Find resources aligned to Texas Essential Knowledge and Skills (TEKS)

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

analyze the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments;

describe how technology changes communication, transportation, and recreation; and

History. The student understands how individuals, events, and issues shaped the history of Texas during the late 19th, 20th, and early 21st centuries. The student is expected to:

Emotional Control - Child uses verbal and nonverbal communication to communicate basic emotions and feelings.

distinguishing between long and short vowel sounds in one-syllable words;

evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Jane Addams, Ida B. Wells, and W. E. B. DuBois on American society; and

describe how technology changes the way people work.

explain how the oil industry led to the industrialization of Texas;

Emotional Control - Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary.

recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

analyze the impact of third parties, including the Populist and Progressive parties.

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

define and trace the impact of "boom-and-bust" cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology;

Control of Attention - Child sustains attention to personally chosen or routine (teacher‐ directed) tasks until completed.

blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;

History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:

obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music;

describe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women's suffrage, agrarianism, labor reform, and the conservative movement of the late 20th century;

Control of Attention - Child remains focused on engaging, teacher-led group activities for up to 20 minutes.

manipulating phonemes within base words; and

analyze causes and effects of events and social issues such as immigration, Social Darwinism, the Scopes Trial, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and

obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; and

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

analyze the impact of significant individuals such as Henry Ford, Marcus Garvey, and Charles A. Lindbergh.

sequence and categorize information.

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

describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements such as James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White; and

Relationships with Others

segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:

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;

analyze the political, economic, and social impact of World War I, the Great Depression, World War II, and significant issues in the latter half of the 20th and early 21st centuries such as political and economic controversies, immigration, and migration on the history of Texas.

History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to:

Child uses effective verbal and nonverbal communication skills to build relationships with adults and peers.

demonstrate and apply phonetic knowledge by:

Child assumes various roles and responsibilities as part of the classroom community.

decoding words in isolation and in context by applying common letter sound correspondences;

identify reasons for U.S. involvement in World War II, including the aggression of Italian, German, and Japanese dictatorships, especially the attack on Pearl Harbor;

express ideas orally based on knowledge and experiences; and

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;

Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:

locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions;

Child shows competence in initiating social interactions.

Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

decoding words with initial and final consonant blends, digraphs, and trigraphs;

evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies;

create and interpret visual and written material.

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

locate and compare places of importance in Texas in terms of physical and human characteristics such as major cities, waterways, natural and historic landmarks, political and cultural regions, and local points of interest; and