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English Language Arts and Reading 87 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
5.4use 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
5.5self-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:
5.1Alisten actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
5.1Bfollow, restate, and give oral instructions that include multiple action steps;
5.1Cgive an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
5.1Dwork 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:
5.2Aidecoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
5.2Aiidecoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
5.2Aiiidecoding words using advanced knowledge of syllable division patterns;
5.2Aivdecoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and
5.2Avidentifying and reading high-frequency words from a research-based list;
demonstrate and apply spelling knowledge by:
5.2Bispelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
5.2Biispelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
5.2Biiispelling multisyllabic words with multiple sound-spelling patterns;
5.2Bivspelling words using advanced knowledge of syllable division patterns;
5.2Bvspelling words using knowledge of prefixes; and
5.2Bvispelling 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:
5.2Cwrite legibly in cursive.
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:
5.3Ause print or digital resources to determine meaning, syllabication, pronunciation, and word origin;
5.3Buse context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
5.3Cidentify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and
5.3Didentify, use, and explain the meaning of adages and puns.
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:
5.6Aestablish purpose for reading assigned and self-selected texts;
5.6Bgenerate questions about text before, during, and after reading to deepen understanding and gain information;
5.6Cmake and correct or confirm predictions using text features, characteristics of genre, and structures;
5.6Dcreate mental images to deepen understanding;
5.6Emake connections to personal experiences, ideas in other texts, and society;
5.6Fmake inferences and use evidence to support understanding;
5.6Gevaluate details read to determine key ideas;
5.6Hsynthesize information to create new understanding; and
5.6Imonitor 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:
5.7Adescribe personal connections to a variety of sources, including self-selected texts;
5.7Bwrite responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
5.7Cuse text evidence to support an appropriate response;
5.7Dretell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
5.7Einteract with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
5.7Frespond using newly acquired vocabulary as appropriate; and
5.7Gdiscuss 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:
5.8Ainfer multiple themes within a text using text evidence;
5.8Banalyze the relationships of and conflicts among the characters;
5.8Canalyze plot elements, including rising action, climax, falling action, and resolution; and
5.8Danalyze 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:
5.9Ademonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
5.9Bexplain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;
5.9Cexplain structure in drama such as character tags, acts, scenes, and stage directions;
recognize characteristics and structures of informational text, including:
5.9Dithe central idea with supporting evidence;
5.9Diifeatures such as insets, timelines, and sidebars to support understanding; and
5.9Diiiorganizational patterns such as logical order and order of importance;
recognize characteristics and structures of argumentative text by:
5.9Eiidentifying the claim;
5.9Eiiexplaining how the author has used facts for or against an argument; and
5.9Eiiiidentifying 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:
5.9Frecognize 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:
5.10Aexplain the author's purpose and message within a text;
5.10Banalyze how the use of text structure contributes to the author's purpose;
5.10Canalyze the author's use of print and graphic features to achieve specific purposes;
5.10Ddescribe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes;
5.10Eidentify and understand the use of literary devices, including first- or third-person point of view;
5.10Fexamine how the author's use of language contributes to voice; and
5.10Gexplain the purpose of hyperbole, stereotyping, and 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:
5.11Aplan 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:
5.11Biorganizing with purposeful structure, including an introduction, transitions, and a conclusion; and
5.11Biideveloping an engaging idea reflecting depth of thought with specific facts and details;
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
5.11Crevise 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:
5.11Dicomplete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
5.11Diipast tense of irregular verbs;
5.11Diiicollective nouns;
5.11Divadjectives, including their comparative and superlative forms;
5.11Dvconjunctive adverbs;
5.11Dviprepositions and prepositional phrases and their influence on subject-verb agreement;
5.11Dviipronouns, including indefinite;
5.11Dviiisubordinating conjunctions to form complex sentences;
5.11Dixcapitalization of abbreviations, initials, acronyms, and organizations;
5.11Dxitalics and underlining for titles and emphasis and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences; and
5.11Dxicorrect 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:
5.11Epublish 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:
5.12Acompose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
5.12Bcompose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
5.12Ccompose argumentative texts, including opinion essays, using genre characteristics and craft; and
5.12Dcompose 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:
5.13Agenerate and clarify questions on a topic for formal and informal inquiry;
5.13Bdevelop and follow a research plan with adult assistance;
5.13Cidentify and gather relevant information from a variety of sources;
5.13Dunderstand credibility of primary and secondary sources;
5.13Edemonstrate understanding of information gathered;
5.13Fdifferentiate between paraphrasing and plagiarism when using source materials;
5.13Gdevelop a bibliography; and
5.13Huse an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Mathematics 46 standards
Geometry and measurement
Geometry and measurement
The student applies mathematical process standards to classify twodimensional figures by attributes and properties. The student
5.5classify twodimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student
5.7solve problems by calculating conversions within a measurement system, customary or metric.
Mathematical process standards
Mathematical process standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
5.1Aapply mathematics to problems arising in everyday life, society, and the workplace;
5.1Buse 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; 111.A. (2) (3)
5.1Cselect 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;
5.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
5.1Ecreate and use representations to organize, record, and communicate mathematical ideas;
5.1Fanalyze mathematical relationships to connect and communicate mathematical ideas; and
5.1Gdisplay, 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 positive rational numbers and understand relationships as related to place value. The student is expected to:
5.2Arepresent the value of the digit in decimals through the thousandths using expanded notation and numerals;
5.2Bcompare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and
5.2Cround decimals to tenths or hundredths.
The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:
5.3Aestimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division;
5.3Bmultiply with fluency a three-digit number by a two-digit number using the standard algorithm;
5.3Csolve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;
5.3Drepresent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models;
5.3Esolve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;
5.3Frepresent quotients of decimals to the hundredths, up to four-digit dividends and twodigit whole number divisors, using objects and pictorial models, including area models;
5.3Gsolve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm;
5.3Hrepresent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;
5.3Irepresent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models;
5.3Jrepresent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 7 and 7 1/3 using objects and pictorial models, including area models;
5.3Kadd and subtract positive rational numbers fluently; and
5.3Ldivide whole numbers by unit fractions and unit fractions by whole numbers.
Algebraic reasoning
Algebraic reasoning
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
5.4Aidentify prime and composite numbers;
5.4Brepresent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity;
5.4Cgenerate a numerical pattern when given a rule in the form y = ax or y = x + a and graph;
5.4Drecognize the difference between additive and multiplicative numerical patterns given in a table or graph;
5.4Edescribe the meaning of parentheses and brackets in a numeric expression;
5.4Fsimplify numerical expressions that do not involve exponents, including up to two levels of grouping;
5.4Guse concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh); and
5.4Hrepresent and solve problems related to perimeter and/or area and related to volume.
Geometry and measurement
Geometry and measurement
The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to:
5.6Arecognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and
5.6Bdetermine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.
The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:
5.8Adescribe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin;
5.8Bdescribe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and
5.8Cgraph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
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:
5.9Arepresent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-andleaf plots;
5.9Brepresent discrete paired data on a scatterplot; and
5.9Csolve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
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:
5.10Adefine income tax, payroll tax, sales tax, and property tax;
5.10Bexplain the difference between gross income and net income;
5.10Cidentify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments;
5.10Ddevelop a system for keeping and using financial records;
5.10Edescribe actions that might be taken to balance a budget when expenses exceed income; and
5.10Fbalance a simple budget.
Science 42 standards
Earth and space
Earth and space
The student recognizes patterns among the Sun, Earth, and Moon system and their effects. The student
5.9demonstrate that Earth rotates on its axis once approximately every 24 hours and explain how that causes the day/night cycle and the appearance of the Sun moving across the sky, resulting in changes in shadow positions and shapes.
The student understands how natural resources are important and can be managed. The student
5.11design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.
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:
5.1Aask questions and define problems based on observations or information from text, phenomena, models, or investigations;
5.1Buse scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems;
5.1Cdemonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards;
5.1Duse tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information;
5.1Ecollect observations and measurements as evidence;
5.1Fconstruct 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
5.1Gdevelop 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:
5.2Aidentify advantages and limitations of models such as their size, scale, properties, and materials;
5.2Banalyze data by identifying any significant features, patterns, or sources of error;
5.2Cuse mathematical calculations to compare patterns and relationships; and
5.2Devaluate experimental and engineering designs.
The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
5.3Adevelop explanations and propose solutions supported by data and models;
5.3Bcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
5.3Clisten 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:
5.4Aexplain how scientific discoveries and innovative solutions to problems impact science and society; and
5.4Bresearch 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:
5.5Aidentify and use patterns to explain scientific phenomena or to design solutions;
5.5Bidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;
5.5Cuse scale, proportion, and quantity to describe, compare, or model different systems;
5.5Dexamine and model the parts of a system and their interdependence in the function of the system;
5.5Einvestigate how energy flows and matter cycles through systems and how matter is conserved;
5.5Fexplain the relationship between the structure and function of objects, organisms, and systems; and
5.5Gexplain 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:
5.6Acompare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy;
5.6Bdemonstrate and explain that some mixtures maintain physical properties of their substances such as iron filings and sand or sand and water;
5.6Ccompare the properties of substances before and after they are combined into a solution and demonstrate that matter is conserved in solutions; and
5.6Dillustrate how matter is made up of particles that are too small to be seen such as air in a balloon.
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:
5.7Ainvestigate and explain how equal and unequal forces acting on an object cause patterns of motion and transfer of energy; and
5.7Bdesign a simple experimental investigation that tests the effect of force on an object in a system such as a car on a ramp or a balloon rocket on a string.
The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to:
5.8Ainvestigate and describe the transformation of energy in systems such as energy in a flashlight battery that changes from chemical energy to electrical energy to light energy;
5.8Bdemonstrate that electrical energy in complete circuits can be transformed into motion, light, sound, or thermal energy and identify the requirements for a functioning electrical circuit; and
5.8Cdemonstrate and explain how light travels in a straight line and can be reflected, refracted, or absorbed.
Earth and space
Earth and space
The student knows that there are recognizable patterns and processes on Earth. The student is expected to:
5.10Aexplain how the Sun and the ocean interact in the water cycle and affect weather;
5.10Bmodel and describe the processes that led to the formation of sedimentary rocks and fossil fuels; and
5.10Cmodel and identify how changes to Earth's surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.
Organisms and environments
Organisms and environments
The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
5.12Aobserve and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem;
5.12Bpredict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web; and
5.12Cdescribe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.
The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments. The student is expected to:
5.13Aanalyze the structures and functions of different species to identify how organisms survive in the same environment; and
5.13Bexplain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.
Social Studies 77 standards
History
History
The student understands the significant individuals who contributed to the creation of the U.S. Constitution and the government it established. The student
5.3identify the contributions of Founding Fathers James Madison and George Mason who helped create the U.S. Constitution.
Citizenship
Citizenship
The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights. The student
5.19describe the fundamental rights guaranteed in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney.
History
History
The student understands the reasons for and the role of key people in the European colonization of North America beginning in 1565, the founding of St. Augustine. The student is expected to:
5.1Aexplain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and
5.1Bdescribe the accomplishments of significant individuals who settled for religious freedom and economic gain during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, and Roger Williams.
The student understands how conflict between the American colonies and Great Britain led to American independence and the formation of the United States. The student is expected to:
5.2Aanalyze the causes and effects of events prior to and during the American Revolution, including the taxation resulting from the French and Indian War and the colonist response to taxation such as the Boston Tea Party;
5.2Bidentify the Founding Fathers and Patriot heroes, including John Adams, Benjamin Franklin, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and
5.2Csummarize the results of the American Revolution, including the establishment of the United States.
The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:
5.4Adescribe the causes and effects of the War of 1812 such as impressment of sailors, territorial conflicts with Great Britain, and the increase in U.S. manufacturing;
5.4Bidentify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States;
5.4Cidentify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;
5.4Dexplain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War;
5.4Eexplain the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution; and
5.4Fidentify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups such as the settlement of the frontier and building of the Transcontinental Railroad.
The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to:
5.5Aexplain the significance of issues and events of the 20th century such as industrialization, urbanization, the Great Depression, the world wars, the civil rights movement, and military actions;
5.5Banalyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election; and
5.5Cidentify the accomplishments and contributions of individuals and groups such as Susan B. Anthony, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, the Tuskegee Airmen, and the 442nd Regimental Combat Team in the areas of civil rights, women's rights, military actions, and politics.
Geography
Geography
The student understands places and regions in the United States. The student is expected to:
5.6Adescribe political and economic regions in the United States that result from patterns of human activity;
5.6Bdescribe regions in the United States based on physical characteristics such as landform, climate, and vegetation;
5.6Clocate on a map important political features such as the five largest cities by population in the United States and the 50 states; and
5.6Dcreate a map of important physical features such as the Appalachian Mountains, Great Lakes, Mississippi River, Great Plains, and Rocky Mountains.
The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
5.7Aidentify and describe the patterns of settlement such as rural, urban, and suburban;
5.7Bexplain the geographic factors that influence patterns of settlement and the distribution of population in the United States; and
5.7Canalyze the geographic factors that influence the location of the five largest urban areas in the United States and explain their distribution.
The student understands how people adapt to and modify their environment. The student is expected to:
5.8Adescribe how and why people have adapted to and modified their environment in the United States such as the use of human resources to meet basic needs; and
5.8Banalyze the positive and negative consequences of human modification of the environment in the United States.
Economics
Economics
The student understands the basic economic patterns of early societies in the United States. The student is expected to:
5.9Aexplain the economic patterns of early European colonies; and
5.9Bidentify major industries of colonial America such as shipbuilding and growing of cash crops.
The student understands the development, characteristics, and benefits of the free enterprise system in the United States. The student is expected to:
5.10Aidentify the development of the free enterprise system in colonial America and the United States;
5.10Bdescribe how the free enterprise system works in the United States; and
5.10Cgive examples of the benefits of the free enterprise system in the United States.
The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to:
5.11Aexplain how supply and demand affects consumers in the United States; and
5.11Bevaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States.
The student understands patterns of work and economic activities in the United States. The student is expected to:
5.12Acompare how people in different regions of the United States earn a living, past and present;
5.12Bidentify and explain how geographic factors have influenced the location of economic activities in the United States;
5.12Canalyze the effects of immigration and migration on the economic development and growth of the United States; and
5.12Ddescribe the impact of mass production, specialization, and division of labor on the economic growth of the United States.
Government
Government
The student understands the organization of governments in colonial America. The student is expected to:
5.13Acompare the systems of government of early European colonists, including representative government and monarchy; and
5.13Bidentify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.
The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to:
5.14Aexplain the purposes, key elements, and the importance of the Declaration of Independence;
5.14Bexplain the purposes of the U.S. Constitution as identified in the Preamble; and
5.14Cexplain the reasons for the creation of the Bill of Rights and its importance.
The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to:
5.15Aidentify and explain the basic functions of the three branches of government;
5.15Bidentify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
5.15Cdistinguish between national and state governments and compare their responsibilities in the U.S. federal system.
Citizenship
Citizenship
The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles that contribute to our national identity. The student is expected to:
5.16Aexplain various patriotic symbols, including Uncle Sam; national celebrations such as Labor Day; and political symbols such as the donkey and elephant;
5.16Bsing or recite "The Star-Spangled Banner" and explain its history;
5.16Crecite and explain the meaning of the Pledge of Allegiance to the United States Flag; and
5.16Dexplain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore.
The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to:
5.17Aexplain why individuals have a duty to participate in civic affairs at the local, state, and national levels;
5.17Bexplain how to contact elected and appointed leaders in local, state, and national governments; and
5.17Cuse 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:
5.18Aidentify past and present leaders in the national government, including the president and various members of Congress, and their political parties; and
5.18Bidentify leadership qualities of national leaders, past and present.
Culture
Culture
The student understands the relationship between the arts and the times during which they were created. The student is expected to:
5.20Aidentify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and
5.20Bexplain how examples of art, music, and literature reflect the times during which they were created.
The student understands the contributions of people of various racial, ethnic, and religious groups to the United States culture. The student is expected to:
5.21Adescribe customs and traditions of various racial, ethnic, and religious groups in the United States; and
5.21Bsummarize the contributions of people of various racial, ethnic, and religious groups to our national identity.
Science, technology, and society
Science, technology, and society
The student understands the impact of science and technology on society in the United States. The student is expected to:
5.22Aidentify the accomplishments of notable individuals in the fields of science and technology such as Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong;
5.22Bidentify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program; and
5.22Cexplain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States.
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:
5.23Adifferentiate 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 the United States;
5.23Bidentify and ask questions about the credibility of different kinds of primary and secondary sources;
5.23Canalyze 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;
5.23Dorganize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
5.23Eidentify different points of view about an issue, topic, historical event, or current event;
5.23Fidentify the historical context of an event;
5.23Gidentify the central claim in a primary or secondary source; and
5.23Hdevelop 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:
5.24Aapply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps; and
5.24Binterpret 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:
5.25Ause social studies terminology correctly;
5.25Bincorporate main and supporting ideas in verbal and written communication;
5.25Cexpress ideas orally based on research and experiences;
5.25Dcreate written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
5.25Eapply 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:
5.26Ause democratic procedures to simulate making decisions on school, local, or state issues; and
5.26Buse 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 77 standards
History
Citizenship
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills