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TEKS Numbersort descending STAAR Student Expectation
1(F19)(D)

make inferences about text and use textual evidence to support understanding;

1(F19)(E)

retell or act out important events in stories in logical order; and

1(F19)(F)

make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

10(A)

identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; and

10(B)

describe and explain the importance of the concept of 'consent of the governed' as it relates to the functions of local, state, and national government.

19

Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

2(1)

Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

2(1)(A)

identify 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;

2(1)(A)

explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and

2(1)(A)

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

2(1)(B)

describe the importance of safe practices; and

2(1)(B)

identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.

2(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

2(1)(C)

identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

2(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

2(1)(D)

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

2(1)(E)

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

2(1)(F)

analyze mathematical relationships to connect and communicate mathematical ideas

2(1)(G)

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

2(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 distinguish between fiction and nonfiction.

2(10)(A)

observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water;

2(10)(A)

distinguish between producing and consuming;

2(10)(A)

explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category

2(10)(B)

observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant; and

2(10)(B)

identify ways in which people are both producers and consumers; and

2(10)(B)

organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more

2(10)(C)

investigate and record some of the unique stages that insects undergo during their life cycle.

2(10)(C)

examine the development of a product from a natural resource to a finished product.

2(10)(C)

write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one

2(10)(D)

draw conclusions and make predictions from information in a graph

2(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 that some words and phrases have literal and non-literal meanings (e.g., take steps).

2(11)(A)

identify functions of governments such as establishing order, providing security, and managing conflict;

2(11)(A)

calculate how money saved can accumulate into a larger amount over time

2(11)(B)

identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community; and

2(11)(B)

explain that saving is an alternative to spending

2(11)(C)

describe how governments tax citizens to pay for services.

2(11)(C)

distinguish between a deposit and a withdrawal

2(11)(D)

identify examples of borrowing and distinguish between responsible and irresponsible borrowing

2(11)(E)

identify examples of lending and use concepts of benefits and costs to evaluate lending decisions

2(11)(F)

differentiate between producers and consumers and calculate the cost to produce a simple item

2(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 and paraphrase what the reading was about, maintaining meaning.

2(12)(A)

name current public officials, including mayor, governor, and president;

2(12)(B)

compare the roles of public officials, including mayor, governor, and president;

2(12)(C)

identify ways that public officials are selected, including election and appointment to office; and

2(12)(D)

identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.

2(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 the text.

2(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;

2(13)(B)

identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship;

2(13)(C)

identify other individuals who exemplify good citizenship; and

2(13)(D)

identify ways to actively practice good citizenship, including involvement in community service.

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