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

Child recognizes at least 20 distinct letter-sound correspondences.

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

create written, oral, and visual presentations of social studies information.

identify the actions and outcomes of government policies intended to create economic opportunities for citizens such as the Great Society, affirmative action, and Title IX; and

listen to and experience first- and third-person texts.

communicate design plans and solutions using a variety of options; and

Child produces at least 20 distinct letter-sound correspondences.

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

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision- making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement on Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA).

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

debug algorithms (set of procedures) by identifying and removing errors.

Comprehension of Text

Government. The student understands changes over time in the role of government. The student is expected to:

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

plan a first draft by generating ideas for writing such as by drawing and brainstorming;

Computational thinking--applications. The student applies the fundamentals of computer science. The student is expected to:

Child retells or re‐enacts a story with a clear beginning, middle, and end.

Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.

evaluate the impact of New Deal legislation on the historical roles of state and federal government;

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.

develop drafts in oral, pictorial, or written form by:

use variables within a program to modify data; and

Child asks and responds to questions relevant to the text read aloud.

explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and September 11, 2001;

Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:

organizing with structure; and

use a design process to create programs that include sequences, loops, and conditionals to express ideas or address a problem.

Child will make inferences and predictions about text.

describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders; and

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;

developing an idea with specific and relevant details;

Creativity and innovation--innovative design process. The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies. The student is expected to:

revise drafts by adding details in pictures or words;

explain the importance of and demonstrate personal skills and behaviors, including problem solving and questioning, effective communication, following directions, mental agility, and metacognition, that are needed to implement a design process successfully; and

Concepts of Print

describe the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009.

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;

identify other individuals who exemplify good citizenship; and

edit drafts using standard English conventions, including:

apply an appropriate design process that includes components to improve processes and refine original products for authentic problems.

Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:

Child can distinguish between elements of print including letters, words, and pictures.

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

complete sentences with subject-verb agreement;

Creativity and innovation--emerging technologies. The student demonstrates an understanding that technology is dynamic and impacts different communities. The student is expected to identify examples of emerging technologies.

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

Child holds books right side up and demonstrates understanding of print directionality (e.g., knows where a book starts and ends, turns pages, points to words left to right, top to bottom, with correct sweeping).

describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government; and

evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000.