Version 2 TAKS Tested Grades, 3-11

Transcription

1 WebCCAT TEKS/TAKS Correlation Guide Version 2 TAKS Tested Grades, 3-11

2 Index English Language Arts Grade 3 1 Grade Grade 5 5 Grade 6 6 Grade Grade 8 10 Grade Grade Grade Mathematics Grade Grade Grade Grade Grade Grade Grade Grade Grade Science Grade Grade Grade Social Studies Grade Grade Grade

3 Grade 3 Reading 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. 3 The student will use a variety of strategies to analyze culturally diverse written texts. 4 The student will apply critical thinking skills to analyze culturally diverse written texts. TEKS not included on grade level TAKS English Language Arts 3.5D use root words and other structural cues such as prefixes, suffixes and derivational endings to recognize words(3) 3.5E use knowledge of words order (syntax) and context to support word identification and confirm word meaning (1-3) 3.7B read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3) and 3.8C use resources and references such as beginners, dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciations of words (2-3) and 3.8D demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying and identifying related words.) (3) 3.9C retell or act out the order of important events in stories (K-3) 3.9H produce summaries of text selections (2-3) 3.11H analyze characters, including their traits, feelings, relationships, and changes 3.11I identify the importance of the setting to a story's meaning (1-3) and 3.11J recognize the story problem (s) or plot (1-3) 3.9C retell or act out the order of important events in stories (K-3) 3.9I represent text information in different ways, including story maps, graph, and charts 3.11A distinguished different forms of texts, including lists, newsletters, and signs and the functions they serve (K-3) 3.11C recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3) 3.9F make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3) 3.9J distinguish fact from opinion in various texts including news stories and advertisements (3) 3.10C support interpretations or conclusions with examples drawn from text (2-3) and 3.1A-F, 3.2A-B, 3.3A-E, 3.4A-C, 3.5A-C, 3.5F, 3.6A-E, 3.7A, 3.7C, 3.8A-B, 3.9A-B, 3.9D-E, 3.9G, 3.9K, 3.10A-B, 3.10D, 3.11B,3.11D-G, 3.12A-J, 3.13A-B, 3.14A-D, 3.15A-B, 3.16A-H, 3.17A-E, 3.18A-F, 3.19A-E, 3.20A-D 1

4 Grade 4 Reading 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. 3 The student will use a variety of strategies to analyze culturally diverse written texts. 4.9B draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words 4.9D determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un-, (4-8) and 4.10F determine a text's main (or major) ideas and how those ideas are supported with details (4-8) 4.10G paraphrase and summarize a text to recall, inform, and organize ideas 4.12H analyze characters including their traits motivations, conflicts, points of view, relationships, and changes they undergo. 4.12I recognize and analyze story plot, setting and problem resolution (4-8) 4.10E use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8) 4.10I find similarities and differences across texts such as in treatment, scope or organizations (4-8) 4.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8) 4.12A judge the internal consistency or logic of stories and texts such as "Would this character do this?" "Does this make sense here?" (4-5) 4.12C identify the purposes of different types of texts such as to inform, influence, express, or entertain 4 The student will apply critical thinking skills to analyze culturally diverse written texts. 4.12E compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant 4.12J describe how the author's perspective or point of view affects the text 4.10H draw inferences such as conclusions or generalizations and support them with text evidence and experience. (4-8) 4.10J distinguish fact and opinion in various texts 4.11C support responses by referring to relevant aspects of text and his/her own experiences. (4-8) 4.11D connect, compare, and contrast ideas, themes, and issues across text (4-8) 4.12B recognize that authors organize information in specific ways 2

