Texas Prekindergarten Guidelines :: The student is expected to...
• Child is aware of where own body is in space, respects personal boundaries.
• Child shows awareness of areas of competence and describes self positively in what he is able to do.
• Child shows reasonable opinion of his own abilities and limitations.
• Child shows initiative in independent situations and persists in attempting to solve problems.
• 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
• 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.
• Child assumes various roles and responsibilities as part of a classroom community.
• Child shows competence in initiating social interactions.
• Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a
common plan and goal.
• Child initiates problemsolving strategies and seeks adult help when necessary.
• Child demonstrates empathy and caring for others.
• Child begins to have meaningful friends.
• Child demonstrates an understanding that others have specific characteristics.
• Child demonstrates an understanding that others have perspectives and feelings that are different from her own.
• Child shows understanding by responding appropriately.
• Child shows understanding by following twostep oral directions and usually follows three-step directions.
• Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL).
• Child is able to use language for different purposes.
• Child engages in conversations in appropriate ways.
• Child provides appropriate information for various situations.
• Child demonstrates knowledge of verbal conversational rules.
• Child demonstrates knowledge of nonverbal conversational rules.
• Child matches language to social contexts.
• Child's speech is understood by both the teacher and other adults in the school.
• Child perceives differences between similar sounding words.
• Child investigates and demonstrates growing understanding of the sounds and intonation of the English
• Child uses a wide variety of words to label and describe people, places, things, and actions.
• Child demonstrates understanding of terms used in the instructional language of the classroom.
• 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.
• Child uses a large speaking vocabulary, adding several new words daily.
• Child uses category labels to understand how the words/objects relate to each other.
• Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in
Child typically uses complete sentences of four or more words and grammatical complexity usually with subject,
verb, and object order.
• Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and
• Child uses sentences with more than one phrase.
• Child combines more than one idea using complex sentences.
• Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended
• Child engages in various forms of nonverbal communication with those who do not speak her home language
• Child uses single words and simple phrases to communicate meaning in social situations (ELL).
• Child attempts to use new vocabulary and grammar in speech (ELL).
• Child engages in pre-reading and readingrelated activities.\
• Child uses books and other written materials to engage in prereading behaviors.
• Child asks to be read to or asks the meaning of written text.
• Child separates a normally spoken four-word sentence into individual words.
• Child combines words to make a compound word.
• Child deletes a word from a compound word.
• Child combines syllables into words.
• Child can delete a syllable from a word.
• Child can produce a word that rhymes with a given word.
• Child can produce a word that begins with the same sound as a given pair of words.
• Child combines onset (initial consonant or consonants) and rime (vowel to end) to form a familiar onesyllable
word with pictorial support.
• Child combines onset and rime to form familiar onesyllable words without pictorial support.
• Child recognizes and blends two phonemes into real words with pictorial support.
• Child names at least 20 upper and at least 20 lower case letters.
• Child recognizes at least 20 letter sounds.
• Child produces the correct sounds for at least 10 letters.
• Child retells or reenacts a story after it is read aloud.
• Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.
• Child asks and answers appropriate questions about the book.
• Child intentionally uses scribbles/writing to convey meaning.
• Child independently uses letters or symbols to make words or parts of words.
• Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or wellformed
• Child independently writes some letters on request (not necessarily well-formed).
• Child uses some appropriate writing conventions when writing or giving dictation.
• Child demonstrates coordination and balance in isolation (may not yet coordinate consistently with a partner).
• Child coordinates sequence of movements to perform tasks.
• Child shows control of tasks that require small-muscle strength and control.
• Child shows increasing control of tasks that require eyehand coordination.
• Child knows that objects, or parts of an object, can be counted.
• Child uses words to rote count from 1 to 30.
• Child counts 1-10 items, with one count per item.\
• 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.
• Child demonstrates understanding that when counting, the items can be chosen in any order.
• Child uses the verbal ordinal terms.
• Child verbally identifies, without counting, the number of objects from 1 to 5.
• Child recognizes one-digit numerals, 0-9.
• Child uses concrete models or makes a verbal word problem for adding up to 5 objects.
• Child uses concrete models or makes a verbal word problem for subtracting 1-5 The child: - creates verbal word
problems involving subtraction.
• Child uses informal strategies to share or divide up to 10 items equally.
• Child names common shapes.
• Child creates shapes.
• Child demonstrates use of location words (such as "over", "under", "above", "on", "beside", "next to", "between",
"in front of", "near", "far", etc.
• Child slides, flips, and turns shapes to demonstrate that the shapes remain the same.
• Child recognizes and compares heights or lengths of people or objects.
• Child recognizes how much can be placed within an object.
• Child informally recognizes and compares weights of objects or people.
• Child uses language to describe concepts associated with the passing of time.
• Child sorts objects that are the same and different into groups and uses language to describe how the groups
are similar and different.
• Child collects data and organizes it in a graphic representation.
• Child recognizes and creates patterns.
• Child describes, observes, and investigates properties and characteristics of common objects.
• Child investigates and describes position and motion of objects.
• Child uses simple measuring devices to learn about objects.
• Child investigates and describes sources of energy including light, heat, and electricity.
• Child identifies and describes the characteristics of organisms.
• Child describes life cycles of organisms.
• Child recognizes, observes, and discusses the relationship of organisms to their environments.
• Child identifies, compares, discusses earth materials, and their properties and uses.
• Child identifies, observes, and discusses objects in the sky.
• Child observes and describes what happens during changes in the earth and sky.
• Child demonstrates the importance of caring for our environment and our planet.
• Child practices good habits of personal safety.
• Child practices good habits of personal health and hygiene.
• Child identifies good habits of nutrition and exercise.
• Child identifies similarities and differences in characteristics of people.
• Child identifies similarities and differences in characteristics of families.
• Child organizes their life around events, time, and routines.
• Child demonstrates that all people need food, clothing, and shelter.
• Child participates in activities to help them become aware of what it means to be a consumer.
• Child discusses the roles and responsibilities of community workers.
• Child identifies flags of the United States and Texas.
• Child recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of
• The child engages in voting as a method for group decisionmaking.
• The child identifies similarities among people like himself and classmates as well as among himself and people
from other cultures.
• Child uses a variety of art materials and activities for sensory experience and exploration.
• Child uses art as a form of creative selfexpression and representation.
• Child demonstrates interest in and shows appreciation for the creative work of others.
• Child participates in classroom music activities.
• Child responds to different musical styles through movement and play.
• Child creates or recreates stories, moods, or experiences through dramatic representations.
• Child identifies and creates common features in her immediate environment.
• Child opens and navigates through software programs designed to enhance development of appropriate
• Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder,
touch screen, CD-ROM.
• Child operates voice/sound recorders and touch screens.
• Child uses software applications to create and express own ideas.
• Child recognizes that information is accessible through the use of technology.