Grade 1 TEKS 0819

revised August 2019

Texas Essential Knowledge and Skills for Grade 1

§110.3. English Language Arts and Reading

§111.3. Mathematics

§112.12. Science

§113.12. Social Studies

§114.4. Languages Other Than English

§115.3. Health Education

§116.3. Physical Education

§117.105. Art

§117.106. Music

§117.107. Theatre

§126.6. Technology Applications

§110.3. English Language Arts and Reading, Grade 1, Adopted 2017.

(a) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody

the interconnected nature of listening, speaking, reading, writing, and thinking through the seven

integrated strands of developing and sustaining foundational language skills; comprehension;

response; multiple genres; author's purpose and craft; composition; and inquiry and research. The

strands focus on academic oracy (proficiency in oral expression and comprehension), authentic

reading, and reflective writing to ensure a literate Texas. The strands are integrated and

progressive with students continuing to develop knowledge and skills with increased complexity

and nuance in order to think critically and adapt to the ever-evolving nature of language and

literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are

intended to be integrated for instructional purposes and are recursive in nature. Strands include

the four domains of language (listening, speaking, reading, writing) and their application in order

to accelerate the acquisition of language skills so that students develop high levels of social and

academic language proficiency. Although some strands may require more instructional time, each

strand is of equal value, may be presented in any order, and should be integrated throughout the

year. It is important to note that encoding (spelling) and decoding (reading) are reciprocal skills.

Decoding is internalized when tactile and kinesthetic opportunities (encoding) are provided.

Additionally, students should engage in academic conversations, write, read, and be read to on a

daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures,

nuanced text features, cognitively demanding content, and subtle relationships among ideas

(Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and

knowledge are obtained in each of the seven strands, students will continue to apply earlier

standards with greater depth to increasingly complex texts in multiple genres as they become self-

directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however,

their proficiency in English influences the ability to meet these standards. To demonstrate this

knowledge throughout the stages of English language acquisition, comprehension of text requires

additional scaffolds such as adapted text, translations, native language support, cognates,

summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of

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comprehensible input. ELLs can and should be encouraged to use knowledge of their first

language to enhance vocabulary development; vocabulary needs to be in the context of connected

discourse so that it is meaningful. Strategic use of the student's first language is important to

ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition

with quality content area education in order to ensure that ELLs acquire social and academic

language proficiency in English, learn the knowledge and skills, and reach their full academic

potential. Instruction must be linguistically accommodated in accordance with the English

Language Proficiency Standards (ELPS) and the student's English language proficiency levels to

ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further

understanding of second language acquisition needs, refer to the ELPS and proficiency-level

descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be

maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and

proficient speakers in science, social studies, mathematics, fine arts, language arts and reading,

and career and technical education, they must have multiple opportunities to practice and apply

the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and

thinking--oral language. The student develops oral language through listening, speaking, and

discussion. The student is expected to:

(A) listen actively, ask relevant questions to clarify information, and answer questions using

multi-word responses;

(B) follow, restate, and give oral instructions that involve a short, related sequence of actions;

appropriate pace and using the conventions of language;

(D) work collaboratively with others by following agreed-upon rules for discussion, including

listening to others, speaking when recognized, and making appropriate contributions; and

(E) develop social communication such as introducing himself/herself and others, relating

experiences to a classmate, and expressing needs and feelings.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--beginning reading and writing. The student develops word structure knowledge through

phonological awareness, print concepts, phonics, and morphology to communicate, decode, and

spell. The student is expected to:

(A) demonstrate phonological awareness by:

(i) producing a series of rhyming words;

(ii) recognizing spoken alliteration or groups of words that begin with the same

spoken onset or initial sound;

(iii) distinguishing between long and short vowel sounds in one-syllable words;

(iv) recognizing the change in spoken word when a specified phoneme is added,

changed, or removed;

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(v) blending spoken phonemes to form one-syllable words, including initial and/or

final consonant blends;

(vi) manipulating phonemes within base words; and

(vii) segmenting spoken one-syllable words of three to five phonemes into individual

phonemes, including words with initial and/or final consonant blends;

(B) demonstrate and apply phonetic knowledge by:

(i) decoding words in isolation and in context by applying common letter sound

correspondences;

(ii) decoding words with initial and final consonant blends, digraphs, and trigraphs;

(iii) decoding words with closed syllables; open syllables; VCe syllables; vowel

teams, including vowel digraphs and diphthongs; and r-controlled syllables;

(iv) using knowledge of base words to decode common compound words and

contractions;

(v) decoding words with inflectional endings, including -ed, -s, and -es; and

(vi) identifying and reading at least 100 high-frequency words from a research-based

list;

(i) spelling words with closed syllables, open syllables, VCe syllables, vowel teams,

and r-controlled syllables;

(ii) spelling words with initial and final consonant blends, digraphs, and trigraphs;

(iii) spelling words using sound-spelling patterns; and

(iv) spelling high-frequency words from a research-based list;

(D) demonstrate print awareness by identifying the information that different parts of a book

provide;

(E) alphabetize a series of words to the first or second letter and use a dictionary to find

words; and

(F) develop handwriting by printing words, sentences, and answers legibly leaving

appropriate spaces between words.

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is

expected to:

(A) use a resource such as a picture dictionary or digital resource to find words;

(B) use illustrations and texts the student is able to read or hear to learn or clarify word

meanings;

(D) identify and use words that name actions, directions, positions, sequences, categories, and

locations.

(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--fluency. The student reads grade-level text with fluency and comprehension. The

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student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-

level text.

(5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--self-sustained reading. The student reads grade-appropriate texts independently. The

student is expected to self-select text and interact independently with text for increasing periods

of time.

(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly

complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts with adult assistance;

(B) generate questions about text before, during, and after reading to deepen understanding

and gain information with adult assistance;

structures with adult assistance;

(D) create mental images to deepen understanding with adult assistance;

(E) make connections to personal experiences, ideas in other texts, and society with adult

assistance;

(F) make inferences and use evidence to support understanding with adult assistance;

(G) evaluate details to determine what is most important with adult assistance;

(H) synthesize information to create new understanding with adult assistance; and

(I) monitor comprehension and make adjustments such as re-reading, using background

knowledge, checking for visual cues, and asking questions when understanding breaks

down.

(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The

student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

The student is expected to:

(A) describe personal connections to a variety of sources;

(B) write brief comments on literary or informational texts;

(D) retell texts in ways that maintain meaning;

(E) interact with sources in meaningful ways such as illustrating or writing; and

(F) respond using newly acquired vocabulary as appropriate.

(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary

elements. The student recognizes and analyzes literary elements within and across increasingly

complex traditional, contemporary, classical, and diverse literary texts. The student is expected

to:

(A) discuss topics and determine theme using text evidence with adult assistance;

(B) describe the main character(s) and the reason(s) for their actions;

texts read aloud and independently; and

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(D) describe the setting.

(9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes

within and across increasingly complex traditional, contemporary, classical, and diverse texts.

The student is expected to:

(A) demonstrate knowledge of distinguishing characteristics of well-known children's

literature such as folktales, fables, fairy tales, and nursery rhymes;

(B) discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;

(D) recognize characteristics and structures of informational text, including:

(i) the central idea and supporting evidence with adult assistance;

(ii) features and simple graphics to locate or gain information; and

(iii) organizational patterns such as chronological order and description with adult

assistance;

(E) recognize characteristics of persuasive text with adult assistance and state what the author

is trying to persuade the reader to think or do; and

(F) recognize characteristics of multimodal and digital texts.

(10) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple

texts. The student uses critical inquiry to analyze the authors' choices and how they influence and

communicate meaning within a variety of texts. The student analyzes and applies author's craft

purposefully in order to develop his or her own products and performances. The student is

expected to:

(A) discuss the author's purpose for writing text;

(B) discuss how the use of text structure contributes to the author's purpose;

specific purposes;

(D) discuss how the author uses words that help the reader visualize; and

(E) listen to and experience first- and third-person texts.

(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing

process. The student uses the writing process recursively to compose multiple texts that are

legible and uses appropriate conventions. The student is expected to:

(A) plan a first draft by generating ideas for writing such as by drawing and brainstorming;

(B) develop drafts in oral, pictorial, or written form by:

(i) organizing with structure; and

(ii) developing an idea with specific and relevant details;

(D) edit drafts using standard English conventions, including:

(i) complete sentences with subject-verb agreement;

(ii) past and present verb tense;

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(iii) singular, plural, common, and proper nouns;

(iv) adjectives, including articles;

(v) adverbs that convey time;

(vi) prepositions;

(vii) pronouns, including subjective, objective, and possessive cases;

(viii) capitalization for the beginning of sentences and the pronoun "I";

(ix) punctuation marks at the end of declarative, exclamatory, and interrogative

sentences; and

(x) correct spelling of words with grade-appropriate orthographic patterns and rules

and high-frequency words with adult assistance; and

(E) publish and share writing.

(12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The

student uses genre characteristics and craft to compose multiple texts that are meaningful. The

student is expected to:

(A) dictate or compose literary texts, including personal narratives and poetry;

(B) dictate or compose informational texts, including procedural texts; and

(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The

student engages in both short-term and sustained recursive inquiry processes for a variety of

purposes. The student is expected to:

(A) generate questions for formal and informal inquiry with adult assistance;

(B) develop and follow a research plan with adult assistance;

assistance;

(D) demonstrate understanding of information gathered with adult assistance; and

(E) use an appropriate mode of delivery, whether written, oral, or multimodal, to present

results.

§111.3. Mathematics, Grade 1, Adopted 2012.

(a) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential

knowledge and skills for mathematics, guided by the college and career readiness standards. By

embedding statistics, probability, and finance, while focusing on computational thinking,

mathematical fluency, and solid understanding, Texas will lead the way in mathematics education

and prepare all Texas students for the challenges they will face in the 21st century.

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(2) The process standards describe ways in which students are expected to engage in the content. The

placement of the process standards at the beginning of the knowledge and skills listed for each

grade and course is intentional. The process standards weave the other knowledge and skills

together so that students may be successful problem solvers and use mathematics efficiently and

effectively in daily life. The process standards are integrated at every grade level and course.

When possible, students will apply mathematics to problems arising in everyday life, society, and

the workplace. Students will use a problem-solving model that incorporates analyzing given

information, formulating a plan or strategy, determining a solution, justifying the solution, and

evaluating the problem-solving process and the reasonableness of the solution. Students will

select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and

technology and techniques such as mental math, estimation, number sense, and generalization and

abstraction to solve problems. Students will effectively communicate mathematical ideas,

reasoning, and their implications using multiple representations such as symbols, diagrams,

graphs, computer programs, and language. Students will use mathematical relationships to

generate solutions and make connections and predictions. Students will analyze mathematical

relationships to connect and communicate mathematical ideas. Students will display, explain, or

justify mathematical ideas and arguments using precise mathematical language in written or oral

communication.

(3) For students to become fluent in mathematics, students must develop a robust sense of number.

The National Research Council's report, "Adding It Up," defines procedural fluency as "skill in

carrying out procedures flexibly, accurately, efficiently, and appropriately." As students develop

procedural fluency, they must also realize that true problem solving may take time, effort, and

perseverance. Students in Grade 1 are expected to perform their work without the use of

calculators.

(4) The primary focal areas in Grade 1 are understanding and applying place value, solving problems

involving addition and subtraction, and composing and decomposing two-dimensional shapes and

three-dimensional solids.

(A) Students use relationships within the numeration system to understand the sequential

order of the counting numbers and their relative magnitude.

(B) Students extend their use of addition and subtraction beyond the actions of joining and

separating to include comparing and combining. Students use properties of operations

and the relationship between addition and subtraction to solve problems. By comparing a

variety of solution strategies, students use efficient, accurate, and generalizable methods

to perform operations.

construct more complex shapes. Students are able to identify, name, and describe basic

two-dimensional shapes and three-dimensional solids.

(5) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

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(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating

a plan or strategy, determining a solution, justifying the solution, and evaluating the

problem-solving process and the reasonableness of the solution;

appropriate, and techniques, including mental math, estimation, and number sense as

appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise

mathematical language in written or oral communication.

(2) Number and operations. The student applies mathematical process standards to represent and

compare whole numbers, the relative position and magnitude of whole numbers, and relationships

within the numeration system related to place value. The student is expected to:

(A) recognize instantly the quantity of structured arrangements;

(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more

than one way as so many hundreds, so many tens, and so many ones;

(D) generate a number that is greater than or less than a given whole number up to 120;

(E) use place value to compare whole numbers up to 120 using comparative language;

(F) order whole numbers up to 120 using place value and open number lines; and

(G) represent the comparison of two numbers to 100 using the symbols >, <, or =.

(3) Number and operations. The student applies mathematical process standards to develop and use

strategies for whole number addition and subtraction computations in order to solve problems.

The student is expected to:

(A) use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit

number in problems up to 99;

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(B) use objects and pictorial models to solve word problems involving joining, separating,

and comparing sets within 20 and unknowns as any one of the terms in the problem such

as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3;

(D) apply basic fact strategies to add and subtract within 20, including making 10 and

decomposing a number leading to a 10;

(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken

words, objects, pictorial models, and number sentences; and

(F) generate and solve problem situations when given a number sentence involving addition

or subtraction of numbers within 20.

(4) Number and operations. The student applies mathematical process standards to identify coins,

their values, and the relationships among them in order to recognize the need for monetary

transactions. The student is expected to:

(A) identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe

the relationships among them;

(B) write a number with the cent symbol to describe the value of a coin; and

of pennies, nickels, and/or dimes.

(5) Algebraic reasoning. The student applies mathematical process standards to identify and apply

number patterns within properties of numbers and operations in order to describe relationships.

The student is expected to:

(A) recite numbers forward and backward from any given number between 1 and 120;

(B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a

set;

number up to 120;

(D) represent word problems involving addition and subtraction of whole numbers up to 20

using concrete and pictorial models and number sentences;

(E) understand that the equal sign represents a relationship where expressions on each side of

the equal sign represent the same value(s);

(F) determine the unknown whole number in an addition or subtraction equation when the

unknown may be any one of the three or four terms in the equation; and

(G) apply properties of operations to add and subtract two or three numbers.

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(6) Geometry and measurement. The student applies mathematical process standards to analyze

attributes of two-dimensional shapes and three-dimensional solids to develop generalizations

about their properties. The student is expected to:

(A) classify and sort regular and irregular two-dimensional shapes based on attributes using

informal geometric language;

(B) distinguish between attributes that define a two-dimensional or three-dimensional figure

and attributes that do not define the shape;

special rectangles, rhombuses, and hexagons;

(D) identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as

special rectangles, rhombuses, and hexagons and describe their attributes using formal

geometric language;

(E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms

(including cubes), and triangular prisms, and describe their attributes using formal

geometric language;

(F) compose two-dimensional shapes by joining two, three, or four figures to produce a

target shape in more than one way if possible;

(G) partition two-dimensional figures into two and four fair shares or equal parts and describe

the parts using words; and

(H) identify examples and non-examples of halves and fourths.

(7) Geometry and measurement. The student applies mathematical process standards to select and

use units to describe length and time. The student is expected to:

(A) use measuring tools to measure the length of objects to reinforce the continuous nature of

linear measurement;

(B) 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;

and why the measurements differ;

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

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

(8) 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:

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(A) collect, sort, and organize data in up to three categories using models/representations

such as tally marks or T-charts;

(B) use data to create picture and bar-type graphs; and

bar-type graphs.

(9) Personal financial literacy. The student applies mathematical process standards to manage one's

financial resources effectively for lifetime financial security. The student is expected to:

(A) define money earned as income;

(B) identify income as a means of obtaining goods and services, oftentimes making choices

between wants and needs;

(D) consider charitable giving.

§112.12. Science, Grade 1, Adopted 2017.

(a) Introduction.

(1) In Grade 1, students observe and describe the natural world using their senses. Students do

science as inquiry in order to develop and enrich their abilities to understand the world around

them in the context of scientific concepts and processes. Students develop vocabulary through

their experiences investigating properties of common objects, earth materials, and organisms.

(A) A central theme in first grade science is active engagement in asking questions, creating a

method to answer those questions, answering those questions, communicating ideas, and

exploring with scientific tools in order to explain scientific concepts and processes like

scientific investigation and reasoning; matter and energy; force, motion, and energy;

Earth and space; and organisms and environment. Scientific investigation and reasoning

involves practicing safe procedures, asking questions about the natural world, and

seeking answers to those questions through simple observations used in descriptive

investigations.

(B) Matter is described in terms of its physical properties, including relative size, weight,

shape, color, and texture. The importance of light, thermal, and sound energy is identified

as it relates to the students' everyday life. The location and motion of objects are

explored.

patterns in the weather. In addition, patterns are observed in the appearance of objects in

the sky.

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(D) In life science, students recognize the interdependence of organisms in the natural world.

They understand that all organisms have basic needs that can be satisfied through

interactions with living and nonliving things. Students will investigate life cycles of

animals and identify likenesses between parents and offspring.

(2) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct

testable explanations and predictions of natural phenomena, as well as the knowledge generated

through this process."

(3) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend

disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(4) The study of elementary science includes planning and safely implementing classroom and

outdoor investigations using scientific processes, including inquiry methods, analyzing

information, making informed decisions, and using tools to collect and record information, while

addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.

Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of

instructional time.

(5) Statements containing the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations

following home and school safety procedures and uses environmentally appropriate and

responsible practices. The student is expected to:

(A) identify, discuss, and demonstrate safe and healthy practices as outlined in Texas

Education agency-approved safety standards during classroom and outdoor

investigations, including wearing safety goggles or chemical splash goggles, as

appropriate, washing hands, and using materials appropriately; and

(B) identify and learn how to use natural resources and materials, including conservation and

reuse or recycling of paper, plastic, and metals.

(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek

answers in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world;

(B) plan and conduct simple descriptive investigations;

(D) record and organize data using pictures, numbers, and words; and

(E) communicate observations and provide reasons for explanations using student-generated

data from simple descriptive investigations.

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(3) Scientific investigation and reasoning. The student knows that information and critical thinking

are used in scientific problem solving. The student is expected to:

(A) identify and explain a problem and propose a solution;

(B) make predictions based on observable patterns; and

(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to

investigate the natural world. The student is expected to:

(A) collect, record, and compare information using tools, including computers, hand lenses,

primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles or

chemical splash goggles, as appropriate; timing devices; non-standard measuring items;

weather instruments such as demonstration thermometers and wind socks; and materials

to support observations of habitats of organisms such as aquariums and terrariums; and

(B) measure and compare organisms and objects using non-standard units.

(5) Matter and energy. The student knows that objects have properties and patterns. The student is

expected to:

(A) classify objects by observable properties such as larger and smaller, heavier and lighter,

shape, color, and texture;

(B) predict and identify changes in materials caused by heating and cooling; and

(6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a

part of everyday life. The student is expected to:

(A) identify and discuss how different forms of energy such as light, thermal, and sound are

important to everyday life;

(B) predict and describe how a magnet can be used to push or pull an object; and

up and down, back and forth, round and round, and fast and slow.

(7) Earth and space. The student knows that the natural world includes rocks, soil, and water that can

be observed in cycles, patterns, and systems. The student is expected to:

(A) observe, compare, describe, and sort components of soil by size, texture, and color;

(B) identify and describe a variety of natural sources of water, including streams, lakes, and

oceans; and

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(8) Earth and space. The student knows that the natural world includes the air around us and objects

in the sky. The student is expected to:

(A) record weather information, including relative temperature such as hot or cold, clear or

cloudy, calm or windy, and rainy or icy;

(B) observe and record changes in the appearance of objects in the sky such as the Moon and

stars, including the Sun;

(D) demonstrate that air is all around us and observe that wind is moving air.

(9) Organisms and environments. The student knows that the living environment is composed of

relationships between organisms and the life cycles that occur. The student is expected to:

(A) sort and classify living and nonliving things based upon whether they have basic needs

and produce offspring;

(B) analyze and record examples of interdependence found in various situations such as

terrariums and aquariums or pet and caregiver; and

through food chains or animals using plants for shelter.

(10) Organisms and environments. The student knows that organisms resemble their parents and have

structures and processes that help them survive within their environments. The student is

expected to:

(A) investigate how the external characteristics of an animal are related to where it lives, how

it moves, and what it eats;

(B) identify and compare the parts of plants;

(D) observe and record life cycles of animals such as a chicken, frog, or fish.

§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.

(a) Introduction.

(1) In Grade 1, students study their relationship to the classroom, school, and community to establish

the foundation for responsible citizenship in society. Students develop concepts of time and

chronology by distinguishing among past, present, and future events. Students identify anthems

and mottoes of the United States and Texas. Students create simple maps to identify the location

of places in the classroom, school, and community. Students explore the concepts of goods and

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services and the value of work. Students identify individuals 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. Students practice

problem-solving, decision-making, and independent-thinking skills.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material

is encouraged. Motivating resources are 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 social studies skills strand 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. Statements that contain the word "including" reference content that must be

mastered, while those containing the phrase "such as" are intended as possible illustrative

examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course

and understand that this system may also be referenced as capitalism or the free market system.

(5) 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 (TEC),

§28.002(h).

(6) Students understand that a constitutional republic is a representative form of government whose

representatives derive their authority from the consent of the governed, serve for an established

tenure, and are sworn to uphold the constitution.

(7) Students must demonstrate learning performance related to any federal and state mandates

regarding classroom instruction. Although Grade 1 is not required to participate in Celebrate

Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent

learning. As a result, Grade 1 Texas essential knowledge and skills include standards related to

this patriotic observance.

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal

governments have either met or failed to meet the ideals espoused in the founding documents.

(b) Knowledge and skills.

(1) History. The student understands the origins of customs, holidays, and celebrations. The student

is expected to:

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(A) describe the origins of customs, holidays, and celebrations of the community, state, and

nation such as San Jacinto Day, Independence Day, and Veterans Day; and

(B) compare the observance of holidays and celebrations, past and present.

(2) History. The student understands how historical figures, patriots, and good citizens helped shape

the community, state, and nation. The student is expected to:

(A) identify contributions of historical figures, including Sam Houston, George Washington,

Abraham Lincoln, and Martin Luther King Jr., who have influenced the community,

state, and nation;

(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett

Morgan, and Richard Allen, and other individuals who have exhibited individualism and

inventiveness; and

figures and other individuals who have influenced the community, state, and nation.

(3) History. The student understands the concepts of time and chronology. The student is expected to:

(A) distinguish among past, present, and future;

(B) describe and measure calendar time by days, weeks, months, and years; and

(4) Geography. The student understands the relative location of places. The student is expected to:

(A) locate places using the four cardinal directions; and

(B) describe the location of self and objects relative to other locations in the classroom and

school.

(5) Geography. The student understands the purpose of maps and globes. The student is expected to:

(A) create and use simple maps such as maps of the home, classroom, school, and

community; and

(B) locate the community, Texas, and the United States on maps and globes.

(6) Geography. The student understands various physical and human characteristics. The student is

expected to:

(A) identify and describe the physical characteristics of place such as landforms, bodies of

water, natural resources, and weather;

(B) identify examples of and uses for natural resources in the community, state, and nation;

and

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food, and activities are based upon geographic location.

(7) Economics. The student understands how families meet basic human needs. The student is

expected to:

(A) describe ways that families meet basic human needs; and

(B) describe similarities and differences in ways families meet basic human needs.

(8) Economics. The student understands the concepts of goods and services. The student is expected

to:

(A) identify examples of goods and services in the home, school, and community;

(B) identify ways people exchange goods and services; and

(9) Economics. The student understands the condition of not being able to have all the goods and

services one wants. The student is expected to:

(A) identify examples of people wanting more than they can have;

(B) explain why wanting more than they can have requires that people make choices; and

(10) Economics. The student understands the value of work. The student is expected to:

(A) describe the components of various jobs and the characteristics of a job well performed;

and

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

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

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

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

(12) Government. The student understands the role of authority figures, public officials, and citizens.

The student is expected to:

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

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

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(13) Citizenship. The student understands characteristics of good citizenship as exemplified by

historical figures and other individuals. The student is expected to:

(A) 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;

(B) identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor

Roosevelt who have exemplified good citizenship; and

(14) Citizenship. The student understands important symbols, customs, and celebrations that represent

American beliefs and principles and contribute to our national identity. The student is expected

to:

(A) explain state and national patriotic symbols, including the United States and Texas flags,

the Liberty Bell, the Statue of Liberty, and the Alamo;

(B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and

the Pledge to the Texas Flag;

(D) explain and practice voting as a way of making choices and decisions;

(E) explain how patriotic customs and celebrations reflect American individualism and

freedom; and

(F) identify Constitution Day as a celebration of American freedom.

(15) Culture. The student understands the importance of family and community beliefs, customs,

language, and traditions. The student is expected to:

(A) describe and explain the importance of various beliefs, customs, language, and traditions

of families and communities; and

(B) explain the way folktales and legends such as Aesop's fables reflect beliefs, customs,

language, and traditions of communities.

(16) Science, technology, and society. The student understands how technology affects daily life, past

and present. The student is expected to:

(A) describe how technology changes the ways families live;

(B) describe how technology changes communication, transportation, and recreation; and

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(17) Social studies skills. The student applies critical-thinking skills to organize and use information

acquired from a variety of valid sources, including electronic technology. The student is expected

to:

(A) obtain information about a topic using a variety of valid oral sources such as

conversations, interviews, and music;

(B) obtain information about a topic using a variety of valid visual sources such as pictures,

symbols, electronic media, maps, literature, and artifacts; and

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is

expected to:

(A) express ideas orally based on knowledge and experiences; and

(B) create and interpret visual and written material.

(19) Social studies skills. The student uses problem-solving and decision-making skills, working

independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider

options, consider advantages and disadvantages, choose and implement a solution, and

evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather

information, generate options, predict outcomes, take action to implement a decision, and

reflect on the effectiveness of that decision.

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§114.4. Languages Other Than English, Elementary, Adopted 2014.

(a) According to the National Standards for Foreign Language Learning, advanced level language proficiency is

necessary for college and career readiness. To that end, students should have uninterrupted, consistent access to

early standards-based learning experiences in languages other than English. School districts are strongly

encouraged to offer languages other than English in the elementary grades in immersion or Foreign Language in

Elementary Schools (FLES) settings with consistent and frequent exposure. For districts that offer languages in

elementary school, the expected student outcomes are the same as those designated at levels I-IV in Subchapter C

of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than English).

(b) Districts may offer a level of a language in a variety of scheduling arrangements that may extend or reduce

the traditional schedule when careful consideration is given to the instructional time available on a campus and

the language ability, access to programs, and motivation of students.

§115.3. Health Education, Grade 1.

(a) Introduction.

(1) In health education, students acquire the health information and skills necessary to become

healthy adults and learn about behaviors in which they should and should not participate. To

achieve that goal, students will understand the following: students should first seek guidance in

the area of health from their parents; personal behaviors can increase or reduce health risks

throughout the lifespan; health is influenced by a variety of factors; students can recognize and

utilize health information and products; and personal/interpersonal skills are needed to promote

individual, family, and community health.

(2) In Grade 1, students learn more about their bodies and how to care for themselves. Students also

begin to learn that relationships exist between behaviors and health, and that there are community

helpers such as nurses and doctors who help them stay healthy. In Grade 1, students also learn

skills to help them make friends, resolve conflicts, and solve problems.

(b) Knowledge and skills.

(1) Health behaviors. The student understands that personal health decisions and behaviors affect

health throughout the life span. The student is expected to:

(A) describe and practice activities that enhance individual health such as enough sleep,

nutrition, and exercise; and

(B) describe activities that are provided by health care professionals such as medical check-

up and dental exams.

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(2) Health behaviors. The student understands that safe, unsafe, and/or harmful behaviors result in

positive and negative consequences throughout the life span. The student is expected to:

(A) identify and use protective equipment to prevent injury;

(B) name safe play environments;

(D) identify ways to avoid weapons and drugs or harming oneself or another person by

staying away from dangerous situations and reporting to an adult;

(E) identify safety rules that help to prevent poisoning;

(F) identify and describe safe bicycle skills;

(G) identify and practice safety rules during play; and

(H) identify how to get help from a parent and/or trusted adult when made to feel

uncomfortable or unsafe by another person/adult.

(3) Health behaviors. The student demonstrates basic critical-thinking, decision-making, goal setting,

and problem-solving skills for making health-promoting decisions. The student is expected to:

(A) explain ways to seek the help of parents/guardians and other trusted adults in making

decisions and solving problems;

(B) describe how decisions can be reached and problems can be solved; and

(4) Health information. The student understands the basic structure and functions of the human body

and how they relate to personal health throughout the life span. The student is expected to:

(A) identify and demonstrate use of the five senses;

(B) identify major body structures and organs and describes their basic functions; and

(5) Health information. The student recognizes health information. The student is expected to:

(A) identify people who can provide helpful health information such as parents, teachers,

nurses, and physicians; and

(B) list ways health information can be used such as knowing how to brush teeth properly.

(6) Health information. The student recognizes the influence of media and technology on health

behaviors. The student is expected to:

(A) identify examples of health information provided by various media; and

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(B) cite examples of how media and technology can affect behaviors such as television,

computers, and video games.

(7) Influencing factors. The student understands the difference between sickness and health in people

of all ages. The student is expected to:

(A) name types of germs that cause illness and disease;

(B) identify common illnesses and diseases and their symptoms; and

(8) Influencing factors. The student understands factors that influence the health of an individual.

The student is expected to:

(A) name various members of his/her family who help them to promote and practice health

habits; and

(B) describe ways in which a person's health may be affected by weather and pollution.

(9) Personal/interpersonal skills. The student knows healthy and appropriate ways to communicate

consideration and respect for self, family, friends, and others. The student is expected to:

(A) demonstrate respectful communication;

(B) list unique ways that individuals use to communicate such as using body language and

gestures;

(D) describe and practice techniques of self-control such as thinking before acting;

(E) list ways of actively discouraging bullying; and

(F) practice refusal skills and replacement behaviors to avoid and resolve conflicts.

(10) Personal/interpersonal skills. The student comprehends the skills necessary for building and

maintaining healthy relationships. The student is expected to:

(A) describe ways to build and maintain friendships; and

(B) practice refusal skills to avoid and resolve conflicts.

(11) Personal/interpersonal skills. The student understands that bullying behaviors result in negative

consequences throughout the life span. The student is expected to:

(A) demonstrate how to get help from a teacher, parent, or trusted adult when made to feel

bullied, uncomfortable, or unsafe by a peer or an adult; and

(B) describe negative consequences for both the victim and the bully.

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§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.

(b) Knowledge and skills.

(1) Movement. The student demonstrates competency in fundamental movement patterns and

proficiency in a few specialized movement forms. The student is expected to:

(A) demonstrate an awareness of personal and general space while moving at different

directions and levels such as high, medium, and low;

(B) demonstrate proper foot patterns in hopping, jumping, skipping, leaping, galloping, and

sliding;

(D) demonstrate the ability to work with a partner such as leading and following;

(E) clap in time to a simple rhythmic beat;

(F) create and imitate movement in response to selected rhythms;

(G) jump a long rope; and

(H) demonstrate on cue key elements in overhand throw, underhand throw, and catch.

(2) Movement. The student applies movement concepts and principles to the learning and

development of motor skills. The student is expected to:

(A) recognize that motor skill development requires correct practice; and

(B) demonstrate a base of support and explain how it affects balance.

(3) Physical activity and health. The student exhibits a health-enhancing, physically-active lifestyle

that improves health and provides opportunities for enjoyment and challenge. The student is

expected to:

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(A) describe and select physical activities that provide opportunities for enjoyment and

challenge;

(B) participate in moderate to vigorous physical activities on a daily basis that cause

increased heart rate, breathing rate, and perspiration;

(D) lift and support his/her own weight in selected activities that develop muscular strength

and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping,

and jumping.

(4) Physical activity and health. The student knows the benefits from being involved in daily physical

activity and factors that affect physical performance. The student is expected to:

(A) distinguish between active and inactive lifestyles;

(B) describe the location and function of the heart;

(D) describe food as a source of energy; and

(E) explain the negative effects of smoking, lack of sleep, and poor dietary habits on physical

performance and on the body.

(5) Physical activity and health. The student knows and applies safety practices associated with

physical activities. The student is expected to:

(A) use equipment and space safely and properly;

(B) describe the importance of protective equipment in preventing injury such as helmets,

elbow/knee pads, wrist guards, proper shoes, and clothing;

(D) list water safety rules and demonstrate simple extension rescue; and

(E) describe and demonstrate appropriate reactions to emergency situations common to

physical activity settings such as universal safety precautions, and calling 911.

(6) Social development. The student understands basic components such as strategies and rules of

structured physical activities including, but not limited to, games, sports, dance, and gymnastics.

The student is expected to:

(A) demonstrate starting and stopping signals; and

(B) explain boundaries and rules for simple games.

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(7) Social development. The student develops positive self-management and social skills needed to

work independently and with others in physical activity settings. The student is expected to:

(A) follow directions and apply safe movement practices;

(B) interact, cooperate, and respect others; and

help.

§117.105. Art, Grade 1, Adopted 2013.

(a) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique

experiences and empower students to explore realities, relationships, and ideas. These disciplines

engage and motivate all students through active learning, critical thinking, and innovative

problem solving. The fine arts develop cognitive functioning and increase student academic

achievement, higher-order thinking, communication, and collaboration skills, making the fine arts

applicable to college readiness, career opportunities, workplace environments, social skills, and

everyday life. Students develop aesthetic and cultural awareness through exploration, leading to

creative expression. Creativity, encouraged through the study of the fine arts, is essential to

nurture and develop the whole child.

(2) Four basic strands--foundations: observation and perception; creative expression; historical and

cultural relevance; and critical evaluation and response--provide broad, unifying structures for

organizing the knowledge and skills students are expected to acquire. Each strand is of equal

value and may be presented in any order throughout the year. Students rely on personal

observations and perceptions, which are developed through increasing visual literacy and

sensitivity to surroundings, communities, memories, imaginings, and life experiences, as sources

for thinking about, planning, and creating original artworks. Students communicate their thoughts

and ideas with innovation and creativity. Through art, students challenge their imaginations,

foster critical thinking, collaborate with others, and build reflective skills. While exercising

meaningful problem-solving skills, students develop the lifelong ability to make informed

judgments.

(3) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual literacy skills

using critical thinking, imagination, and the senses to observe and explore the world by learning,

understanding, and applying the elements of art and principles of design. The student uses what

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the student sees, knows, and has experienced as sources for examining, understanding, and

creating artworks. The student is expected to:

(A) identify similarities, differences, and variations among subjects in the environment using

the senses; and

(B) identify the elements of art, including line, shape, color, texture, and form, and the

principles of design, including emphasis, repetition/pattern, and balance, in nature and

human-made environments.

(2) Creative expression. The student communicates ideas through original artworks using a variety of

media with appropriate skills. The student expresses thoughts and ideas creatively while

challenging the imagination, fostering reflective thinking, and developing disciplined effort and

progressive problem-solving skills. The student is expected to:

(A) invent images that combine a variety of lines, shapes, colors, textures, and forms;

(B) place components in orderly arrangements to create designs; and

drawings, paintings, prints, constructions, and sculptures, including modeled forms.

(3) Historical and cultural relevance. The student demonstrates an understanding of art history and

culture by analyzing artistic styles, historical periods, and a variety of cultures. The student

develops global awareness and respect for the traditions and contributions of diverse cultures. The

student is expected to:

(A) identify simple ideas expressed in artworks through different media;

(B) demonstrate an understanding that art is created globally by all people throughout time;

(D) relate visual art concepts to other disciplines.

(4) Critical evaluation and response. The student responds to and analyzes artworks of self and

others, contributing to the development of lifelong skills of making informed judgments and

reasoned evaluations. The student is expected to:

(A) explain ideas about personal artworks;

(B) identify ideas found in collections such as real or virtual art museums, galleries,

portfolios, or exhibitions using original artworks created by artists or peers; and

or portfolios for the purposes of self-evaluations or exhibitions.

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§117.106. Music, Grade 1, Adopted 2013.