5 Grade 4 Writing 1 The student will, within a given context, produce an effective composition for a specific purpose. 2 The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. 4.15A write to express, discover, record, develop, reflect on ideas and to problem solve (4-8) 4.15C write to inform such as to explain, describe, report, and narrate (4-8) 4.15D write to entertain such as to compose humorous poems or short stories (4-8) 4.15E exhibit an identifiable voice in personal narratives and in stories (4-5) 4.16A write legibly by selecting cursive or manuscript as appropriate (4-8) and 4.19C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8) 4.19D revise drafts for coherence, progression, and logical support of ideas (4-8) 4.16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address and sentence punctuation (4-5) 4.17A write with accurate spelling of syllable constructions, including closed, open, consonant before -le and syllable boundary patterns (3-6) 4.17B write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less and prefixes such as re-or un- (4-6) 4.17D spell accurately in final drafts (4-8) 4.18A use regular and irregular plurals correctly (4-6) 4.18B write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5) 4.18C employ standard English usage in writing for audiences, including subject-verb agreement pronoun referents, and parts of speech (4-8) 4.18D use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8) 4.18E use prepositional phrases to elaborate written ideas (4-8) 4.18F use conjunctions to connect ideas meaningfully (4-5) 4.18G write with increasing accuracy when using apostrophes in contractions such as it s and possessives such as Jan s (4-8) 4.18H write with increasing accuracy when using objective case pronouns such as Dan cooked for you and me. (4-5) 4.19E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8) 4.19H proofread his/her own writing and that of others (4-8) and 3

6 3 The student will recognize appropriate organization of ideas in written text. 4 The student will recognize correct and effective sentence construction in written text. 5 The student will recognize standard usage and appropriate word choice in written text. 6 The student will proofread for correct punctuation, capitalization, and spelling in written text. 4.19C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8) 4.19D revise drafts for coherence, progression, and logical support of ideas (4-8) 4.18B write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5) 4.18E use prepositional phrases to elaborate written ideas (4-8) 4.18F use conjunctions to connect ideas meaningfully (4-5) 4.19E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8) 4.18C employ standard English usage in writing for audiences, including subject-verb agreement pronoun referents, and parts of speech (4-8) 4.18D use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8) 4.18H write with increasing accuracy when using objective case pronouns such as Dan cooked for you and me. (4-5) 4.19E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8) 4.19H proofread his/her own writing and that of others (4-8) and 4.16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address and sentence punctuation (4-5) 4.17A write with accurate spelling of syllable constructions, including closed, open, consonant before -le and syllable boundary patterns (3-6) 4.17B write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less and prefixes such as re-or un- (4-6) TEKS not included on grade level TAKS 4.17D spell accurately in final drafts (4-8) 4.18G write with increasing accuracy when using apostrophes in contractions such as it s and possessives such as Jan s (4-8) 4.19H proofread his/her own writing and that of others (4-8) 4.1A-C, 4.2A-D, 4.3A-C, 4.4A-C, 4.5A-F, 4.6A-C, 4.7A-F, 4.8A-C, 4.9A, 4.9C, 4.9E, 4.10A-D, 4.10K, 4.11A-B, 4.12D,4.12F-G, 4.13A-H, 4.14A-C, 4.15B, 4.15F, 4.17D, 4.20A-E, 4.21A-F, 4.22A-B, 4.23A-C, 4.24A-B, 4.25A- B 4

