• Texas Prekindergarten Guidelines :: The student is expected to...

    • Child is aware of where own body is in space, respects personal boundaries.[1]

    • Child shows awareness of areas of competence and describes self positively in what he is able to do.[2]

    • Child shows reasonable opinion of his own abilities and limitations.[3]

    • Child shows initiative in independent situations and persists in attempting to solve problems.[4]

    • Child follows classroom rules and routines with occasional reminders from teacher.[a]

    • Child takes care of and manages classroom materials.[b]

    • Child regulates his own behavior with occasional reminders or assistance from teacher.[c]

    • Child begins to understand difference and connection between feelings and behaviors.[a]

    • Child is aware of own feelings most of the time.[b]

    • Child is able to increase or decrease intensity of emotions more consistently, although adult guidance is

    sometimes necessary.[c]

    • Child sustains attention to personally chosen or routine tasks until they are completed.[a]

    • Child remains focused on engaging group activities for about 20 minutes at a time.[b]

    • Child uses positive relationships as modeled by his teacher for her own pro-social behaviors.[1]

    • Child assumes various roles and responsibilities as part of a classroom community.[2]

    • Child shows competence in initiating social interactions.[3]

    • Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a

    common plan and goal.[4]

    • Child initiates problemsolving strategies and seeks adult help when necessary.[5]

    • Child demonstrates empathy and caring for others.[6]

    • Child begins to have meaningful friends.[7]

    • Child demonstrates an understanding that others have specific characteristics.[1]

    • Child demonstrates an understanding that others have perspectives and feelings that are different from her own.

    [2]

    • Child shows understanding by responding appropriately.[1]

    • Child shows understanding by following twostep oral directions and usually follows three-step directions.[2]

    • Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL).

    [3]

    • Child is able to use language for different purposes.[1]

    • Child engages in conversations in appropriate ways.[2]

    • Child provides appropriate information for various situations.[3]

    • Child demonstrates knowledge of verbal conversational rules.[4]

    • Child demonstrates knowledge of nonverbal conversational rules.[5]

    • Child matches language to social contexts.[6]

    • Child's speech is understood by both the teacher and other adults in the school.[1]

    • Child perceives differences between similar sounding words.[2]

    • Child investigates and demonstrates growing understanding of the sounds and intonation of the English

    language (ELL).[3]

    • Child uses a wide variety of words to label and describe people, places, things, and actions.[1]

    • Child demonstrates understanding of terms used in the instructional language of the classroom.[2]

    • Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words*, many

    more than he or she uses.[3]

    • Child uses a large speaking vocabulary, adding several new words daily.[4]

    • Child uses category labels to understand how the words/objects relate to each other.[5]

    • Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in

    English.[6]

    Child typically uses complete sentences of four or more words and grammatical complexity usually with subject,

    verb, and object order.[1]

    • Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and

    subject-verb agreement.[2]

    • Child uses sentences with more than one phrase.[3]

    • Child combines more than one idea using complex sentences.[4]

    • Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended

    meaning.[5]

    • Child engages in various forms of nonverbal communication with those who do not speak her home language

    (ELL).[6]

    • Child uses single words and simple phrases to communicate meaning in social situations (ELL).[7]

    • Child attempts to use new vocabulary and grammar in speech (ELL).[8]

    • Child engages in pre-reading and readingrelated activities.[1]\

    • Child uses books and other written materials to engage in prereading behaviors.[2]

    • Child asks to be read to or asks the meaning of written text.[3]

    • Child separates a normally spoken four-word sentence into individual words.[1]

    • Child combines words to make a compound word.[2]

    • Child deletes a word from a compound word.[3]

    • Child combines syllables into words.[4]

    • Child can delete a syllable from a word.[5]

    • Child can produce a word that rhymes with a given word.[6]

    • Child can produce a word that begins with the same sound as a given pair of words.[7]

    • Child combines onset (initial consonant or consonants) and rime (vowel to end) to form a familiar onesyllable

    word with pictorial support.[8]

    • Child combines onset and rime to form familiar onesyllable words without pictorial support.[9]

    • Child recognizes and blends two phonemes into real words with pictorial support.[10]

    • Child names at least 20 upper and at least 20 lower case letters.[1]

    • Child recognizes at least 20 letter sounds.[2]

    • Child produces the correct sounds for at least 10 letters.[3]

    • Child retells or reenacts a story after it is read aloud.[1]

    • Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.[2]

    • Child asks and answers appropriate questions about the book.[3]

    • Child intentionally uses scribbles/writing to convey meaning.[1]

    • Child independently uses letters or symbols to make words or parts of words.[1]

    • Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or wellformed

    letters.[2]

    • Child independently writes some letters on request (not necessarily well-formed).[1]

    • Child uses some appropriate writing conventions when writing or giving dictation.[1]

    • Child demonstrates coordination and balance in isolation (may not yet coordinate consistently with a partner).[1]

    • Child coordinates sequence of movements to perform tasks.[2]

    • Child shows control of tasks that require small-muscle strength and control.[1]

    • Child shows increasing control of tasks that require eyehand coordination.[2]

    • Child knows that objects, or parts of an object, can be counted.[1]

    • Child uses words to rote count from 1 to 30.[2]

    • Child counts 1-10 items, with one count per item.[3]\

    • Child demonstrates that the order of the counting sequence is always the same, regardless of what The child: -

    demonstrates the counting sequence when counting does not change (When counting a set of 3 bears, counts 1,2,3..

     

    • Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted.[5]

    • Child demonstrates understanding that when counting, the items can be chosen in any order.[6]



     

    • Child uses the verbal ordinal terms.[7]

    • Child verbally identifies, without counting, the number of objects from 1 to 5.[8]

    • Child recognizes one-digit numerals, 0-9.[9]

    • Child uses concrete models or makes a verbal word problem for adding up to 5 objects.[1]

    • Child uses concrete models or makes a verbal word problem for subtracting 1-5 The child: - creates verbal word

    problems involving subtraction.[2]

    • Child uses informal strategies to share or divide up to 10 items equally.[3]

    • Child names common shapes.[1]

    • Child creates shapes.[2]

    • Child demonstrates use of location words (such as "over", "under", "above", "on", "beside", "next to", "between",

    "in front of", "near", "far", etc.[3]

    • Child slides, flips, and turns shapes to demonstrate that the shapes remain the same.[4]

    • Child recognizes and compares heights or lengths of people or objects.[1]

    • Child recognizes how much can be placed within an object.[2]

    • Child informally recognizes and compares weights of objects or people.[3]

    • Child uses language to describe concepts associated with the passing of time.[4]

    • Child sorts objects that are the same and different into groups and uses language to describe how the groups

    are similar and different.[1]

    • Child collects data and organizes it in a graphic representation.[2]

    • Child recognizes and creates patterns.[3]

    • Child describes, observes, and investigates properties and characteristics of common objects.[1]

    • Child investigates and describes position and motion of objects.[2]

    • Child uses simple measuring devices to learn about objects.[3]

    • Child investigates and describes sources of energy including light, heat, and electricity.[4]

    • Child identifies and describes the characteristics of organisms.[1]

    • Child describes life cycles of organisms.[2]

    • Child recognizes, observes, and discusses the relationship of organisms to their environments.[3]

    • Child identifies, compares, discusses earth materials, and their properties and uses.[1]

    • Child identifies, observes, and discusses objects in the sky.[2]

    • Child observes and describes what happens during changes in the earth and sky.[3]

    • Child demonstrates the importance of caring for our environment and our planet.[4]

    • Child practices good habits of personal safety.[1]

    • Child practices good habits of personal health and hygiene.[2]

    • Child identifies good habits of nutrition and exercise.[3]

    • Child identifies similarities and differences in characteristics of people.[1]

    • Child identifies similarities and differences in characteristics of families.[2]

    • Child organizes their life around events, time, and routines.[3]

    • Child demonstrates that all people need food, clothing, and shelter.[1]

    • Child participates in activities to help them become aware of what it means to be a consumer.[2]

    • Child discusses the roles and responsibilities of community workers.[3]

    • Child identifies flags of the United States and Texas.[1]

    • Child recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of

    silence*.[2]

    • The child engages in voting as a method for group decisionmaking.[3]

    • The child identifies similarities among people like himself and classmates as well as among himself and people

    from other cultures.[4]

    • Child uses a variety of art materials and activities for sensory experience and exploration.[1]

    • Child uses art as a form of creative selfexpression and representation.[2]

    • Child demonstrates interest in and shows appreciation for the creative work of others.[3]

    • Child participates in classroom music activities.[1]

    • Child responds to different musical styles through movement and play.[2]

    • Child creates or recreates stories, moods, or experiences through dramatic representations.[1]

    • Child identifies and creates common features in her immediate environment.[1]

    • Child opens and navigates through software programs designed to enhance development of appropriate

    concepts.[1]

    • Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder,

    touch screen, CD-ROM.[2]

    • Child operates voice/sound recorders and touch screens.[3]

    • Child uses software applications to create and express own ideas.[4]

    • Child recognizes that information is accessible through the use of technology.[5]