Introduction.
(1) In Grade 1, the study of science includes simple classroom
and field investigations to help students develop the skills of asking
questions, gathering information, making measurements using non-standard units,
with tools such as a thermometer to extend their senses, constructing
explanations, and drawing conclusions. 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 natural resources. Students observe that heat from the Sun or
friction, is an example of something that causes change. In addition, students
identify basic needs of living things, explore ways that living things depend on
each other, and separate living organisms and nonliving things into groups.
Students identify parts that can be put together with other parts to do new
things.
(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.
§116.3. Physical Education, Grade
1.
(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) First grade students continue to develop basic body
control, fundamental movement skills, and health-related fitness components such
as strength, endurance, and flexibility. Students can state key performance cues
for basic movement patterns such as throwing and catching. Students continue to
learn rules and procedures for simple games and apply safety practices
associated with physical activities.
§126.2. Technology Applications, 1st grade.
(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.
§113.3. Social Studies, Grade 1.
(a) Introduction.
(1)
In Grade 1, students learn about their relationship to the classroom, school,
and community. The concepts of time and chronology are developed by
distinguishing among past, present, and future events. Students identify anthems
and mottoes of the United States and Texas. Students make simple maps to
identify the location of places in the classroom, school, and community. The
concepts of goods and services and the value of work are introduced. Students
identify historic figures and ordinary people who exhibit good citizenship.
Students describe the importance of family customs and traditions and identify
how technology has changed family life. Students sequence and categorize
information.
(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 a children's biography of Abraham Lincoln. 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 democratic values of our
state and nation as referenced in the Texas Education Code, §28.002(h). |