7 Grade 5 Reading 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. 3 The student will use a variety of strategies to analyze culturally diverse written texts. 5.9B draw on experiences to bring meanings to words In context such as interpreting figurative language and multiple-meaning words 5.9D determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un-, (4-8) and 5.10F determine a texts main or major ideas and how those ideas are supported with details (4-8) 5.10G paraphrase and summarize a text to recall, inform, and organize ideas 5.12H analyze characters including their traits, motivations, conflicts, points of view, relationships, and changes they undergo. 5.12I recognize and analyze story plot, setting and problem resolution (4-8) 5.10E use the texts structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8) 5.10I find similarities and differences across texts such as in treatment, scope or organizations (4-8) 5.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8) 5.12A judge the internal consistency or logic of stories and texts such as "Would this character do this?" "Does this make sense here?" (4-5) 5.12C identify the purposes of different types of texts such as to inform, influence, express, or entertain 4 The student will apply critical thinking skills to analyze culturally diverse written texts. TEKS not included on grade level TAKS 5.12E compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant 5.12J describe how the authors perspective or point of view affects the text 5.10H draw inferences such as conclusions or generalizations and support them with text evidence and experience. (4-8) 5.10J distinguish fact and opinion in various texts 5.11C support responses by referring to relevant aspects of text and his/her own experiences. (4-8) 5.11D connect, compare, and contrast ideas, themes, and issues across text (4-8) 5.12B recognize that authors organize information in specific ways 5.1A-C, 5.2A-D, 5.3A-C, 5.4A-C, 5.5A-F, 5.6A-C, 5.7A-F, 5.8A-C, 5.9A, 5.9C, 5.9E, 5.10A-D, 5.10K, 5.11A-B, 5.12D, 5.12F-G, 5.13A-H, 5.14A-C, 5.15A-G, 5.16A-B, 5.17A-D, 5.18A-H, 5.19A-I, 5.20A-E, 5.21A-F, 5.22A-B, 5.23A-C, 5.24A-B, 5.25A-B 5

8 Grade 6 Reading 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. 3 The student will use a variety of strategies to analyze culturally diverse written texts. 4 The student will apply critical thinking skills to analyze culturally diverse written texts. TEKS not included on grade level TAKS 6.9B draw on experiences to bring meanings to words in context such as interpreting idioms, multiplemeaning words, and analogies (6-8); 6.9D determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un- (4-8); 6.9F distinguish denotative and connotative meanings (6-8); and 6.10F determine a texts main (or major) ideas and how those ideas are supported with details 6.10G paraphrase and summarize to recall, inform, or organize ideas. (4-8); 6.12F analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); 6.12G recognize and analyze story plot, setting, and problem resolution (4-8); 6.12J recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and 6.10E use the texts structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); 6.10I find similarities and differences across texts such as in treatment, scope, or organization (4-8); 6.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and 6.12A identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8); 6.12C compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); 6.12H describe how the authors perspective or point of view affects the text (4-8); 6.10H draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); 6.10J distinguish fact and opinion in various texts (4-8); 6.11C support responses by referring to relevant aspects of text and his/her own experiences (4-8); and 6.11D connect, compare, and contrast ideas, themes, and issues across text (4-8). 6.12I analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8); 6.12K recognize how style, tone, and mood contribute to the effect of the text (6-8). 6.1A-D, 6.2A-F, 6.3A-C, 6.4A-C, 6.5A-F, 6.6A-C, 6.7A-F, 6.8A-D, 6.9A, 6.9C, 6.9E, 6.9G, 6.10A-D, 6.10K, 6.10M, 6.11A-B, 6.12B, 6.12D-E, 6.13A-I, 6.14A-C, 6.15A-H, 6.16A-G, 6.17A-I, 6.18A-I, 6.19A-E, 6.20A-G, 6.21A-B, 6.22A-C, 6.23A-D, 6.24A-C 6

9 Grade 7 Reading 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. 3 The student will use a variety of strategies to analyze culturally diverse written texts. 4 The student will apply critical thinking skills to analyze culturally diverse written texts. 7.6B use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8); and 7.9B draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies (6-8); 7.9D determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un- (4-8); 7.9F distinguish denotative and connotative meanings (6-8); and 7.10F determine a texts main or major ideas and how those ideas are supported with details 7.10G paraphrase and summarize to recall, inform, or organize ideas. (4-8); 7.12F analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); 7.12G recognize and analyze story plot, setting, and problem resolution (4-8); 7.12J recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and 7.10E use the texts structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); 7.10I find similarities and differences across texts such as in treatment, scope, or organization (4-8); 7.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and 7.12A identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8); 7.12C compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); 7.12H describe how the authors perspective or point of view affects the text (4-8); 7.10H draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); 7.10J distinguish fact and opinion in various texts (4-8); 7.11C support responses by referring to relevant aspects of text and his/her own experiences (4-8); and 7.11D connect, compare, and contrast ideas, themes, and issues across text (4-8). 7.12I analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8); 7.12K recognize how style, tone, and mood contribute to the effect of the text (6-8). 7

10 Grade 7 Writing 1 The student will, within a given context, produce an effective composition for a specific purpose. 2 The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. 7.15A write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); 7.15B write to influence such as to persuade, argue, and request (4-8); 7.15C write to inform such as to explain, describe, report, and narrate (4-8); 7.15D write to entertain such as to compose humorous poems or short stories (4-8); 7.15E select and use voice and style appropriate to audience and purpose (6-8) 7.15G use literary devices effectively such as suspense, dialogue, and figurative language 7.15H produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8). 7.16A write legibly by selecting cursive or manuscript as appropriate (4-8); 7.18C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text 7.18D revise drafts for coherence, progression, and logical support of ideas (4-8); 7.16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation 7.16C spell derivatives correctly by applying the spellings of bases and affixes (7-8); 7.16D spell frequently misspelled words correctly such as their, they're, and there (7-8); 7.16E use resources to find correct spellings (4-8); 7.16F spell accurately in final drafts (4-8); and 7.17A write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses 7.17B use conjunctions to connect ideas meaningfully (4-8); 7.17C employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8); 7.17D use adjectives (comparatives and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8); 7.17E use prepositional phrases to elaborate written ideas (4-8) 7.17F use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8); 7.17G write with increasing accuracy when using apostrophes in contractions such as wont and possessives such as Smiths (4-8); and 7.17H write with increasing accuracy when using pronoun case such as "She had the party." (6-8). 7.18E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8); 7.18H proofread his/her own writing and that of others (4-8); and 8

11 3 The student will recognize appropriate organization of ideas in written text. 4 The student will recognize correct and effective sentence construction in written text. 5 The student will recognize standard usage and appropriate word choice in written text. 6 The student will proofread for correct punctuation, capitalization, and spelling in written text. TEKS not included on grade level TAKS 7.18C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8); 7.18D revise drafts for coherence, progression, and logical support of ideas (4-8); 7.17A write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8); 7.17B use conjunctions to connect ideas meaningfully (4-8); 7.17C employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8); 7.17E use prepositional phrases to elaborate written ideas (4-8) 7.18E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8); 7.17C employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8); 7.17D use adjectives (comparatives and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8); 7.17F use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8); 7.17H write with increasing accuracy when using pronoun case such as "She had the party." (6-8). 7.18E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8); 7.18H proofread his/her own writing and that of others (4-8); and 7.16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8); 7.16C spell derivatives correctly by applying the spellings of bases and affixes (7-8); 7.16D spell frequently misspelled words correctly such as their, they're, and there (7-8); 7.16F spell accurately in final drafts (4-8); and 7.17G write with increasing accuracy when using apostrophes in contractions such as wont and possessives such as Smiths (4-8); and 7.18H proofread his/her own writing and that of others (4-8); and 7.1A-D, 7.2A-F, 7.3A-C, 7.4A-C, 7.5A-F, 7.6A, 7.6C, 7.7A-E, 7.8A-D, 7.9A, 7.9C, 7.9E, 7.9G, 7.10A-D, 7.10K, 7.10M, 7.11A-B, 7.12B, 7.12D-E, 7.13A-I, 7.14A-C,7.15F, 7.16G, 7.18A-B, 7.18F-G, 7.18I, 7.19A-E, 7.20A-G, 7.21A-C, 7.22A-C, 7.23A-D, 7.24A-C 9

