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State Standards.

What your state expects a student to know in each grade, in English, Math, Science and Social Studies. Pick a state and a grade.

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English Language Arts and Reading 86 standards

Developing and sustaining foundational language skills

  • 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
  • 1.4use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
  • Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading
  • The student reads grade-appropriate texts independently. The student
  • 1.5self-select text and interact independently with text for increasing periods of time.
  • 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:
  • 1.1Alisten actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
  • 1.1Bfollow, restate, and give oral instructions that involve a short, related sequence of actions;
  • 1.1Cshare information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
  • 1.1Dwork collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
  • 1.1Edevelop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
  • Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing
  • demonstrate phonological awareness by:
  • 1.2Aiproducing a series of rhyming words;
  • 1.2Aiirecognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
  • 1.2Aiiidistinguishing between long and short vowel sounds in one-syllable words;
  • 1.2Aivrecognizing the change in spoken word when a specified phoneme is added, changed, or removed;
  • 1.2Avblending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
  • 1.2Avimanipulating phonemes within base words; and
  • 1.2Aviisegmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
  • demonstrate and apply phonetic knowledge by:
  • 1.2Bidecoding words in isolation and in context by applying common letter sound correspondences;
  • 1.2Biidecoding words with initial and final consonant blends, digraphs, and trigraphs;
  • 1.2Biiidecoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
  • 1.2Bivusing knowledge of base words to decode common compound words and contractions;
  • 1.2Bvdecoding words with inflectional endings, including -ed, -s, and -es; and
  • 1.2Bviidentifying and reading at least 100 high-frequency words from a research-based list;
  • demonstrate and apply spelling knowledge by:
  • 1.2Cispelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
  • 1.2Ciispelling words with initial and final consonant blends, digraphs, and trigraphs;
  • 1.2Ciiispelling words using sound-spelling patterns; and
  • 1.2Civspelling high-frequency words from a research-based list;
  • The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
  • 1.2Ddemonstrate print awareness by identifying the information that different parts of a book provide;
  • 1.2Ealphabetize a series of words to the first or second letter and use a dictionary to find words; and
  • 1.2Fdevelop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
  • 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:
  • 1.3Ause a resource such as a picture dictionary or digital resource to find words;
  • 1.3Buse illustrations and texts the student is able to read or hear to learn or clarify word meanings;
  • 1.3Cidentify the meaning of words with the affixes -s, -ed, and -ing; and
  • 1.3Didentify and use words that name actions, directions, positions, sequences, categories, and locations.

Comprehension skills

  • 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:
  • 1.6Aestablish purpose for reading assigned and self-selected texts with adult assistance;
  • 1.6Bgenerate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
  • 1.6Cmake and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
  • 1.6Dcreate mental images to deepen understanding with adult assistance;
  • 1.6Emake connections to personal experiences, ideas in other texts, and society with adult assistance;
  • 1.6Fmake inferences and use evidence to support understanding with adult assistance;
  • 1.6Gevaluate details to determine what is most important with adult assistance;
  • 1.6Hsynthesize information to create new understanding with adult assistance; and
  • 1.6Imonitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

Response skills

  • 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:
  • 1.7Adescribe personal connections to a variety of sources;
  • 1.7Bwrite brief comments on literary or informational texts;
  • 1.7Cuse text evidence to support an appropriate response;
  • 1.7Dretell texts in ways that maintain meaning;
  • 1.7Einteract with sources in meaningful ways such as illustrating or writing; and
  • 1.7Frespond using newly acquired vocabulary as appropriate.

Multiple genres

  • 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:
  • 1.8Adiscuss topics and determine theme using text evidence with adult assistance;
  • 1.8Bdescribe the main character(s) and the reason(s) for their actions;
  • 1.8Cdescribe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
  • 1.8Ddescribe the setting.
  • 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:
  • 1.9Ademonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
  • 1.9Bdiscuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
  • 1.9Cdiscuss elements of drama such as characters and setting;
  • recognize characteristics and structures of informational text, including:
  • 1.9Dithe central idea and supporting evidence with adult assistance;
  • 1.9Diifeatures and simple graphics to locate or gain information; and
  • 1.9Diiiorganizational patterns such as chronological order and description with adult assistance;
  • 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:
  • 1.9Erecognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
  • 1.9Frecognize characteristics of multimodal and digital texts.

Author's purpose and craft

  • 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:
  • 1.10Adiscuss the author's purpose for writing text;
  • 1.10Bdiscuss how the use of text structure contributes to the author's purpose;
  • 1.10Cdiscuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
  • 1.10Ddiscuss how the author uses words that help the reader visualize; and
  • 1.10Elisten to and experience first- and third-person texts.

Composition

  • 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:
  • 1.11Aplan a first draft by generating ideas for writing such as by drawing and brainstorming;
  • develop drafts in oral, pictorial, or written form by:
  • 1.11Biorganizing with structure; and
  • 1.11Biideveloping an idea with specific and relevant details;
  • The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
  • 1.11Crevise drafts by adding details in pictures or words;
  • edit drafts using standard English conventions, including:
  • 1.11Dicomplete sentences with subject-verb agreement;
  • 1.11Diipast and present verb tense;
  • 1.11Diiisingular, plural, common, and proper nouns;
  • 1.11Divadjectives, including articles;
  • 1.11Dvadverbs that convey time;
  • 1.11Dviprepositions;
  • 1.11Dviipronouns, including subjective, objective, and possessive cases;
  • 1.11Dviiicapitalization for the beginning of sentences and the pronoun "I";
  • 1.11Dixpunctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
  • 1.11Dxcorrect spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and
  • The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
  • 1.11Epublish and share writing.
  • 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:
  • 1.12Adictate or compose literary texts, including personal narratives and poetry;
  • 1.12Bdictate or compose informational texts, including procedural texts; and
  • 1.12Cdictate or compose correspondence such as thank you notes or letters.

Inquiry and research

  • 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:
  • 1.13Agenerate questions for formal and informal inquiry with adult assistance;
  • 1.13Bdevelop and follow a research plan with adult assistance;
  • 1.13Cidentify and gather relevant sources and information to answer the questions with adult assistance;
  • 1.13Ddemonstrate understanding of information gathered with adult assistance; and
  • 1.13Euse an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Mathematics 50 standards

Mathematical process standards

  • Mathematical process standards
  • The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
  • 1.1Aapply mathematics to problems arising in everyday life, society, and the workplace;
  • 1.1Buse 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;
  • 1.1Cselect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
  • 1.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
  • 1.1Ecreate and use representations to organize, record, and communicate mathematical ideas;
  • 1.1Fanalyze mathematical relationships to connect and communicate mathematical ideas; and
  • 1.1Gdisplay, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Number and operations

  • 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:
  • 1.2Arecognize instantly the quantity of structured arrangements;
  • 1.2Buse 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;
  • 1.2Cuse objects, pictures, and expanded and standard forms to represent numbers up to 120;
  • 1.2Dgenerate a number that is greater than or less than a given whole number up to 120;
  • 1.2Euse place value to compare whole numbers up to 120 using comparative language;
  • 1.2Forder whole numbers up to 120 using place value and open number lines; and
  • 1.2Grepresent the comparison of two numbers to 100 using the symbols >, <, or =.
  • 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:
  • 1.3Ause concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99;
  • 1.3Buse 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;
  • 1.3Ccompose 10 with two or more addends with and without concrete objects; 111.A. (4) (5)
  • 1.3Dapply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;
  • 1.3Eexplain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and
  • 1.3Fgenerate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.
  • 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:
  • 1.4Aidentify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them;
  • 1.4Bwrite a number with the cent symbol to describe the value of a coin; and
  • 1.4Cuse relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.

Algebraic reasoning

  • 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:
  • 1.5Arecite numbers forward and backward from any given number between 1 and 120;
  • 1.5Bskip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
  • 1.5Cuse relationships to determine the number that is 10 more and 10 less than a given number up to 120;
  • 1.5Drepresent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;
  • 1.5Eunderstand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s);
  • 1.5Fdetermine 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
  • 1.5Gapply properties of operations to add and subtract two or three numbers.

Geometry and measurement

  • 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:
  • 1.6Aclassify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;
  • 1.6Bdistinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape;
  • 1.6Ccreate two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons;
  • 1.6Didentify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;
  • 1.6Eidentify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;
  • 1.6Fcompose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;
  • 1.6Gpartition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words; and
  • 1.6Hidentify examples and non-examples of halves and fourths.
  • The student applies mathematical process standards to select and use units to describe length and time. The student is expected to:
  • 1.7Ause measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;
  • 1.7Billustrate 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;
  • 1.7Cmeasure the same object/distance with units of two different lengths and describe how and why the measurements differ;
  • 1.7Ddescribe a length to the nearest whole unit using a number and a unit; and
  • 1.7Etell time to the hour and half hour using analog and digital clocks.

Data analysis

  • 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:
  • 1.8Acollect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;
  • 1.8Buse data to create picture and bar-type graphs; and
  • 1.8Cdraw conclusions and generate and answer questions using information from picture and bar-type graphs.

Personal financial literacy

  • 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:
  • 1.9Adefine money earned as income;
  • 1.9Bidentify income as a means of obtaining goods and services, oftentimes making choices between wants and needs;
  • 1.9Cdistinguish between spending and saving; and
  • 1.9Dconsider charitable giving.

Science 44 standards

Earth and space

  • Earth and space
  • The student knows that the natural world has recognizable patterns. The student
  • 1.9describe and predict the patterns of seasons of the year such as order of occurrence and changes in nature.

Scientific and engineering practices

  • Scientific and engineering practices
  • The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
  • 1.1Aask questions and define problems based on observations or information from text, phenomena, models, or investigations;
  • 1.1Buse scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems;
  • 1.1Cidentify, describe, and demonstrate safe practices during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;
  • 1.1Duse tools, including hand lenses, goggles, heat-resistant gloves, trays, cups, bowls, beakers, sieves/sifters, tweezers, primary balance, notebooks, terrariums, aquariums, stream tables, soil samples (loam, sand, gravel, rocks, and clay), seeds, plants, windsock, pinwheel, student thermometer, demonstration thermometer, rain gauge, straws, ribbons, non-standard measuring items, flashlights, sandpaper, wax paper, items that are magnetic, non-magnetic items, a variety of magnets, hot plate, aluminum foil, Sun-Moon-Earth model, and plant and animal life cycle models to observe, measure, test, and compare;
  • 1.1Ecollect observations and measurements as evidence;
  • 1.1Frecord and organize data using pictures, numbers, words, symbols, and simple graphs; and
  • 1.1Gdevelop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
  • The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
  • 1.2Aidentify basic advantages and limitations of models such as their size, properties, and materials;
  • 1.2Banalyze data by identifying significant features and patterns;
  • 1.2Cuse mathematical concepts to compare two objects with common attributes; and
  • 1.2Devaluate a design or object using criteria to determine if it works as intended.
  • The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
  • 1.3Adevelop explanations and propose solutions supported by data and models;
  • 1.3Bcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
  • 1.3Clisten actively to others' explanations to identify important evidence and engage respectfully in scientific discussion.
  • The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:
  • 1.4Aexplain how science or an innovation can help others; and
  • 1.4Bidentify scientists and engineers such as Katherine Johnson, Sally Ride, and Ernest Just and explore what different scientists and engineers do.

Recurring themes and concepts

  • Recurring themes and concepts
  • The student uses recurring themes and concepts to make connections across disciplines. The student is expected to:
  • 1.5Aidentify and use patterns to describe phenomena or design solutions;
  • 1.5Binvestigate and predict cause-and-effect relationships in science;
  • 1.5Cdescribe the properties of objects in terms of relative size (scale) and relative quantity;
  • 1.5Dexamine the parts of a whole to define or model a system;
  • 1.5Eidentify forms of energy and properties of matter;
  • 1.5Fdescribe the relationship between structure and function of objects, organisms, and systems; and
  • 1.5Gdescribe how factors or conditions can cause objects, organisms, and systems to either change or stay the same.

Matter and its properties

  • Matter and its properties
  • The student knows that objects have physical properties that determine how they are described and classified. The student is expected to:
  • 1.6Aclassify objects by observable physical properties, including, shape, color, and texture, and attributes such as larger and smaller and heavier and lighter;
  • 1.6Bexplain and predict changes in materials caused by heating and cooling; and
  • 1.6Cdemonstrate and explain that a whole object is a system made of organized parts such as a toy that can be taken apart and put back together.

Force, motion, and energy

  • Force, motion, and energy
  • The student knows that forces cause changes in motion and position in everyday life. The student is expected to:
  • 1.7Aexplain how pushes and pulls can start, stop, or change the speed or direction of an object's motion; and
  • 1.7Bplan and conduct a descriptive investigation that predicts how pushes and pulls can start, stop, or change the speed or direction of an object's motion.
  • The student knows that energy is everywhere and can be observed in everyday life. The student is expected to:
  • 1.8Ainvestigate and describe applications of heat in everyday life such as cooking food or using a clothes dryer; and
  • 1.8Bdescribe how some changes caused by heat may be reversed such as melting butter and other changes cannot be reversed such as cooking an egg or baking a cake.

Earth and space

  • Earth and space
  • The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to:
  • 1.10Ainvestigate and document the properties of particle size, shape, texture, and color and the components of different types of soils such as topsoil, clay, and sand;
  • 1.10Binvestigate and describe how water can move rock and soil particles from one place to another;
  • 1.10Ccompare the properties of puddles, ponds, streams, rivers, lakes, and oceans, including color, clarity, size, shape, and whether it is freshwater or saltwater; and
  • 1.10Ddescribe and record observable characteristics of weather, including hot or cold, clear or cloudy, calm or windy, and rainy or icy, and explain the impact of weather on daily choices.
  • The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to:
  • 1.11Aidentify and describe how plants, animals, and humans use rocks, soil, and water;
  • 1.11Bexplain why water conservation is important; and
  • 1.11Cdescribe ways to conserve water such as turning off the faucet when brushing teeth and protect natural sources of water such as keeping trash out of bodies of water.

Organisms and environments

  • Organisms and environments
  • The student knows that the environment is composed of relationships between living organisms and nonliving components. The student is expected to:
  • 1.12Aclassify living and nonliving things based upon whether they have basic needs and produce young;
  • 1.12Bdescribe and record examples of interactions and dependence between living and nonliving components in terrariums or aquariums; and
  • 1.12Cidentify and illustrate how living organisms depend on each other through food chains.
  • The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to:
  • 1.13Aidentify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival;
  • 1.13Brecord observations of and describe basic life cycles of animals, including a bird, a mammal, and a fish; and
  • 1.13Ccompare ways that young animals resemble their parents.

Social Studies 48 standards

History

  • History
  • The student understands the origins of customs, holidays, and celebrations. The student is expected to:
  • 1.1Adescribe the origins of customs, holidays, and celebrations of the community, state, and nation such as Constitution Day, Independence Day, and Veterans Day; and
  • 1.1Bcompare the observance of holidays and celebrations.
  • The student understands how historical figures helped shape the state and nation. The student is expected to:
  • 1.2Aidentify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the state and nation; and
  • 1.2Bcompare the lives of historical figures who have influenced the state and nation.

Geography

  • Geography
  • The student understands the relative location of places. The student is expected to:
  • 1.3Adescribe the location of self and objects relative to other locations in the classroom and school using spatial terms; and
  • 1.3Blocate places using the four cardinal directions.
  • The student understands the purpose of geographic tools, including maps and globes. The student is expected to:
  • 1.4Acreate and use simple maps such as maps of the home, classroom, school, and community; and
  • 1.4Blocate and explore the community, Texas, and the United States on maps and globes.
  • The student understands physical and human characteristics of place to better understand their community and the world around them. The student is expected to:
  • 1.5Aidentify and describe the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
  • 1.5Bidentify and describe how geographic location influences the human characteristics of place such as shelter, clothing, food, and activities.

Economics

  • Economics
  • The student understands how families meet basic human needs. The student is expected to:
  • 1.6Adescribe ways that families meet basic human needs; and
  • 1.6Bdescribe similarities and differences in ways families meet basic human needs.
  • The student understands the concepts of goods and services. The student is expected to:
  • 1.7Aidentify examples of goods and services in the home, school, and community;
  • 1.7Bidentify ways people exchange goods and services; and
  • 1.7Cidentify the role of markets in the exchange of goods and services.
  • The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:
  • 1.8Aidentify examples of people wanting more than they can have;
  • 1.8Bexplain why wanting more than they can have requires that people make choices; and
  • 1.8Cidentify examples of choices families make when buying goods and services.
  • The student understands the value of work. The student is expected to:
  • 1.9Adescribe the tools of various jobs and the characteristics of a job well performed; and
  • 1.9Bdescribe how various jobs contribute to the production of goods and services.

Government

  • Government
  • The student understands the purpose of rules and laws. The student is expected to:
  • 1.10Aexplain the purpose for rules and laws in the home, school, and community; and
  • 1.10Bidentify rules and laws that establish order, provide security, and manage conflict.
  • The student understands the role of authority figures and public officials. The student is expected to:
  • 1.11Aidentify the responsibilities of authority figures in the home, school, and community; and
  • 1.11Bidentify and describe the roles of public officials in the community, state, and nation.

Citizenship

  • Citizenship
  • The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
  • 1.12Aidentify 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; and
  • 1.12Bidentify historical figures and other individuals who have exemplified good citizenship such as Benjamin Franklin and Eleanor Roosevelt.
  • The student understands important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
  • 1.13Aexplain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;
  • 1.13Brecite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
  • 1.13Cidentify anthems and mottoes of Texas and the United States;
  • 1.13Dexplain and practice voting as a way of making choices and decisions; and
  • 1.13Eexplain how patriotic customs and celebrations reflect American individualism and freedom.

Culture

  • Culture
  • The student understands the importance of family and community beliefs, language, and traditions. The student is expected to:
  • 1.14Adescribe and explain the importance of beliefs, language, and traditions of families and communities; and
  • 1.14Bexplain the way folktales and legends reflect beliefs, language, and traditions of communities.

Science, technology, and society

  • Science, technology, and society
  • The student identifies individuals who created or invented new technology and understands how technology affects daily life, past and present. The student is expected to:
  • 1.15Adescribe how technology has affected the ways families live;
  • 1.15Bdescribe how technology has affected communication, transportation, and recreation; and
  • 1.15Cidentify the contributions of scientists and inventors such as Alexander Graham Bell, Thomas Edison, and Garrett Morgan.

Social studies skills

  • Social studies skills
  • The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
  • 1.16Aidentify and state facts based on relevant evidence;
  • 1.16Bidentify different kinds of historical sources and artifacts and explain how they can be used to study the past;
  • 1.16Cgather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, symbols, and artifacts with adult assistance; and
  • 1.16Dsequence and categorize information.
  • The student communicates in oral, visual, and written forms. The student is expected to:
  • 1.17Ause a simple timeline to distinguish among past, present, and future;
  • 1.17Buse a calendar to describe and measure time in days, weeks, months, and years;
  • 1.17Ccommunicate information visually, orally, or in writing based on knowledge and experiences in social studies;
  • 1.17Dcreate and interpret visual and written material;
  • 1.17Euse social studies terminology correctly; and
  • 1.17Fapply and practice classroom rules and procedures for listening and responding respectfully.
  • The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
  • 1.18Ause democratic procedures to collaborate with others when making decisions on issues in the classroom, school, or community; and
  • 1.18Buse problem-solving and decision-making processes 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.
More Information: Texas Dates, Sources and Homeschool Law

Texas Essential Knowledge and Skills (TEKS), published by the Texas Education Agency (TEA).

  • Adopted by the state: English 2017, Math 2012, Science 2021, Social Studies 2022
  • Last checked by NexStudents: September 25, 2026

Copied from the state's own files, word for word. States revise their standards, so check the state's page for the current version.

Homeschool Law in Texas

School required for ages
6–19
Ways to homeschool
One
Notice to the state
No
Teacher qualifications
No
Required subjects
Yes
Testing or evaluation
No
Immunization records
No
Instruction time
HSLDA's summary gives no set amount of instruction time. Check the full details below.
The law
Texas Education Code §26.003; Leeper v. Arlington ISD (1994)

Written from HSLDA's summary of Texas homeschool law, read September 25, 2026. Laws change and this is not legal advice. Read HSLDA's full step-by-step guide before you file anything.