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English Language Arts and Reading 90 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
2.4use 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
2.5self-select text and read independently for a sustained period 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:
2.1Alisten actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
2.1Bfollow, restate, and give oral instructions that involve a short, related sequence of actions;
2.1Cshare information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
2.1Dwork collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and
2.1Edevelop social communication such as distinguishing between asking and telling.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing
demonstrate phonological awareness by:
2.2Aiproducing a series of rhyming words;
2.2Aiidistinguishing between long and short vowel sounds in one-syllable and multisyllable words;
2.2Aiiirecognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
2.2Aivmanipulating phonemes within base words;
demonstrate and apply phonetic knowledge by:
2.2Bidecoding words with short, long, or variant vowels, trigraphs, and blends;
2.2Biidecoding words with silent letters such as knife and gnat;
2.2Biiidecoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
2.2Bivdecoding compound words, contractions, and common abbreviations;
2.2Bvdecoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
2.2Bvidecoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
2.2Bviiidentifying and reading high-frequency words from a research-based list;
demonstrate and apply spelling knowledge by:
2.2Cispelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r- controlled syllables; and final stable syllables;
2.2Ciispelling words with silent letters such as knife and gnat;
2.2Ciiispelling compound words, contractions, and common abbreviations;
2.2Civspelling multisyllabic words with multiple sound-spelling patterns;
2.2Cvspelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
2.2Cvispelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
2.2Dalphabetize a series of words and use a dictionary or glossary to find words; and
2.2Edevelop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
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:
2.3Ause print or digital resources to determine meaning and pronunciation of unknown words;
2.3Buse context within and beyond a sentence to determine the meaning of unfamiliar words;
2.3Cidentify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
2.3Didentify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context. 110.A. (4) (5) (6)
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:
2.6Aestablish purpose for reading assigned and self-selected texts;
2.6Bgenerate questions about text before, during, and after reading to deepen understanding and gain information;
2.6Cmake and correct or confirm predictions using text features, characteristics of genre, and structures;
2.6Dcreate mental images to deepen understanding;
2.6Emake connections to personal experiences, ideas in other texts, and society;
2.6Fmake inferences and use evidence to support understanding;
2.6Gevaluate details read to determine key ideas;
2.6Hsynthesize information to create new understanding; and
2.6Imonitor 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:
2.7Adescribe personal connections to a variety of sources;
2.7Bwrite brief comments on literary or informational texts that demonstrate an understanding of the text;
2.7Cuse text evidence to support an appropriate response;
2.7Dretell and paraphrase texts in ways that maintain meaning and logical order;
2.7Einteract with sources in meaningful ways such as illustrating or writing; and
2.7Frespond 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:
2.8Adiscuss topics and determine theme using text evidence with adult assistance;
2.8Bdescribe the main character's (characters') internal and external traits;
2.8Cdescribe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
2.8Ddescribe the importance of 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:
2.9Ademonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;
2.9Bexplain visual patterns and structures in a variety of poems;
2.9Cdiscuss elements of drama such as characters, dialogue, and setting;
recognize characteristics and structures of informational text, including:
2.9Dithe central idea and supporting evidence with adult assistance;
2.9Diifeatures and graphics to locate and gain information; and
2.9Diiiorganizational patterns such as chronological order and cause and effect stated explicitly;
recognize characteristics of persuasive text, including:
2.9Eistating what the author is trying to persuade the reader to think or do; and
2.9Eiidistinguishing facts from opinion; and
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:
2.9Frecognize 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:
2.10Adiscuss the author's purpose for writing text;
2.10Bdiscuss how the use of text structure contributes to the author's purpose;
2.10Cdiscuss the author's use of print and graphic features to achieve specific purposes;
2.10Ddiscuss the use of descriptive, literal, and figurative language;
2.10Eidentify the use of first or third person in a text; and
2.10Fidentify and explain the use of repetition.