12 Grade 8 Reading 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. 3 The student will use a variety of strategies to analyze culturally diverse written texts. 4 The student will apply critical thinking skills to analyze culturally diverse written texts. TEKS not included on grade level TAKS 8.6B use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8) 8.9B draw on experiences to bring meanings to words in context such as interpreting idioms, multiplemeaning words, and analogies (6-8); 8.9D determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un- (4-8); 8.9F distinguish denotative and connotative meanings (6-8); and 8.10F determine a text's main (or major) ideas and how those ideas are supported with details (4-8) 8.10G paraphrase and summarize to recall, inform, or organize ideas. 8.12F analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); 8.12G recognize and analyze story plot, setting, and problem resolution (4-8); 8.12J recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and 8.10E use the text s structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8) 8.10I find similarities and differences across texts such as in treatment, scope, or organization 8.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8) and 8.12A identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8) 8.12C compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8) 8.12H describe how the author s perspective or point of view affects the text (4-8) 8.10H draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8) 8.10J distinguish fact and opinion in various texts (4-8) 8.11C support responses by referring to relevant aspects of text and his/her own experiences 8.11D connect, compare, and contrast ideas, themes, and issues across text (4-8). 8.12I analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8) 8.12K recognize how style, tone, and mood contribute to the effect of the text (6-8). 8.1A-D, 8.2A-F, 8.3A-C, 8.4A-C, 8.5A-F, 8.6A, 8.6C, 8.7A-E, 8.8A-D, 8.9A, 8.9C, 8.9E, 8.9G, 8.10A-D, 8.10K, 8.10M, 8.11A-B, 8.12B, 8.12D-E, 8.13A-I, 8.14A-C, 8.15A-H, 8.16A-G, 8.17A-H, 8.18A-I, 8.19A-E, 8.20A-G, 8.21A-C, 8.22A-C, 8.23A-D, 8.24A-C 10

13 Grade 9 Reading 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. 9.6B rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary 9.6C apply meanings of prefixes, roots, and suffixes in order to comprehend 9.6E use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage 9.6F identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation. 9.7F identify main ideas and 9.7G summarize texts 9.8B read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media 9.10B use elements of text to defend his/her own responses and interpretations and 9.11A recognize the theme (general observation about life or human nature) within a text 9.11B analyze the relevance of setting and time frame to text s meaning 9.11C analyze characters and identify time and point of view 9.11D identify basic conflicts 9.11E analyze the development of plot in narrative text 9.11F recognize and interpret important symbols 9.11G recognize and interpret poetic elements like metaphor, simile, personification, and the effect of sound on meaning and 9.11H understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. 11

14 3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. TEKS not included on grade level TAKS 9.7E analyze text structures such as compare and contrast, cause and effect, and chronological ordering 9.7H draw inferences such as conclusions, generalizations, and predictions and support them from text 9.8D interpret the possible influences of the historical context on a literary work. 9.10B use elements of text to defend his/her own responses and interpretations and 9.12A analyze characteristics of text, including its structure, word choices, and intended audience 9.12B evaluate the credibility of information sources and determine the writer s motives 9.12C analyze text to evaluate the logical argument and to determine the mode of reasoning used such as induction and deduction and 9.12D analyze texts such as editorials, documentaries, and advertisements for bias and use of common persuasive techniques. 9.19B analyze relationships, ideas, and cultures as represented in various media and 9.19C distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. 9.20B deconstruct media to get the main idea of the message s content 9.20C evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols 9.1A-C, 9.2A-E, 9.3A-D, 9.4A-G, 9.5A-B, 9.6A, 9.6D, 9.7A-D, 9.7I-J, 9.8A, 9.8C, 9.9A-B, 9.10A, 9.10C, 9.13A- E, 9.14A-D, 9.15A-E, 9.16A-F, 9.17A-D, 9.18A-B, 9.19A, 9.20A, 9.20D-F, 9.21A-E 12

15 Grade 10 ELA 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. 10.6B rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary 10.6C apply meanings of prefixes, roots, and suffixes in order to comprehend 10.6E use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage 10.7F produce summaries of texts by identifying main ideas and their supporting details 10.8B read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media 10.10B use elements of text to defend his/her own responses and interpretations and 10.11A compare and contrast aspects of texts such as themes, conflicts, and allusions 10.11B analyze relevance of setting and time frame to text s meaning 10.11C describe the development of plot and identify conflicts and how they are addressed and resolved 10.11D analyze the melodies of literary language, including its use of evocative words and rhythms 10.11E connect literature to historical contexts, current events, and his/her own experiences 10.11F understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. 3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. 10.6F discriminate between connotative and denotative meanings and interpret the connotative power of words and 10.6G read and understand analogies. 10.7E analyze text structures such as compare and contrast, cause and effect, and chronological order for how they influence understanding 10.7G draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience 10.8D interpret the possible influences of the historical context on literary works 10.10B use elements of text to defend his/her own responses and interpretations and 10.12A analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice 10.12B evaluate the credibility of information sources, including how the writer s motivation may affect that credibility and 13

16 4 The student will, within a given context, produce an effective composition for a specific purpose. 5 The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. 6 The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. TEKS not included on grade level TAKS 10.12C recognize logical, deceptive, and/or faulty modes of persuasion in texts B analyze relationships, ideas, and cultures as represented in various media and 10.19C distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements B deconstruct media to get the main idea of the message s content 10.20C evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols 10.1B write in a voice and style appropriate to audience and purpose 10.1C organize ideas in writing to ensure coherence, logical progression, and support for ideas 10.2B develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose 10.2C proofread writing for appropriateness of organization, content, style, and conventions 10.5A evaluate writing for both mechanics and content 10.2C proofread writing for appropriateness of organization, content, style, and conventions 10.3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses 10.3B demonstrate control over grammatical elements such as subject-verb agreement, pronounantecedent agreement, verb forms, and parallelism 10.3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions 10.5A evaluate writing for both mechanics and content 10.2C proofread writing for appropriateness of organization, content, style, and conventions 10.3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses 10.3B demonstrate control over grammatical elements such as subject-verb agreement, pronounantecedent agreement, verb forms, and parallelism 10.3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions 10.3D produce error-free writing in the final draft 10.5A evaluate writing for both mechanics and content 10.1A, 10.2A, 10.2D-E, 10.4A-G, 10.5B, 10.6A, 10.6D, 10.7A-D, 10.7H-I, 10.8A, 10.8C, 10.9A-B, 10.10A, 10.10C, 10.13A-E, 10.14A-B, 10.15A-E, 10.16A-F, 10.17A-F, 10.18A-C, 10.19A, 10.20A, 10.20D-F, 10.21A-E 14

17 Grade 11 ELA 1 The student will demonstrate a basic understanding of culturally diverse written texts. 2 The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. 11.6B rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, idioms, and technical vocabulary 11.6C apply meanings of prefixes, roots, and suffixes in order to comprehend 11.6E use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage 11.7F produce summaries of texts by identifying main ideas and their supporting details 11.8B read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media 11.8C read American and other world literature, including classic and contemporary works and 11.10B use elements of text to defend, clarify, and negotiate responses and interpretations and 11.11A compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts 11.11B analyze relevance of setting and time frame to text s meaning 11.11C describe the development of plot and identify conflicts and how they are addressed and resolved 3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations D analyze the melodies of literary language, including its use of evocative words and rhythms 11.11E connect literature to historical contexts, current events, and his/her own experiences and 11.11F understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. 11.6F discriminate between connotative and denotative meanings and interpret the connotative power of words and 11.6G read and understand analogies. 11.7E analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding 11.7G draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience 11.8D interpret the possible influences of the historical context on literary works 11.10B use elements of text to defend, clarify, and negotiate responses and interpretations and 11.12A analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice 15

18 4 The student will, within a given context, produce an effective composition for a specific purpose. 5 The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. 6 The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. TEKS not included on grade level TAKS 11.12B evaluate the credibility of information sources, including how the writer s motivation may affect that credibility and 11.12C recognize logical, deceptive, and/or faulty modes of persuasion in texts B analyze relationships, ideas, and cultures as represented in various media and 11.19C distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements B deconstruct media to get the main idea of the message s content 11.20C evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols 11.1B write in a voice and style appropriate to audience and purpose and 11.1C organize ideas in writing to ensure coherence, logical progression, and support for ideas. 11.2B develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose 11.2C proofread writing for appropriateness of organization, content, style, and conventions 11.5A evaluate writing for both mechanics and content and 11.2C proofread writing for appropriateness of organization, content, style, and conventions 11.3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses 11.3B demonstrate control over grammatical elements such as subject-verb agreement, pronounantecedent agreement, verb forms, and parallelism 11.3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions 11.5A evaluate writing for both mechanics and content and 11.2C proofread writing for appropriateness of organization, content, style, and conventions 11.3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses 11.3B demonstrate control over grammatical elements such as subject-verb agreement, pronounantecedent agreement, verb forms, and parallelism 11.3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions 11.3D produce error-free writing in the final draft 11.5A evaluate writing for both mechanics and content and 11.1A, 11.2A, 11.2D-E, 11.3E, 11.4A-G, 11.5B, 11.6A, 11.6D, 11.7A-D, 11.7H-I, 11.8A, 11.9A-B, 11.10A, 11.10C, 11.13A-E, 11.14A-E, 11.15A-F, 11.16A-D, 11.17A-F, 11.18A-C, 11.19A, 11.20A, 11.20D-F, 11.21A-E 16

19 Grade 3 Mathematics 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. 2 The student will demonstrate an understanding of patterns, relationships and algebraic reasoning. 3 The student will demonstrate an understanding of geometry and spatial reasoning. Mathematics 3.1A use place value to read, write (in symbols and words), and describe the value of whole numbers through 999, B use place value to compare and order whole numbers through 9, C determine the value of a collection of coins and bills. 3.2B compare fractional parts of whole objects or sets of objects in a problem situation using concrete models. 3.2C use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less. 3.3A model addition and subtraction using pictures, words, and numbers. 3.3B select addition or subtraction and use the operation to solve problems involving whole numbers through B solve and record multiplication problems (one-digit multiplier). 3.4C use models to solve division problems and use number sentences to record the solutions. 3.5A round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred. 3.5B estimate sums and differences beyond basic facts. 3.6A identify and extend whole-number and geometric patterns to make predictions and solve problems. 3.6B identify patterns in multiplication facts using concrete objects, pictorial models, or technology. 3.6C identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 2 = 3, 6 3 = A generate a table of paired numbers based on a real-life situation such as insects and legs. 3.7B identify patterns in a table of related number pairs based on a real-life situation and extend the table. 3.8A name, describe, and compare shapes and solids using formal geometric vocabulary. 3.9A identify congruent shapes. 3.9C identify lines of symmetry in shapes. 3.10A locate and name points on a line using whole numbers and fractions such as halves. 17

20 4 The student will demonstrate an understanding of the concepts and uses of measurement. 5 The student will demonstrate an understanding of probability and statistics. 6 The student will demonstrate an understanding of the mathematical processes and tools used in problem solving. TEKS not included on grade level TAKS 3.2A, 3.2D, 3.4A, 3.9B, 3.15D, 3.16A, 3.17B 3.11A estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter. 3.11B use linear measure to find the perimeter of a shape. 3.11C use concrete models of square units to determine the area of shapes. 3.12A tell and write time shown on traditional and digital clocks. 3.12B use a thermometer to measure temperature. 3.13A measure to solve problems involving length, area, temperature, and time. 3.14A collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data. 3.14B interpret information from pictographs and bar graphs. 3.14C use data to describe events as more likely, less likely, or equally likely. 3.15A identify the mathematics in everyday situations. 3.15B use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 3.15C select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. 3.16B relate informal language to mathematical language and symbols. 3.17A make generalizations from patterns or sets of examples and nonexamples. 18

21 Grade 4 Mathematics 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. 2 The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. 3 The student will demonstrate an understanding of geometry and spatial reasoning. 4 The student will demonstrate an understanding of the concepts and uses of measurement. 4.1A use place value to read, write, compare, and order whole numbers through the millions place. 4.2A generate equivalent fractions using concrete and pictorial models. 4.2B model fraction quantities greater than one using concrete materials and pictures. 4.2C compare and order fractions using concrete and pictorial models. 4.2D relate decimals to fractions that name tenths and hundredths using models. 4.3A use addition and subtraction to solve problems involving whole numbers. 4.3B add and subtract decimals to the hundredths place using concrete and pictorial models. 4.4A model factors and products using arrays and area models. 4.4B represent multiplication and division situations in picture, word, and number form. 4.4C recall and apply multiplication facts through 12 x D use multiplication to solve problems involving two-digit numbers. 4.4E use division to solve problems involving one-digit divisors. 4.5A round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations. 4.5B estimate a product or quotient beyond basic facts. 4.6B solve division problems related to multiplication facts (fact families) such as 9 x 9 = 81 and 81 9 = C use patterns to multiply by 10 and A describe the relationship between two sets of related data such as ordered pairs in a table. 4.8A identify right, acute, and obtuse angles. 4.8B identify models of parallel and perpendicular lines. 4.8C describe shapes and solids in terms of vertices, edges, and faces. 4.9B use translations, reflections, and rotations to verify that two shapes are congruent. 4.9C use reflections to verify that a shape has symmetry. 4.10A locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths. 4.11A estimate and measure weight using standard units including ounces, pounds, grams, and kilograms. 4.11B estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons. 4.12A measure to solve problems involving length, including perimeter, time, temperature, and area. 19

22 5 The student will demonstrate an understanding of probability and statistics. 6 The student will demonstrate an understanding of the mathematical processes and tools used in problem solving. TEKS not included on grade level TAKS 4.1B, 4.6A, 4.9A, 4.14D, 4.15A, 4.16B 4.13A list all possible outcomes of a probability experiment such as tossing a coin. 4.13B use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses of a coin. 4.13C interpret bar graphs. 4.14A identify the mathematics in everyday situations. 4.14B use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 4.14C Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. 4.15B relate informal language to mathematical language and symbols. 4.16A make generalizations from patterns or sets of examples and nonexamples. 20

23 Grade 5 Mathematics 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. 2 The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. 3 The student will demonstrate an understanding of geometry and spatial reasoning. 5.1A use place value to read, write, compare, and order whole numbers through the billions place. 5.1B use place value to read, write, compare, and order decimals through the thousandths place. 5.2A generate equivalent fractions 5.2B compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators. 5.2C use models to relate decimals to fractions that name tenths, hundredths, and thousandths. 5.3A use addition and subtraction to solve problems involving whole numbers and decimals. 5.3B use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology). 5.3C use division to solve problems involving whole numbers (no more than two-digit divisors and threedigit dividends without technology). 5.3D identify prime factors of a whole number and common factors of a set of whole numbers. 5.3E model and record addition and subtraction of fractions with like denominators in problem-solving situations. 5.4A round whole numbers and decimals through tenths to approximate reasonable results in problem situations. 5.4B estimate to solve problems where exact answers are not required. 5.5A use concrete objects or pictures to make generalizations about determining all possible combinations. 5.5B use lists, tables, charts, and diagrams to find patterns and make generalizations such as a procedure for determining equivalent fractions. 5.5C identify prime and composite numbers using concrete models and patterns in factor pairs. 5.6A select from and use diagrams and number sentences to represent real-life situations. 5.7A identify critical attributes including parallel, perpendicular, and congruent parts of geometric shapes and solids. 5.7B use critical attributes to define geometric shapes or solids. 5.8A sketch the results of translations, rotations, and reflections. 5.8B describe the transformation that generates one figure from the other when given two congruent figures. 5.9A locate and name points on a coordinate grid using ordered pairs of whole numbers. 21