Look What We Are Learning!
    Language Arts
    Objectives and/or tasks our Kindergarteners should be able to do by the end of this six weeks: 
    Students are expected to recognize words in familiar messages based on initial sounds and picture clues.
    Sudents are expected to apply concepts about print, letter-sound knowledge, and picture clues to participate in shared reading with increasing accuracy and independence.

    K.1.[B] identify upper- and lower-case letters;

    ☆ BISD students are expected to identify at least 20 uppercase and 20 lower-case letters.

    k.1.[C] demonstrate the one-to-one correspondence between a spoken word and a printed word in text

    K. [E] recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping)

    K.2[B] identify syllables in spoken words

    K.2[C] orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?")

    K.2[D] distinguish orally presented rhyming pairs of words from non-rhyming pairs

    K.2[E] recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball")

    K.3 Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

    [A] identify the common sounds that letters represent

    ☆ BISD students are expected to produce sounds for at least 20 upper-case and 20 lower-case letters.

    [D] identify and read at least 25 high-frequency words from a commonly used list;

    ☆ BISD students are expected to read at least 10 high frequency words designated for  kindergarteners.

    K.18. spell correctly.

    [A] Students are expected to use phonological knowledge to match sounds to letters.

    ☆BISD students are expected to use letter-sound knowledge to hear and record the beginning sound and final sound of familiar words.

    [C] Students are expected to write one's own name.

    ☆ BISD students are expected to spell kindergarten sight words designated for spelling (not reading) accurately in all first draft writing across the contents (math, science, social studies, language arts).

    ☆BISD students are expected to listen to short poems and identify rhyming words.

    K.10.A Reading/Comprehension of Informational

    Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to identify the topic and details in expository text heard or read, referring to the words and/or illustrations.

    K.11.B Reading/Comprehension of Informational

    Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to identify the meaning of specific signs (e.g., traffic signs, warning signs).

    Image of tape dispenser
     Objectives and/or tasks our Kindergarteners should be able to do by the end of this six weeks: 
    Count by ones to 40
    Compare numbers to 10
    Count, write and represent numbers through 20  
    Compare and order numbers to 20
    Identify, discuss, and demonstrate safe and healthy practices as outlines 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 
    Plan and conduct simple descriptive investigations
    Collect data and make observations using simple tools
    Use the senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment
    Use the senses to explore different forms of energy such as light, thermal, and sound.
    Explore interactions between magnets and various materials.
    Observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside 
    Observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, fast and slow.
    Image of Tape Dispenser
    Social Studies
    Use terms, including over, under, near, far, left, and right, to describe relative location
    Locate places on the school campus and describe their relative locations;
     Identify tools that aid in determining location, including maps and globes 
    Identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weather
    Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts
    Express ideas orally based on knowledge and experiences
    Image of Red Bow