Stories and Telling through Time and Cultures

Esta unidad puede abordar los siguientes TEKS.

111.3, Mathematics, Grade 1

111.3(b)(9)

Comprensión de finanzas personales. El estudiante aplica los estándares de procesos matemáticos para manejar eficazmente sus propios recursos financieros para lograr una seguridad financiera de por vida.

113.12, Social Studies, Grade 1

113.12(b)(1)

Historia. El estudiante entiende el origen de las costumbres, de los días festivos y las celebraciones.

113.12(b)(3)

Historia. El estudiante entiende los conceptos de tiempo y cronología

113.12(b)(6)

Geografía. El estudiante entiende varias características físicas y humanas.

113.12(b)(15)

Cultura. El estudiante entiende la importancia de las creencias, las costumbres el idioma y las tradiciones de las familias y la comunidad.

113.12(b)(17)

Destrezas de los estudios sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.

113.12(b)(18)

Destrezas de los estudios sociales. El estudiante se comunica en forma oral, visual y escrita.

113.12(b)(19)

Destrezas de los estudios sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

112.12, Science, Grade 1

112.12(b)(8)

La Tierra y el espacio. El estudiante entiende que la naturaleza incluye el aire que nos rodea y los objetos en el cielo.

126.6, Technology Applications, Kindergarten-Grade 2

126.6(b)(1)

Creatividad e innovación. Usa pensamiento creativo y procesos de innovación para construir conocimiento y desarrollar productos digitales.

126.6(b)(2)

Comunicación y colaboración. Colabora y se comunica tanto local como globalmente usando herramientas y recursos digitales para reforzar y promover su aprendizaje.

126.6(b)(3)

Fluidez de investigación e información. El estudiante adquiere y evalua contenido digital.

126.6(b)(4)

Pensamiento crítico, resolución de problemas y toma de decisiones. El estudiante aplica destrezas de pensamiento crítico para resolver problemas, guiar una investigación y evaluar proyectos usando herramientas y recursos digitales.

126.6(b)(5)

Civismo digital. El estudiante se comporta de manera segura, responsable, legal y ética al usar herramientas y recursos digitales.

126.6(b)(6)

Operaciones y conceptos de tecnología. Demuestra conocimiento y uso apropiado de los sistemas tecnológicos, conceptos y operaciones.

128.3., Spanish Language Arts and Reading, Grade 1, Adopted 2017

128.3(b)(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.

128.3(b)(6)(C)

make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;

128.3(b)(1)(E)

develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

128.3(b)(6)(H)

synthesize information to create new understanding with adult assistance

128.3(b)(7)(E)

interact with sources in meaningful ways such as illustrating or writing

128.3(b)(7)(F)

respond using newly acquired vocabulary as appropriate.

128.3(b)(7)(C)

use text evidence to support an appropriate response;

128.3(b)(8)(D)

describe the setting.

128.3(b)(9)(F)

recognize characteristics of multimodal and digital texts.

128.3(b)(9)(D)

recognize characteristics and structures of informational text, including:

128.3(b)(9)(A)

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

128.3(b)(10)(E)

listen to and experience first- and third-person texts.

128.3(b)(10)(B)

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

128.3(b)(10)(C)

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

128.3(b)(11)(B)(ii)

developing an idea with specific and relevant details;

128.3(b)(13)(B)

develop and follow a research plan with adult assistance;

128.3(b)(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 student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

128.3(b)(3)

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

128.3(b)(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.

128.3(b)(10)(D)

discuss how the author uses words that help the reader visualize

128.3(b)(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.

128.3(b)(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.

128.3(b)(10)(A)

discuss the author's purpose for writing text;

128.3(b)(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.

128.3(b)(11)(D)(vii)

pronouns, including the use of personal and possessive pronouns, and the difference in the use of formal pronoun usted and informal pronoun tú;

128.3(b)(11)(D)(vi)

prepositions;

128.3(b)(11)(D)(ii)

past and present verb tense, including the difference between ser and estar;

128.3(b)(11)(D)(iii)

singular, plural, common, and proper nouns, including gender-specific articles;

128.3(b)(11)(D)(iv)

adjectives, including articles;

128.3(b)(11)(D)(v)

adverbs that convey time;

128.3(b)(12)(A)

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

128.3(b)(12)(B)

dictate or compose informational texts, including procedural texts

128.3(b)(13)(E)

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

128.3(b)(13)(D)

demonstrate understanding of information gathered with adult assistance

128.3(b)(13)(A)

generate questions for formal and informal inquiry with adult assistance;

128.3(b)(13)(C)

identify and gather relevant sources and information to answer the questions with adult assistance;

128.3(b)(1)(D)

work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

128.3(b)(1)(B)

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

128.3(b)(1)(A)

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

128.3(b)(1)(C)

share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

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

110.3(b)(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.

110.3(b)(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.

110.3(b)(1)(E)

develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

110.3(b)(6)(H)

synthesize information to create new understanding with adult assistance

110.3(b)(7)(C)

use text evidence to support an appropriate response;

110.3(b)(7)(E)

interact with sources in meaningful ways such as illustrating or writing

110.3(b)(7)(F)

respond using newly acquired vocabulary as appropriate.

110.3(b)(8)(D)

describe the setting.

110.3(b)(9)(A)

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

110.3(b)(9)(D)

recognize characteristics and structures of informational text, including:

110.3(b)(9)(F)

recognize characteristics of multimodal and digital texts.

110.3(b)(10)(B)

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

110.3(b)(10)(C)

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

110.3(b)(10)(E)

listen to and experience first- and third-person texts.

110.3(b)(11)(B)(ii)

developing an idea with specific and relevant details;

110.3(b)(13)(B)

develop and follow a research plan with adult assistance;

110.3(b)(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 student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

110.3(b)(3)

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

110.3(b)(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.

110.3(b)(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.

110.3(b)(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.

110.3(b)(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.

110.3(b)(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.

110.3(b)(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.

110.3(b)(1)

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.