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

use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and

Child recognizes that all print carries meaning and serves as a means for communication.

Phonological Awareness

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

identify ways people can conserve and replenish natural resources.

discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;

describe the changing relationship between the federal government and private business, including the growth of free enterprise, costs and benefits of laissez-faire, Sherman Antitrust Act, Interstate Commerce Act, and Pure Food and Drug Act;

read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:

Child identifies the individual words in a spoken sentence.

differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas;

Economics. The student understands the value of work. The student is expected to:

discuss elements of drama such as characters and setting;

explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas; and

describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.

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;

Child distinguishes differences between similar-sounding words.

analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

explain how work provides income to purchase goods and services; and

recognize characteristics and structures of informational text, including:

the central idea and supporting evidence with adult assistance;

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

Child uses two familiar base words to form a compound word with   pictorial or gestural supports.

organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:

explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.

identify bias and points of view from the historical context surrounding an event that influenced the participants;

Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:

analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies;

features and simple graphics to locate or gain information; and

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

Child manipulates compound words with pictorial or gestural support.

support a point of view on a social studies issue or event; and

distinguish between producing and consuming;

identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System;

organizational patterns such as chronological order and description with adult assistance;

draw conclusions and make predictions from information in a graph.

Child begins to blend and segment syllables in multisyllabic words.

evaluate the validity of a source based on corroboration with other sources and information about the author.

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

analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of Mexican heritage;

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:

Child identifies rhyming words.

Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

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

compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression; and

recognize characteristics of multimodal and digital texts.

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

Child identifies alliterative words with pictorial support.