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

Child identifies a familiar one-syllable word that is segmented by onset and rime (in English only).

create and interpret thematic maps, graphs, and charts representing various aspects of Texas during the 19th, 20th, and 21st centuries; and

Government. The student understands the purpose of governments. The student is expected to:

describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

explain that saving is an alternative to spending;

Economics. The student understands the economic effects of government policies from World War II through the present. The student is expected to:

distinguish between a deposit and a withdrawal;

Child blends and segments one-syllable words by phonemes with visual or gestural support.

analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.

identify functions of governments such as establishing order, providing security, and managing conflict;

discuss the author's purpose for writing text;

identify examples of borrowing and distinguish between responsible and irresponsible borrowing;

Alphabet Knowledge

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

describe the economic effects of World War II on the home front such as mobilization, the end of the Great Depression, rationing, and increased opportunity for women and minority employment;

identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community; and

discuss how the use of text structure contributes to the author's purpose;

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and

Child recognizes and names at least 20 letters (upper- or lower-case letters).

use social studies terminology correctly;

identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business;

describe how governments tax citizens to pay for services.

use effective written communication skills, including proper citations and avoiding plagiarism; and

describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s;

Government. The student understands the role of public officials. The student is expected to:

discuss how the author uses words that help the reader visualize; and

differentiate between producers and consumers and calculate the cost to produce a simple item.

Child recognizes at least 20 distinct letter-sound correspondences.

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

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

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

Child produces at least 20 distinct letter-sound correspondences.

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).

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

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:

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;

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:

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;