Search TEKS

TEKS Number STAAR Student Expectation
1(9)(C)

identify examples of choices families make when buying goods and services.

1(9)(C)

distinguish between spending and saving

1(9)(D)

consider charitable giving

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(2)(A)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:

2(2)(A)

ask questions about organisms, objects, and events during observations and investigations;

2(2)(A)

describe the order of events by using designations of time periods such as historical and present times;

2(2)(A)

use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

2(2)(A)(i)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: single letters (consonants and vowels);

2(2)(A)(ii)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: consonant blends (e.g., thr, spl);

2(2)(A)(iii)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: consonant digraphs (e.g., ng, ck, ph); and

2(2)(A)(iv)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);

2(2)(B)

use common syllabication patterns to decode words including:

2(2)(B)

plan and conduct descriptive investigations such as how organisms grow;

2(2)(B)

apply vocabulary related to chronology, including past, present, and future; and

2(2)(B)

use standard, word, and expanded forms to represent numbers up to 1,200

2(2)(B)(i)

use common syllabication patterns to decode words including: closed syllable (CVC) (e.g., pic-nic, mon-ster);

2(2)(B)(ii)

use common syllabication patterns to decode words including: open syllable (CV) (e.g., ti-ger);

2(2)(B)(iii)

use common syllabication patterns to decode words including: final stable syllable (e.g., sta-tion, tum-ble);

2(2)(B)(iv)

use common syllabication patterns to decode words including: vowel-consonant-silent 'e' words (VCe) (e.g., in-vite, cape);

2(2)(B)(v)

use common syllabication patterns to decode words including: r-controlled vowels (e.g., per-fect, cor-ner); and

2(2)(B)(vi)

use common syllabication patterns to decode words including: vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);

2(2)(C)

decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);

2(2)(C)

collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools;

2(2)(C)

create and interpret timelines for events in the past and present.

2(2)(C)

generate a number that is greater than or less than a given whole number up to 1,200

2(2)(D)

read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);

2(2)(D)

record and organize data using pictures, numbers, and words;

2(2)(D)

use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>,

2(2)(E)

identify and read abbreviations (e.g., Mr., Ave.);

2(2)(E)

communicate observations and justify explanations using student-generated data from simple descriptive investigations; and

2(2)(E)

locate the position of a given whole number on an open number line

2(2)(F)

identify and read contractions (e.g., haven't, it's);

2(2)(F)

compare results of investigations with what students and scientists know about the world.

2(2)(F)

name the whole number that corresponds to a specific point on a number line

2(2)(G)

identify and read at least 300 high-frequency words from a commonly used list; and

2(2)(H)

monitor accuracy of decoding.

2(3)(A)

use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

Pages