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:
2.11Aplan a first draft by generating ideas for writing such as drawing and brainstorming;
develop drafts into a focused piece of writing by:
2.11Biorganizing with structure; and
2.11Biideveloping 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:
2.11Crevise drafts by adding, deleting, or rearranging words, phrases, or sentences;
edit drafts using standard English conventions, including:
2.11Dicomplete sentences with subject-verb agreement;
2.11Diipast, present, and future verb tense;
2.11Diiisingular, plural, common, and proper nouns;
2.11Divadjectives, including articles;
2.11Dvadverbs that convey time and adverbs that convey place;
2.11Dviprepositions and prepositional phrases;
2.11Dviipronouns, including subjective, objective, and possessive cases;
2.11Dviiicoordinating conjunctions to form compound subjects and predicates;
2.11Dixcapitalization of months, days of the week, and the salutation and conclusion of a letter;
2.11Dxend punctuation, apostrophes in contractions, and commas with items in a series and in dates; and
2.11Dxicorrect spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
2.11Epublish 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:
2.12Acompose literary texts, including personal narratives and poetry;
2.12Bcompose informational texts, including procedural texts and reports; and
2.12Ccompose 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:
2.13Agenerate questions for formal and informal inquiry with adult assistance;
2.13Bdevelop and follow a research plan with adult assistance;
2.13Cidentify and gather relevant sources and information to answer the questions;
2.13Didentify primary and secondary sources;
2.13Edemonstrate understanding of information gathered;
2.13Fcite sources appropriately; and
2.13Guse 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:
2.1Aapply mathematics to problems arising in everyday life, society, and the workplace;
2.1Buse 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;
2.1Cselect 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;
2.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
2.1Ecreate and use representations to organize, record, and communicate mathematical ideas;
2.1Fanalyze mathematical relationships to connect and communicate mathematical ideas; and
2.1Gdisplay, 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 understand how 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:
2.2Ause concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;
2.2Buse standard, word, and expanded forms to represent numbers up to 1,200;
2.2Cgenerate a number that is greater than or less than a given whole number up to 1,200;
2.2Duse place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);
2.2Elocate the position of a given whole number on an open number line; and
2.2Fname the whole number that corresponds to a specific point on a number line.
The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to:
2.3Apartition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;
2.3Bexplain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;
2.3Cuse concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
2.3Didentify examples and non-examples of halves, fourths, and eighths.
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to:
2.4Arecall basic facts to add and subtract within 20 with automaticity;
2.4Badd up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations;
2.4Csolve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and
2.4Dgenerate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to:
2.5Adetermine the value of a collection of coins up to one dollar; and
2.5Buse the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to:
2.6Amodel, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and
2.6Bmodel, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
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:
2.7Adetermine whether a number up to 40 is even or odd using pairings of objects to represent the number;
2.7Buse an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and
2.7Crepresent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.
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:
2.8Acreate two-dimensional shapes based on given attributes, including number of sides and vertices;
2.8Bclassify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;
2.8Cclassify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;
2.8Dcompose two-dimensional shapes and three-dimensional solids with given properties or attributes; and
2.8Edecompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.
The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to:
2.9Afind the length of objects using concrete models for standard units of length;
2.9Bdescribe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;
2.9Crepresent whole numbers as distances from any given location on a number line;
2.9Ddetermine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;
2.9Edetermine a solution to a problem involving length, including estimating lengths;
2.9Fuse concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and
2.9Gread and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
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:
2.10Aexplain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;
2.10Borganize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;
2.10Cwrite and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and
2.10Ddraw conclusions and make predictions from information in a graph.
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:
2.11Acalculate how money saved can accumulate into a larger amount over time;
2.11Bexplain that saving is an alternative to spending;
2.11Cdistinguish between a deposit and a withdrawal;
2.11Didentify examples of borrowing and distinguish between responsible and irresponsible borrowing;
2.11Eidentify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and
2.11Fdifferentiate between producers and consumers and calculate the cost to produce a simple item.
Science 45 standards
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:
2.1Aask questions and define problems based on observations or information from text, phenomena, models, or investigations;
2.1Buse scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems;
2.1Cidentify, describe, and demonstrate safe practices during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;
2.1Duse tools, including hand lenses, goggles, heat-resistant gloves, trays, cups, bowls, beakers, notebooks, stream tables, soil, sand, gravel, flowering plants, student thermometer, demonstration thermometer, rain gauge, flashlights, ramps, balls, spinning tops, drums, tuning forks, sandpaper, wax paper, items that are flexible, non-flexible items, magnets, hot plate, aluminum foil, Sun-Moon-Earth model, and frog and butterfly life cycle models to observe, measure, test, and compare;
2.1Ecollect observations and measurements as evidence;
2.1Frecord and organize data using pictures, numbers, words, symbols, and simple graphs; and
2.1Gdevelop 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:
2.2Aidentify basic advantages and limitations of models such as their size, properties, and materials;
2.2Banalyze data by identifying significant features and patterns;
2.2Cuse mathematical concepts to compare two objects with common attributes; and
2.2Devaluate 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:
2.3Adevelop explanations and propose solutions supported by data and models;
2.3Bcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
2.3Clisten 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:
2.4Aexplain how science or an innovation can help others; and
2.4Bidentify scientists and engineers such as Alexander Graham Bell, Marie Daly, Mario Molina, and Jane Goodall 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:
2.5Aidentify and use patterns to describe phenomena or design solutions;
2.5Binvestigate and predict cause-and-effect relationships in science;
2.5Cmeasure and describe the properties of objects in terms of size and quantity;
2.5Dexamine the parts of a whole to define or model a system;
2.5Eidentify forms of energy and properties of matter;
2.5Fdescribe the relationship between structure and function of objects, organisms, and systems; and
2.5Gdescribe 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 matter has physical properties that determine how it is described, classified, and used. The student is expected to:
2.6Aclassify matter by observable physical properties, including texture, flexibility, and relative temperature, and identify whether a material is a solid or liquid;
2.6Bconduct a descriptive investigation to explain how physical properties can be changed through processes such as cutting, folding, sanding, melting, or freezing; and
2.6Cdemonstrate that small units such as building blocks can be combined or reassembled to form new objects for different purposes and explain the materials chosen based on their physical properties.
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:
2.7Aexplain how objects push on each other and may change shape when they touch or collide; and
2.7Bplan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes an object's motion.
The student knows that energy is everywhere and can be observed in everyday life. The student is expected to:
2.8Ademonstrate and explain that sound is made by vibrating matter and that vibrations can be caused by a variety of means, including sound;
2.8Bexplain how different levels of sound are used in everyday life such as a whisper in a classroom or a fire alarm; and
2.8Cdesign and build a device using tools and materials that uses sound to solve the problem of communicating over a distance.
Earth and space
Earth and space
The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
2.9Adescribe the Sun as a star that provides light and heat and explain that the Moon reflects the Sun's light; and
2.9Bobserve objects in the sky using tools such as a telescope and compare how objects in the sky are more visible and can appear different with a tool than with an unaided eye.
The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to:
2.10Ainvestigate and describe how wind and water move soil and rock particles across the Earth's surface such as wind blowing sand into dunes on a beach or a river carrying rocks as it flows;
2.10Bmeasure, record, and graph weather information, including temperature and precipitation; and
2.10Cinvestigate different types of severe weather events such as a hurricane, tornado, or flood and explain that some events are more likely than others in a given region.
The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to:
2.11Adistinguish between natural and manmade resources; and
2.11Bdescribe how human impact can be limited by making choices to conserve and properly dispose of materials such as reducing use of, reusing, or recycling paper, plastic, and metal.
Organisms and environments
Organisms and environments
The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to:
2.12Adescribe how the physical characteristics of environments, including the amount of rainfall, support plants and animals within an ecosystem;
2.12Bcreate and describe food chains identifying producers and consumers to demonstrate how animals depend on other living things; and
2.12Cexplain and demonstrate how some plants depend on other living things, wind, or water for pollination and to move their seeds around.
The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. The student is expected to:
2.13Aidentify the roots, stems, leaves, flowers, fruits, and seeds of plants and compare how those structures help different plants meet their basic needs for survival;
2.13Brecord and compare how the structures and behaviors of animals help them find and take in food, water, and air;
2.13Crecord and compare how being part of a group helps animals obtain food, defend themselves, and cope with changes; and
2.13Dinvestigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies and frogs.
Social Studies 48 standards
Science, technology, and society
Science, technology, and society
The student identifies individuals who exhibited individualism and inventiveness. The student
2.14identify individuals who have exhibited individualism and inventiveness such as Amelia Earhart and George Washington Carver.
History
History
The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
2.1Aexplain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and
2.1Bidentify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.
The student understands how historical figures helped shape the community, state, and nation. The student is expected to:
2.2Aidentify contributions of historical figures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, who have influenced the state and nation; and
2.2Bdescribe how people and events have influenced local community history.
Geography
Geography
The student uses simple geographic tools, including maps and globes. The student is expected to:
2.3Aidentify and use information on maps and globes using basic map elements such as title, cardinal directions, and legend; and
2.3Bcreate maps to show places and routes within the home, school, and community.
The student understands the location of places in their community, state, country, and the world. The student is expected to:
2.4Aidentify major landforms and bodies of water, including each of the seven continents and each of the oceans, on maps and globes; and
2.4Blocate places, including the local community, Texas, the United States, the state capital, the U.S. capital, and the bordering countries of Canada and Mexico on maps and globes.
The student understands how humans use and modify the physical environment. The student is expected to:
2.5Aidentify ways in which people have modified the physical environment such as clearing land, building roads, using land for agriculture, and drilling for oil;
2.5Bidentify consequences of human modification of the physical environment; and
2.5Cidentify ways people can conserve and replenish Earth's resources.
Economics
Economics
The student understands the value of work. The student is expected to:
2.6Aexplain how work provides income to purchase goods and services; and
2.6Bexplain the choices people can make about earning, spending, and saving money.
The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:
2.7Adistinguish between producing and consuming;
2.7Bidentify ways in which people are both producers and consumers; and
2.7Ctrace the development of a product from a natural resource to a finished product.
Government
Government
The student understands the purpose of governments. The student is expected to:
2.8Aidentify functions of governments such as establishing order, providing security, and managing conflict; and
2.8Bidentify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.
The student understands the role of public officials. The student is expected to:
2.9Aname current public officials, including mayor, governor, and president;
2.9Bcompare the roles of public officials, including mayor, governor, and president;
2.9Cidentify ways that public officials are selected, including election and appointment to office; and
2.9Didentify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.
Citizenship
Citizenship
The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
2.10Aidentify 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;
2.10Bidentify historical figures and other individuals who have exemplified good citizenship such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs), Navajo Code Talkers, and Sojourner Truth; and
2.10Cidentify ways to actively practice good citizenship, including involvement in community service.
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:
2.11Arecite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
2.11Bsing, recite, or identify selected patriotic songs, including "The Star-Spangled Banner" and "America the Beautiful";
2.11Cuse voting as a method for group decision making;
2.11Didentify symbols such as state and national birds and flowers and Uncle Sam; and
2.11Eidentify how selected symbols, customs, and celebrations reflect an American love of individualism, inventiveness, and freedom.
Culture
Culture
The student understands ethnic and/or cultural celebrations. The student is expected to:
2.12Aidentify the significance of various ethnic and/or cultural celebrations; and
2.12Bcompare ethnic and/or cultural celebrations.
Science, technology, and society
Science, technology, and society
The student understands how science and technology have affected life, past and present. The student is expected to:
2.13Adescribe how science and technology have affected communication, transportation, and recreation; and
2.13Bexplain how science and technology have affected the ways in which people meet basic needs.
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:
2.15Aidentify and state facts based on relevant evidence;
2.15Bidentify different kinds of historical sources and artifacts and explain how they can be used to study the past;
2.15Cgather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, maps, and artifacts; and
2.15Dinterpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and contrasting.
The student communicates in written, oral, and visual forms. The student is expected to:
2.16Adescribe the order of events by using designations of time periods such as historical and present times;
2.16Bapply vocabulary related to chronology, including past, present, and future;
2.16Ccreate and interpret timelines for events in the past and present;
2.16Duse social studies terminology correctly;
2.16Ecommunicate information visually, orally, or in writing based on knowledge and experiences in social studies;
2.16Fcreate written and visual material such as stories, maps, and graphic organizers to express ideas; and
2.16Gapply 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:
2.17Ause democratic procedures to collaborate with others when making decisions on issues in the classroom, school, or community; and
2.17Buse 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.
Social Studies 48 standards
Science, technology, and society
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills