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English Language Arts and Reading 88 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
4.4use 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
4.5self-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:
4.1Alisten actively, ask relevant questions to clarify information, and make pertinent comments;
4.1Bfollow, restate, and give oral instructions that involve a series of related sequences of action;
4.1Cexpress an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and
4.1Dwork collaboratively with others to develop a plan of shared responsibilities.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing
demonstrate and apply phonetic knowledge by:
4.2Aidecoding words with specific orthographic patterns and rules, including regular and irregular plurals;
4.2Aiidecoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
4.2Aiiidecoding words using advanced knowledge of syllable division patterns such as VV;
4.2Aivdecoding words using knowledge of prefixes;
4.2Avdecoding 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
4.2Aviidentifying and reading high-frequency words from a research-based list;
demonstrate and apply spelling knowledge by:
4.2Bispelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
4.2Biispelling homophones;
4.2Biiispelling multisyllabic words with multiple sound-spelling patterns;
4.2Bivspelling words using advanced knowledge of syllable division patterns;
4.2Bvspelling words using knowledge of prefixes; and 110.A. (3)
4.2Bvispelling 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
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
4.2Cwrite legibly in cursive to complete assignments.
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:
4.3Ause print or digital resources to determine meaning, syllabication, and pronunciation;
4.3Buse context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
4.3Cdetermine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter; and
4.3Didentify, use, and explain the meaning of homophones such as reign/rain.
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:
4.6Aestablish purpose for reading assigned and self-selected texts;
4.6Bgenerate questions about text before, during, and after reading to deepen understanding and gain information;
4.6Cmake and correct or confirm predictions using text features, characteristics of genre, and structures;
4.6Dcreate mental images to deepen understanding;
4.6Emake connections to personal experiences, ideas in other texts, and society;
4.6Fmake inferences and use evidence to support understanding;
4.6Gevaluate details read to determine key ideas;
4.6Hsynthesize information to create new understanding; and
4.6Imonitor 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:
4.7Adescribe personal connections to a variety of sources, including self-selected texts;
4.7Bwrite responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
4.7Cuse text evidence to support an appropriate response;
4.7Dretell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
4.7Einteract with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
4.7Frespond using newly acquired vocabulary as appropriate; and
4.7Gdiscuss 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:
4.8Ainfer basic themes supported by text evidence;
4.8Bexplain the interactions of the characters and the changes they undergo;
4.8Canalyze plot elements, including the rising action, climax, falling action, and resolution; and
4.8Dexplain the influence of the setting, including historical and cultural settings, 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:
4.9Ademonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
4.9Bexplain figurative language such as simile, metaphor, and personification that the poet uses to create images;
4.9Cexplain structure in drama such as character tags, acts, scenes, and stage directions;
recognize characteristics and structures of informational text, including:
4.9Dithe central idea with supporting evidence;
4.9Diifeatures such as pronunciation guides and diagrams to support understanding; and
4.9Diiiorganizational patterns such as compare and contrast;
recognize characteristics and structures of argumentative text by:
4.9Eiidentifying the claim;
4.9Eiiexplaining how the author has used facts for an argument; and
4.9Eiiiidentifying 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:
4.9Frecognize 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:
4.10Aexplain the author's purpose and message within a text;
4.10Bexplain how the use of text structure contributes to the author's purpose;
4.10Canalyze the author's use of print and graphic features to achieve specific purposes;
4.10Ddescribe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;
4.10Eidentify and understand the use of literary devices, including first- or third-person point of view;
4.10Fdiscuss how the author's use of language contributes to voice; and
4.10Gidentify and explain the use of anecdote.
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:
4.11Aplan 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:
4.11Biorganizing with purposeful structure, including an introduction, transitions, and a conclusion; and
4.11Biideveloping 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:
4.11Crevise 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:
4.11Dicomplete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
4.11Diipast tense of irregular verbs;
4.11Diiisingular, plural, common, and proper nouns;
4.11Divadjectives, including their comparative and superlative forms;
4.11Dvadverbs that convey frequency and adverbs that convey degree;
4.11Dviprepositions and prepositional phrases;
4.11Dviipronouns, including reflexive;
4.11Dviiicoordinating conjunctions to form compound subjects, predicates, and sentences;
4.11Dixcapitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities;
4.11Dxpunctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; and
4.11Dxicorrect 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:
4.11Epublish 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:
4.12Acompose literary texts such as personal narratives and poetry using genre characteristics and craft;
4.12Bcompose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
4.12Ccompose argumentative texts, including opinion essays, using genre characteristics and craft; and
4.12Dcompose correspondence that requests information.
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:
4.13Agenerate and clarify questions on a topic for formal and informal inquiry;
4.13Bdevelop and follow a research plan with adult assistance;
4.13Cidentify and gather relevant information from a variety of sources;
4.13Didentify primary and secondary sources;
4.13Edemonstrate understanding of information gathered;
4.13Frecognize the difference between paraphrasing and plagiarism when using source materials;
4.13Gdevelop a bibliography; and
4.13Huse 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:
4.1Aapply mathematics to problems arising in everyday life, society, and the workplace;
4.1Buse 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;
4.1Cselect 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;
4.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
4.1Ecreate and use representations to organize, record, and communicate mathematical ideas;
4.1Fanalyze mathematical relationships to connect and communicate mathematical ideas; and
4.1Gdisplay, 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, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:
4.2Ainterpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left;
4.2Brepresent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;
4.2Ccompare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =;
4.2Dround whole numbers to a given place value through the hundred thousands place;
4.2Erepresent decimals, including tenths and hundredths, using concrete and visual models and money;
4.2Fcompare and order decimals using concrete and visual models to the hundredths;
4.2Grelate decimals to fractions that name tenths and hundredths; and
4.2Hdetermine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:
4.3Arepresent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;
4.3Bdecompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;
4.3Cdetermine if two given fractions are equivalent using a variety of methods;
4.3Dcompare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;
4.3Erepresent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;
4.3Fevaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and
4.3Grepresent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to:
4.4Aadd and subtract whole numbers and decimals to the hundredths place using the standard algorithm;
4.4Bdetermine products of a number and 10 or 100 using properties of operations and place value understandings;
4.4Crepresent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;
4.4Duse strategies and algorithms, including the standard algorithm, to multiply up to a fourdigit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
4.4Erepresent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;
4.4Fuse strategies and algorithms, including the standard algorithm, to divide up to a fourdigit dividend by a one-digit divisor;
4.4Ground to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and
4.4Hsolve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
Algebraic reasoning
Algebraic reasoning
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
4.5Arepresent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;
4.5Brepresent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence;
4.5Cuse models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); and
4.5Dsolve problems related to perimeter and area of rectangles where dimensions are whole numbers.
Geometry and measurement
Geometry and measurement
The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to:
4.6Aidentify points, lines, line segments, rays, angles, and perpendicular and parallel lines;
4.6Bidentify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;
4.6Capply knowledge of right angles to identify acute, right, and obtuse triangles; and
4.6Dclassify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.
The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to:
4.7Aillustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers;
4.7Billustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers;
4.7Cdetermine the approximate measures of angles in degrees to the nearest whole number using a protractor;
4.7Ddraw an angle with a given measure; and
4.7Edetermine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.
The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to:
4.8Aidentify relative sizes of measurement units within the customary and metric systems;
4.8Bconvert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and
4.8Csolve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.
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:
4.9Arepresent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and
4.9Bsolve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.
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:
4.10Adistinguish between fixed and variable expenses;
4.10Bcalculate profit in a given situation;
4.10Ccompare the advantages and disadvantages of various savings options;
4.10Ddescribe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and
4.10Edescribe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.
Science 43 standards
Force, motion, and energy
Force, motion, and energy
The student knows the nature of forces and the patterns of their interactions. The student
4.7plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.
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:
4.1Aask questions and define problems based on observations or information from text, phenomena, models, or investigations;
4.1Buse scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;
4.1Cdemonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;
4.1Duse tools, including hand lenses; metric rulers; Celsius thermometers; calculators; laser pointers; mirrors; digital scales; balances; graduated cylinders; beakers; hot plates; meter sticks; magnets; notebooks; timing devices; sieves; materials for building circuits; 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;
4.1Ecollect observations and measurements as evidence;
4.1Fconstruct appropriate graphic organizers used 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
4.1Gdevelop 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:
4.2Aidentify advantages and limitations of models such as their size, scale, properties, and materials;
4.2Banalyze data by identifying any significant features, patterns, or sources of error;
4.2Cuse mathematical calculations to compare patterns and relationships; and
4.2Devaluate a design or object using criteria.
The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
4.3Adevelop explanations and propose solutions supported by data and models;
4.3Bcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
4.3Clisten 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:
4.4Aexplain how scientific discoveries and innovative solutions to problems impact science and society; and
4.4Bresearch 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:
4.5Aidentify and use patterns to explain scientific phenomena or to design solutions;
4.5Bidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;
4.5Cuse scale, proportion, and quantity to describe, compare, or model different systems;
4.5Dexamine and model the parts of a system and their interdependence in the function of the system;
4.5Einvestigate how energy flows and matter cycles through systems and how matter is conserved;
4.5Fexplain the relationship between the structure and function of objects, organisms, and systems; and
4.5Gexplain 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:
4.6Aclassify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas);
4.6Binvestigate and compare a variety of mixtures, including solutions that are composed of liquids in liquids and solids in liquids; and
4.6Cdemonstrate that matter is conserved when mixtures such as soil and water or oil and water are formed.
Force, motion, and energy
Force, motion, and energy
The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to:
4.8Ainvestigate and identify the transfer of energy by objects in motion, waves in water, and sound;
4.8Bidentify conductors and insulators of thermal and electrical energy; and
4.8Cdemonstrate and describe how electrical energy travels in a closed path that can produce light and thermal energy.
Earth and space
Earth and space
The student recognizes patterns among the Sun, Earth, and Moon system and their effects. The student is expected to:
4.9Acollect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight; and
4.9Bcollect and analyze data to identify sequences and predict patterns of change in the observable appearance of the Moon from Earth.
The student knows that there are processes on Earth that create patterns of change. The student is expected to:
4.10Adescribe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process;
4.10Bmodel and describe slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and
4.10Cdifferentiate between weather and climate.
The student understands how natural resources are important and can be managed. The student is expected to:
4.11Aidentify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas;
4.11Bexplain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment; and
4.11Cdetermine the physical properties of rocks that allow Earth's natural resources to be stored there.
Organisms and environments
Organisms and environments
The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
4.12Ainvestigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter;
4.12Bdescribe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers; and
4.12Cidentify and describe past environments based on fossil evidence, 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:
4.13Aexplore and explain how structures and functions of plants such as waxy leaves and deep roots enable them to survive in their environment; and
4.13Bdifferentiate between inherited and acquired physical traits of organisms.
Social Studies 73 standards
History
History
The student understands the origins, similarities, and differences of American Indian groups in Texas before European exploration. The student is expected to:
4.1Aexplain the possible origins of American Indian groups in Texas;
4.1Bidentify and compare the ways of life of American Indian groups in Texas before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano;
4.1Cdescribe the cultural regions in which American Indians lived such as Gulf, Plains, Puebloan, and Southeastern; and
4.1Dlocate American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo.
The student understands the causes and effects of European exploration and colonization of Texas. The student is expected to:
4.2Asummarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion;
4.2Bidentify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and Ren Robert Cavelier, Sieur de la Salle, on the settlement of Texas;
4.2Cexplain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals;
4.2Didentify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas; and
4.2Eidentify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martn de Len, on the settlement of Texas.
The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:
4.3Aanalyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;
4.3Bsummarize the significant contributions of individuals such as William B. Travis, James Bowie, David Crockett, Juan N. Segun, Plcido Benavides, Jos Francisco Ruiz, Antonio Lpez de Santa Anna, Susanna Dickinson, and Enrique Esparza;
4.3Cidentify leaders important to the founding of Texas as a republic and state, including Jos Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones;
4.3Ddescribe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers; and
4.3Eexplain the events that led to the annexation of Texas to the United States and the impact of the U.S.-Mexican War.
The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:
4.4Adescribe the impact of the Civil War and Reconstruction on Texas;
4.4Bexplain the growth, development, and impact of the cattle industry such as contributions made by Charles Goodnight, Richard King, and Lizzie Johnson;
4.4Cexplain the effects of the railroad industry on life in Texas, including changes to cities and major industries; and
4.4Dexplain the effects on American Indian life brought about by the Red River War, building of U.S. forts and railroads, and loss of buffalo.
The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:
4.5Aexplain the impact of various events on life in Texas such as the Great Depression, the Dust Bowl, and World War II and notable individuals such as Audie Murphy, Cleto Rodrguez, and Bessie Coleman and other local individuals; and
4.5Bexplain the development and impact of the oil and gas industry on industrialization and urbanization in Texas, including Spindletop and important people such as Pattillo Higgins.
Geography
Geography
The student understands the concept of regions. The student is expected to:
4.6Aidentify, locate, and describe the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their characteristics such as landforms, climate, vegetation, and economic activities; and
4.6Bcompare the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains).
The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
4.7Aexplain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present; and
4.7Bidentify and explain patterns of settlement such as the location of towns and cities in Texas at different time periods.
The student understands how people adapt to and modify their environment. The student is expected to:
4.8Adescribe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams;
4.8Bexplain reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and
4.8Ccompare the positive and negative consequences of human modification of the environment in Texas, past and present.
Economics
Economics
The student understands the basic economic activities of early societies in Texas. The student is expected to:
4.9Aexplain the economic activities various early American Indian groups in Texas used to meet their needs and wants such as farming, trading, and hunting; and
4.9Bexplain the economic activities early settlers to Texas used to meet their needs and wants.
The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:
4.10Adescribe how the free enterprise system works, including supply and demand;
4.10Bidentify examples of the benefits of the free enterprise system such as choice and opportunity; and
4.10Cdescribe the development of the free enterprise system in Texas such as the growth of cash crops by early colonists and the railroad boom.
The student understands patterns of work and economic activities in Texas. The student is expected to:
4.11Aidentify how people in different regions of Texas earn their living, past and present;
4.11Bexplain how physical geographic factors such as climate and natural resources have influenced the location of economic activities in Texas;
4.11Cidentify the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; and
4.11Dexplain how developments in transportation and communication have influenced economic activities in Texas.
Government
Government
The student understands how people organized governments in different ways during the early development of Texas. The student is expected to:
4.12Acompare how various American Indian groups such as the Caddo and the Comanche governed themselves; and
4.12Bcompare characteristics of the Spanish colonial government and the early Mexican governments in Texas.
The student understands important ideas in historical documents of Texas and the United States. The student is expected to:
4.13Aidentify the purposes and explain the importance of the Texas Declaration of Independence and the Texas Constitution;
4.13Bidentify and explain the basic functions of the three branches of government according to the Texas Constitution; and
4.13Cidentify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week).
Citizenship
Citizenship
The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
4.14Aexplain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the Alamo, and the San Jacinto Monument;
4.14Bsing or recite "Texas, Our Texas";
4.14Crecite and explain the meaning of the Pledge to the Texas Flag; and
4.14Ddescribe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
The student understands the importance of active individual participation in the democratic process. The student is expected to:
4.15Aidentify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll;
4.15Bexplain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as respectfully holding public officials to their word, writing letters, and participating in historic preservation and service projects;
4.15Cexplain the duty of the individual in state and local elections such as being informed and voting;
4.15Didentify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Henry B. Gonzlez, Wallace Jefferson, and other local individuals;
4.15Eexplain how to contact elected and appointed leaders in state and local governments; and
4.15Fuse voting as a method for group decision making.
The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
4.16Aidentify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States; and
4.16Bidentify leadership qualities of state and local leaders, past and present.
Culture
Culture
The student understands the contributions of people of various racial, ethnic, and religious groups to Texas culture. The student is expected to:
4.17Aidentify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, and Fiesta San Antonio; and
4.17Bsummarize the contributions of artists of various racial, ethnic, and religious groups in the development of Texas culture such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.
Science, technology, and society
Science, technology, and society
The student understands the impact of science and technology on life in Texas. The student is expected to:
4.18Aidentify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions; and
4.18Bdescribe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.
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:
4.19Adifferentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about Texas;
4.19Bdifferentiate and compare the information about a specific issue or event provided in primary and secondary sources;
4.19Canalyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
4.19Dorganize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
4.19Eidentify different points of view about an issue, topic, historical event, or current event;
4.19Fidentify the central claim in a primary or secondary source; and
4.19Gdevelop and communicate a claim and supporting evidence visually, orally, or in writing related to a social studies topic.
The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
4.20Aapply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps; and
4.20Binterpret geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.
The student communicates in written, oral, and visual forms. The student is expected to:
4.21Ause social studies terminology correctly;
4.21Bincorporate main and supporting ideas in verbal and written communication;
4.21Cexpress ideas orally based on research and experiences;
4.21Dcreate written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
4.21Eapply 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:
4.22Ause democratic procedures to simulate making decisions on school, local, or state issues; and
4.22Buse 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 73 standards
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills