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TEKS Numbersort descending STAAR Student Expectation

Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.

1(1)

The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on computational thinking, mathematical fluency, and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

1(1)(A)

recognize that spoken words are represented in written English by specific sequences of letters;

1(1)(A)

recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;

1(1)(A)

describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and

1(1)(A)

apply mathematics to problems arising in everyday life, society, and the workplace

1(1)(B)

identify upper- and lower-case letters;

1(1)(B)

recognize the importance of safe practices to keep self and others safe and healthy; and

1(1)(B)

compare the observance of holidays and celebrations, past and present.

1(1)(B)

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

1(1)(C)

sequence the letters of the alphabet;

1(1)(C)

identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.

1(1)(C)

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

1(1)(D)

recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);

1(1)(D)

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

1(1)(E)

read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and

1(1)(E)

create and use representations to organize, record, and communicate mathematical ideas

1(1)(F)

identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

1(1)(F)

analyze mathematical relationships to connect and communicate mathematical ideas

1(1)(G)

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

1(10)

Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.

1(10)(A)

investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;

1(10)(A)

describe the components of various jobs and the characteristics of a job well performed; and

1(10)(B)

identify and compare the parts of plants;

1(10)(B)

describe how specialized jobs contribute to the production of goods and services.

1(10)(C)

compare ways that young animals resemble their parents; and

1(10)(D)

observe and record life cycles of animals such as a chicken, frog, or fish.

1(11)

Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize sensory details in literary text.

1(11)(A)

explain the purpose for rules and laws in the home, school, and community; and

1(11)(B)

identify rules and laws that establish order, provide security, and manage conflict.

1(12)

Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time.

1(12)(A)

identify the responsibilities of authority figures in the home, school, and community;

1(12)(B)

identify and describe the roles of public officials in the community, state, and nation; and

1(12)(C)

identify and describe the role of a good citizen in maintaining a constitutional republic.

1(13)

Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing about the text.

1(13)(A)

identify 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;

1(13)(B)

identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship; and

1(13)(C)

identify other individuals who exemplify good citizenship.

1(14)(A)

restate the main idea, heard or read;

1(14)(A)

explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;

1(14)(B)

identify important facts or details in text, heard or read;

1(14)(B)

recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

1(14)(C)

retell the order of events in a text by referring to the words and/or illustrations; and

1(14)(C)

identify anthems and mottoes of Texas and the United States;

1(14)(D)

use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

1(14)(D)

explain and practice voting as a way of making choices and decisions;

1(14)(E)

explain how patriotic customs and celebrations reflect American individualism and freedom; and

1(14)(F)

identify Constitution Day as a celebration of American freedom.

1(15)(A)

follow written multi-step directions with picture cues to assist with understanding; and

1(15)(A)

describe and explain the importance of various beliefs, customs, language, and traditions of families and communities; and

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