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English Language Arts and Reading 92 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
3.4use 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
3.5self-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:
3.1Alisten actively, ask relevant questions to clarify information, and make pertinent comments;
3.1Bfollow, restate, and give oral instructions that involve a series of related sequences of action;
3.1Cspeak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; 110.A. (2)
3.1Dwork collaboratively with others by following agreed-upon rules, norms, and protocols; and
3.1Edevelop social communication such as conversing politely in all situations.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing
demonstrate and apply phonetic knowledge by:
3.2Aidecoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;
3.2Aiidecoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
3.2Aiiidecoding compound words, contractions, and abbreviations;
3.2Aivdecoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;
3.2Avdecoding words using knowledge of prefixes;
3.2Avidecoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
3.2Aviiidentifying and reading high-frequency words from a research-based list;
demonstrate and apply spelling knowledge by:
3.2Bispelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
3.2Biispelling homophones;
3.2Biiispelling compound words, contractions, and abbreviations;
3.2Bivspelling multisyllabic words with multiple sound-spelling patterns;
3.2Bvspelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
3.2Bvispelling words using knowledge of prefixes; and
3.2Bviispelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
3.2Calphabetize a series of words to the third letter; and
3.2Dwrite complete words, thoughts, and answers legibly in cursive 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:
3.3Ause print or digital resources to determine meaning, syllabication, and pronunciation;
3.3Buse context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
3.3Cidentify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and
3.3Didentify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
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:
3.6Aestablish purpose for reading assigned and self-selected texts;
3.6Bgenerate questions about text before, during, and after reading to deepen understanding and gain information;
3.6Cmake and correct or confirm predictions using text features, characteristics of genre, and structures;
3.6Dcreate mental images to deepen understanding;
3.6Emake connections to personal experiences, ideas in other texts, and society;
3.6Fmake inferences and use evidence to support understanding;
3.6Gevaluate details read to determine key ideas;
3.6Hsynthesize information to create new understanding; and
3.6Imonitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating 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:
3.7Adescribe personal connections to a variety of sources, including self-selected texts;
3.7Bwrite a response to a literary or informational text that demonstrates an understanding of a text;
3.7Cuse text evidence to support an appropriate response;
3.7Dretell and paraphrase texts in ways that maintain meaning and logical order;
3.7Einteract with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
3.7Frespond using newly acquired vocabulary as appropriate; and
3.7Gdiscuss specific ideas in the text that are important to the meaning.
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:
3.8Ainfer the theme of a work, distinguishing theme from topic;
3.8Bexplain the relationships among the major and minor characters;
3.8Canalyze plot elements, including the sequence of events, the conflict, and the resolution; and
3.8Dexplain the influence of the setting on the plot.
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:
3.9Ademonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;
3.9Bexplain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
3.9Cdiscuss elements of drama such as characters, dialogue, setting, and acts;
recognize characteristics and structures of informational text, including:
3.9Dithe central idea with supporting evidence;
3.9Diifeatures such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and
3.9Diiiorganizational patterns such as cause and effect and problem and solution;
recognize characteristics and structures of argumentative text by:
3.9Eiidentifying the claim;
3.9Eiidistinguishing facts from opinion; and
3.9Eiiiidentifying the intended audience or reader; 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:
3.9Frecognize 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:
3.10Aexplain the author's purpose and message within a text;
3.10Bexplain how the use of text structure contributes to the author's purpose;
3.10Cexplain the author's use of print and graphic features to achieve specific purposes;
3.10Ddescribe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
3.10Eidentify the use of literary devices, including first- or third-person point of view;
3.10Fdiscuss how the author's use of language contributes to voice; and
3.10Gidentify and explain the use of hyperbole.
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:
3.11Aplan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
develop drafts into a focused, structured, and coherent piece of writing by:
3.11Biorganizing with purposeful structure, including an introduction and a conclusion; and
3.11Biideveloping an engaging idea with 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:
3.11Crevise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
edit drafts using standard English conventions, including:
3.11Dicomplete simple and compound sentences with subject-verb agreement;
3.11Diipast, present, and future verb tense;
3.11Diiisingular, plural, common, and proper nouns;
3.11Divadjectives, including their comparative and superlative forms;
3.11Dvadverbs that convey time and adverbs that convey manner;
3.11Dviprepositions and prepositional phrases;
3.11Dviipronouns, including subjective, objective, and possessive cases;
3.11Dviiicoordinating conjunctions to form compound subjects, predicates, and sentences;
3.11Dixcapitalization of official titles of people, holidays, and geographical names and places;
3.11Dxpunctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and
3.11Dxicorrect 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:
3.11Epublish written work for appropriate audiences.
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:
3.12Acompose literary texts, including personal narratives and poetry, using genre characteristics and craft;
3.12Bcompose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
3.12Ccompose argumentative texts, including opinion essays, using genre characteristics and craft; and
3.12Dcompose 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:
3.13Agenerate questions on a topic for formal and informal inquiry;
3.13Bdevelop and follow a research plan with adult assistance;
3.13Cidentify and gather relevant information from a variety of sources;
3.13Didentify primary and secondary sources;
3.13Edemonstrate understanding of information gathered;
3.13Frecognize the difference between paraphrasing and plagiarism when using source materials;
3.13Gcreate a works cited page; and
3.13Huse an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Mathematics 53 standards
Mathematical process standards
Mathematical process standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
3.1Aapply mathematics to problems arising in everyday life, society, and the workplace;
3.1Buse 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;
3.1Cselect 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;
3.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
3.1Ecreate and use representations to organize, record, and communicate mathematical ideas;
3.1Fanalyze mathematical relationships to connect and communicate mathematical ideas; and
3.1Gdisplay, 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 and understand relationships related to place value. The student is expected to:
3.2Acompose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
3.2Bdescribe the mathematical relationships found in the base-10 place value system through the hundred thousands place;
3.2Crepresent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
3.2Dcompare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
3.3Arepresent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
3.3Bdetermine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
3.3Cexplain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
3.3Dcompose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
3.3Esolve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;
3.3Frepresent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
3.3Gexplain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
3.3Hcompare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
3.4Asolve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
3.4Bround to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;
3.4Cdetermine the value of a collection of coins and bills;
3.4Ddetermine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
3.4Erepresent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
3.4Frecall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
3.4Guse strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
3.4Hdetermine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
3.4Idetermine if a number is even or odd using divisibility rules;
3.4Jdetermine a quotient using the relationship between multiplication and division; and
3.4Ksolve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
Algebraic reasoning
Algebraic reasoning
The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 111.A. (6) (7) (8)
3.5Arepresent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
3.5Brepresent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
3.5Cdescribe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;
3.5Ddetermine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and
3.5Erepresent real-world relationships using number pairs in a table and verbal descriptions.
Geometry and measurement
Geometry and measurement
The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
3.6Aclassify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
3.6Buse attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;
3.6Cdetermine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;
3.6Ddecompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and
3.6Edecompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to:
3.7Arepresent fractions of halves, fourths, and eighths as distances from zero on a number line;
3.7Bdetermine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;
3.7Cdetermine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;
3.7Ddetermine when it is appropriate to use measurements of liquid volume (capacity) or weight; and
3.7Edetermine liquid volume (capacity) or weight using appropriate units and tools.
Data analysis
Data analysis
The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
3.8Asummarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and
3.8Bsolve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
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:
3.9Aexplain the connection between human capital/labor and income;
3.9Bdescribe the relationship between the availability or scarcity of resources and how that impacts cost;
3.9Cidentify the costs and benefits of planned and unplanned spending decisions;
3.9Dexplain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest;
3.9Elist reasons to save and explain the benefit of a savings plan, including for college; and
3.9Fidentify decisions involving income, spending, saving, credit, and charitable giving.
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:
3.1Aask questions and define problems based on observations or information from text, phenomena, models, or investigations;
3.1Buse scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;
3.1Cdemonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;
3.1Duse tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;
3.1Ecollect observations and measurements as evidence;
3.1Fconstruct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and
3.1Gdevelop 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:
3.2Aidentify advantages and limitations of models such as their size, scale, properties, and materials;
3.2Banalyze data by identifying any significant features, patterns, or sources of error;
3.2Cuse mathematical calculations to compare patterns and relationships; and
3.2Devaluate a design or object using criteria.
The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
3.3Adevelop explanations and propose solutions supported by data and models;
3.3Bcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
3.3Clisten actively to others' explanations to identify relevant 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:
3.4Aexplain how scientific discoveries and innovative solutions to problems impact science and society; and
3.4Bresearch and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.
Recurring themes and concepts
Recurring themes and concepts
The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
3.5Aidentify and use patterns to explain scientific phenomena or to design solutions;
3.5Bidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;
3.5Cuse scale, proportion, and quantity to describe, compare, or model different systems;
3.5Dexamine and model the parts of a system and their interdependence in the function of the system;
3.5Einvestigate the flow of energy and cycling of matter through systems;
3.5Fexplain the relationship between the structure and function of objects, organisms, and systems; and
3.5Gexplain how factors or conditions impact stability and change in objects, organisms, and systems.
Matter and energy
Matter and energy
The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:
3.6Ameasure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water;
3.6Bdescribe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container;
3.6Cpredict, observe, and record changes in the state of matter caused by heating or cooling in a variety of substances such as ice becoming liquid water, condensation forming on the outside of a glass, or liquid water being heated to the point of becoming water vapor (gas); and
3.6Ddemonstrate that materials can be combined based on their physical properties to create or modify objects such as building a tower or adding clay to sand to make a stronger brick and justify the selection of materials based on their physical properties.
Force, motion, and energy
Force, motion, and energy
The student knows the nature of forces and the patterns of their interactions. The student is expected to:
3.7Ademonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; and
3.7Bplan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.
The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to:
3.8Aidentify everyday examples of energy, including light, sound, thermal, and mechanical; and
3.8Bplan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.
Earth and space
Earth and space
The student knows there are recognizable objects and patterns in Earth's solar system. The student is expected to:
3.9Aconstruct models and explain the orbits of the Sun, Earth, and Moon in relation to each other; and
3.9Bidentify the order of the planets in Earth's solar system in relation to the Sun.
The student knows that there are recognizable processes that change Earth over time. The student is expected to:
3.10Acompare and describe day-to-day weather in different locations at the same time, including air temperature, wind direction, and precipitation;
3.10Binvestigate and explain how soils such as sand and clay are formed by weathering of rock and by decomposition of plant and animal remains; and
3.10Cmodel and describe rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides.
The student understands how natural resources are important and can be managed. The student is expected to:
3.11Aexplore and explain how humans use natural resources such as in construction, in agriculture, in transportation, and to make products;
3.11Bexplain why the conservation of natural resources is important; and
3.11Cidentify ways to conserve natural resources through reducing, reusing, or recycling.
Organisms and environments
Organisms and environments
The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
3.12Aexplain how temperature and precipitation affect animal growth and behavior through migration and hibernation and plant responses through dormancy;
3.12Bidentify and describe the flow of energy in a food chain and predict how changes in a food chain such as removal of frogs from a pond or bees from a field affect the ecosystem;
3.12Cdescribe how natural changes to the environment such as floods and droughts cause some organisms to thrive and others to perish or move to new locations; and
3.12Didentify fossils as evidence of past living organisms and environments, including common Texas fossils.
The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:
3.13Aexplore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment; and
3.13Bexplore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans.
Social Studies 48 standards
Culture
Culture
The student understands the importance of writers and artists to the cultural heritage of communities. The student
3.12identify how various writers and artists such as Kadir Nelson, Tomie dePaola, Carmen Lomas Garza, and Laura Ingalls Wilder and their stories, poems, statues, and paintings contribute to the cultural heritage of communities.
History
History
The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
3.1Adescribe how individuals, events, and ideas have changed communities, past and present;
3.1Bidentify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities; and
3.1Cdescribe how individuals, including Daniel Boone and the Founding Fathers have contributed to the expansion of existing communities or to the creation of new communities.
The student understands common characteristics of communities, past and present. The student is expected to:
3.2Aidentify reasons people have formed communities, including a need for security and laws, religious freedom, and material well-being; and
3.2Bcompare ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation.
Geography
Geography
The student understands how humans adapt to and/or modify the physical environment. The student is expected to:
3.3Adescribe similarities and differences in the physical environment, including climate, landforms, natural resources, and natural hazards;
3.3Bidentify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains; and
3.3Cdescribe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape.
The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:
3.4Ause cardinal and intermediate directions to locate places on maps and globes in relation to the local community;
3.4Buse a scale to determine the distance between places on maps and globes; and
3.4Cidentify, create, and interpret maps of places that contain map elements, including a title, compass rose, legend, scale, and grid system.
Economics
Economics
The student understands the purposes of earning, spending, saving, and donating money. The student is expected to:
3.5Aidentify ways of earning, spending, saving, and donating money; and
3.5Bcreate a simple budget that allocates money for spending and saving.
The student understands the concept of the free enterprise system and how businesses operate in the U.S. free enterprise system. The student is expected to:
3.6Aexplain how supply and demand affect the price of a good or service;
3.6Bdefine and identify examples of scarcity;
3.6Cexplain how the cost of production and selling price affect profits; and
3.6Didentify individuals, past and present, such as Henry Ford and Sam Walton who have started new businesses.
Government
Government
The student understands the basic structure and functions of various levels of government. The student is expected to:
3.7Adescribe the basic structure of government in the local community, state, and nation;
3.7Bidentify local, state, and national government officials and explain how they are chosen; and
3.7Cidentify services commonly provided by local, state, and national governments.
The student understands important ideas in historical documents at various levels of government. The student is expected to:
3.8Aidentify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; and
3.8Bdescribe the concept of "consent of the governed. "
Citizenship
Citizenship
The student understands characteristics of good citizenship as exemplified by historical and contemporary figures and organizations. The student is expected to:
3.9Aidentify 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;
3.9Bidentify figures such as Helen Keller, Clara Barton, and Ruby Bridges who exemplify good citizenship;
3.9Cidentify and describe individual acts of civic responsibility, including obeying laws, serving and improving the community, serving on a jury, and voting;
3.9Didentify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good; and
3.9Euse voting as a method for group decision making.
Culture
Culture
The student understands ethnic and/or cultural celebrations of the local community and other communities. The student is expected to:
3.10Aexplain the significance of various ethnic and/or cultural celebrations in the local community and other communities; and
3.10Bcompare ethnic and/or cultural celebrations in the local community with other communities.
The student understands the role of heroes in shaping the culture of communities, the state, and the nation. The student is expected to:
3.11Aidentify and describe the heroic deeds of state and national heroes and military and first responders such as Hector P. Garcia, James A. Lovell, and the Four Chaplains; and
3.11Bidentify and describe the heroic deeds of individuals such as Harriet Tubman, Todd Beamer, and other contemporary heroes.
Science, technology, and society
Science, technology, and society
The student understands how individuals have created or invented new technology and affected life in various communities, past and present. The student is expected to:
3.13Aidentify individuals who have discovered scientific breakthroughs or created or invented new technology such as Jonas Salk, Cyrus McCormick, Bill Gates, Louis Pasteur, and others; and
3.13Bdescribe the impact of scientific breakthroughs and new technology in computers, pasteurization, and medical vaccines on various communities.
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:
3.14Agather information, including historical and current events and geographic data, about the community using a variety of resources;
3.14Bdifferentiate and compare the information about a specific issue or event provided in primary and secondary sources;
3.14Cinterpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, comparing, and contrasting;
3.14Dinterpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps;
3.14Eidentify the central claim in a primary or secondary source; and
3.14Fdevelop and communicate a claim and supporting evidence visually, orally, or in writing related to a social studies topic.
The student communicates in written, oral, and visual forms. The student is expected to:
3.15Ause social studies terminology correctly;
3.15Bcreate and interpret timelines;
3.15Capply the terms year, decade, and century to describe historical times;
3.15Dexpress ideas orally based on knowledge and experiences;
3.15Ecreate written and visual material such as stories, pictures, maps, and graphic organizers to express ideas; and
3.15Fapply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.
The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
3.16Ause democratic procedures to simulate making decisions on school, local, or state issues; and
3.16Buse 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
Culture
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills