A Study of the TEKS:

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A Study of the TEKS:

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Title: A Study of the TEKS:

1
A Study of the TEKS

Developing an Understanding of Teaching for ALL
Students

2
A Study of the TEKS

Campus Leaders are expected to work with the
entire faculty to create a vertical articulation
of the Texas Essential Knowledge
and Skills throughout the school year.

3
Vision

"Greatness is not in where we stand, but in what
direction we are moving. We must sail sometimes
with the wind and sometimes against it - but sail
we must and not drift, nor lie at anchor."
- Oliver Wendell Holmes

4
3-2-1

3 things I know about the TEKS
2 questions I have about the TEKS
1 learning goal for today

5
Standards

In TEXAS
TEKS
are the standards!

6
A Powerful Instructional Program
Taught
Written
Tested
TEKS
7
Goal

To understand the role of the TEKS in teaching,
learning and assessment for ALL students
Structure and design
Vertical nature
Relationship to TAKS

110.5. English Language Arts and Reading, Grade
3.
(a) Introduction.
(1) In Grade 3, students read and write more
independently than in any previous grade and
spend significant blocks of time engaged in
reading and writing on their own as well as in
assigned tasks and projects. Students listen
critically to spoken messages, think about their
own contributions to discussions, and plan their
oral presentations. Third grade students read
grade-level material fluently and with
comprehension. Students use root words, prefixes,
suffixes, and derivational endings to recognize
words. Students demonstrate knowledge of
synonyms, antonyms, and multi-meaning words.
Students are beginning to distinguish fact from
opinion in texts. During class discussions, third
grade students support their ideas and inferences
by citing portions of the text being discussed.
Students read in a variety of genres, including
realistic and imaginative fiction, nonfiction,
and poetry from classic and contemporary works.
Third grade students write with more complex
capitalization and punctuation such as proper
nouns and commas in a series. Students write with
more proficient spelling of contractions and
homonyms. Third grade students write longer and
more elaborate sentences and organize their
writing into larger units of text. Students write
several drafts to produce a final product.
Students revise their writing to improve
coherence, progression, and logic, and edit final
drafts to reflect standard grammar and usage.
Students master manuscript writing and may begin
to use cursive writing.
(2) For third grade students whose first
language is not English, the students' native
language serves as a foundation for English
language acquisition.
(3) The essential knowledge and skills as well
as the student expectations for Grade 3 are
described in subsection (b) of this section.
Following each statement of a student expectation
is a parenthetical notation that indicates the
additional grades at which these expectations are
demonstrated at increasingly sophisticated
levels.
(4) To meet Public Education Goal 1 of the
Texas Education Code, 4.002, which states, "The
students in the public education system will
demonstrate exemplary performance in the reading
and writing of the English language," students
will accomplish the essential knowledge and
skills as well as the student expectations for
Grade 3 as described in subsection (b) of this
section.
(5) To meet Texas Education Code, 28.002(h),
which states, ". . . each school district shall
foster the continuation of the tradition of
teaching United States and Texas history and the
free enterprise system in regular subject matter
and in reading courses and in the adoption of
textbooks," students will be provided oral and
written narratives as well as other informational
texts that can help them to become thoughtful,
active citizens who appreciate the basic
democratic values of our state and nation.
(6) It is the goal of the state that all
children read on grade level by the end of Grade
3 and continue to read on grade level or higher
throughout their schooling.
(b) Knowledge and skills.
(1) Listening/speaking/purposes. The student
listens attentively and engages actively in
various oral language experiences. The student is
expected to
(A) determine the purpose(s) for listening
such as to get information, to solve problems,
and to enjoy and appreciate (K-3)
(B) respond appropriately and courteously to
directions and questions (K-3)
(C) participate in rhymes, songs,
conversations, and discussions (K-3)
(D) listen critically to interpret and
evaluate (K-3)
(E) listen responsively to stories and other
texts read aloud, including selections from
classic and contemporary works (K-3) and
(F) identify the musical elements of literary
language, including its rhymes, repeated sounds,
or instances of onomatopoeia (2-3).
(2) Listening/speaking/culture. The student
listens and speaks to gain knowledge of his/her
own culture, the culture of others, and the
common elements of cultures. The student is
expected to
(A) connect experiences and ideas with those
of others through speaking and listening (K-3)
and

111.16. Mathematics, Grade 4.
(a) Introduction.
(1) Within a well-balanced mathematics
curriculum, the primary focal points at Grade 4
are comparing and ordering fractions and
decimals, applying multiplication and division,
and developing ideas related to congruence and
symmetry.
(2) Throughout mathematics in Grades 3-5,
students build a foundation of basic
understandings in number, operation, and
quantitative reasoning patterns, relationships,
and algebraic thinking geometry and spatial
reasoning measurement and probability and
statistics. Students use algorithms for addition,
subtraction, multiplication, and division as
generalizations connected to concrete
experiences and they concretely develop basic
concepts of fractions and decimals. Students use
appropriate language and organizational
structures such as tables and charts to represent
and communicate relationships, make predictions,
and solve problems. Students select and use
formal language to describe their reasoning as
they identify, compare, and classify shapes and
solids and they use numbers, standard units, and
measurement tools to describe and compare
objects, make estimates, and solve application
problems. Students organize data, choose an
appropriate method to display the data, and
interpret the data to make decisions and
predictions and solve problems.
(3) Problem solving, language and
communication, connections within and outside
mathematics, and formal and informal reasoning
underlie all content areas in mathematics.
Throughout mathematics in Grades 3-5, students
use these processes together with technology and
other mathematical tools such as manipulative
materials to develop conceptual understanding and
solve problems as they do mathematics.
(b) Knowledge and skills.
(1) Number, operation, and quantitative
reasoning. The student uses place value to
represent whole numbers and decimals. The student
is expected to
(A) use place value to read, write, compare,
and order whole numbers through the millions
place and
(B) use place value to read, write, compare,
and order decimals involving tenths and
hundredths, including money, using concrete
models.
(2) Number, operation, and quantitative
reasoning. The student describes and compares
fractional parts of whole objects or sets of
objects. The student is expected to
(A) generate equivalent fractions using
concrete and pictorial models
(B) model fraction quantities greater than one
using concrete materials and pictures
(C) compare and order fractions using concrete
and pictorial models and
(D) relate decimals to fractions that name
tenths and hundredths using models.
(3) Number, operation, and quantitative
reasoning. The student adds and subtracts to
solve meaningful problems involving whole numbers
and decimals. The student is expected to
(A) use addition and subtraction to solve
problems involving whole numbers and
(B) add and subtract decimals to the
hundredths place using concrete and pictorial
models.
(4) Number, operation, and quantitative
reasoning. The student multiplies and divides to
solve meaningful problems involving whole
numbers. The student is expected to

112.7. Science, Grade 5.
(a) Introduction.
(1) In Grade 5, the study of science includes
planning and implementing field and laboratory
investigations using scientific methods,
analyzing information, making informed decisions,
and using tools such as nets and cameras to
collect and record information. Students also use
computers and information technology tools to
support scientific investigations.
(2) As students learn science skills, they
identify structures and functions of Earth
systems including the crust, mantle, and core and
the effect of weathering on landforms. Students
learn that growth, erosion, and dissolving are
examples of how some past events have affected
present events. Students learn about magnetism,
physical states of matter, and conductivity as
properties that are used to classify matter. In
addition, students learn that light, heat, and
electricity are all forms of energy.
(3) Students learn that adaptations can improve
the survival of members of a species, and they
explore an organism's niche within an ecosystem.
Students continue the study of organisms by
exploring a variety of traits that are inherited
by offspring from their parents and study
examples of learned characteristics.
(4) Science is a way of learning about the
natural world. Students should know how science
has built a vast body of changing and increasing
knowledge described by physical, mathematical,
and conceptual models, and also should know that
science may not answer all questions.
(5) A system is a collection of cycles,
structures, and processes that interact. Students
should understand a whole in terms of its
components and how these components relate to
each other and to the whole. All systems have
basic properties that can be described in terms
of space, time, energy, and matter. Change and
constancy occur in systems and can be observed
and measured as patterns. These patterns help to
predict what will happen next and can change over
time.
(6) Investigations are used to learn about the
natural world. Students should understand that
certain types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations
change as new observations are made. Models of
objects and events are tools for understanding
the natural world and can show how systems work.
They have limitations and based on new
discoveries are constantly being modified to more
closely reflect the natural world.
(b) Knowledge and skills.
(1) Scientific processes. The student conducts
field and laboratory investigations following
home and school safety procedures and
environmentally appropriate and ethical
practices. The student is expected to
(A) demonstrate safe practices during field
and laboratory investigations and
(B) make wise choices in the use and
conservation of resources and the disposal or
recycling of materials.
(2) Scientific processes. The student uses
scientific methods during field and laboratory
investigations. The student is expected to
(A) plan and implement descriptive and simple
experimental investigations including asking
well-defined questions, formulating testable
hypotheses, and selecting and using equipment and
technology
(B) collect information by observing and
measuring
(C) analyze and interpret information to
construct reasonable explanations from direct and
indirect evidence
(D) communicate valid conclusions and
(E) construct simple graphs, tables, maps, and
charts using tools including computers to
organize, examine, and evaluate information.
(3) Scientific processes. The student uses
critical thinking and scientific problem solving
to make informed decisions. The student is
expected to

113.24. Social Studies, Grade 8.
(a) Introduction.
(1) In Grade 8, students study the history of
the United States from the early colonial period
through Reconstruction. The knowledge and skills
in subsection (b) of this section comprise the
first part of a two-year study of U.S. history.
The second part, comprising U.S. history since
Reconstruction to the present, is provided in
113.32 of this title (relating to United States
History Studies Since Reconstruction (One
Credit)). The content builds upon that from Grade
5 but provides more depth and breadth. Historical
content focuses on the political, economic, and
social events and issues related to the colonial
and revolutionary eras, the creation and
ratification of the U.S. Constitution, challenges
of the early Republic, westward expansion,
sectionalism, Civil War, and Reconstruction.
Students describe the physical characteristics of
the United States and their impact on population
distribution and settlement patterns in the past
and present. Students analyze the various
economic factors that influenced the development
of colonial America and the early years of the
Republic and identify the origins of the free
enterprise system. Students examine the American
beliefs and principles, including limited
government, checks and balances, federalism,
separation of powers, and individual rights,
reflected in the U.S. Constitution and other
historical documents. Students evaluate the
impact of Supreme Court cases and major reform
movements of the 19th century and examine the
rights and responsibilities of citizens of the
United States as well as the importance of
effective leadership in a democratic society.
Students evaluate the impact of scientific
discoveries and technological innovations on the
development of the United States. Students use
critical-thinking skills, including the
identification of bias in written, oral, and
visual material.
(2) To support the teaching of the essential
knowledge and skills, the use of a variety of
rich primary and secondary source material such
as the complete text of the U.S. Constitution and
the Declaration of Independence landmark cases
of the U.S. Supreme Court biographies and
autobiographies novels speeches, letters, and
diaries and poetry, songs, and artworks is
encouraged. Selections may include excerpts from
the letters of John and Abigail Adams, an excerpt
from the Seneca Falls Declaration of Sentiments
and Resolutions, and poems of the Civil War era.
Motivating resources are also available from
museums, historical sites, presidential
libraries, and local and state preservation
societies.
(3) The eight strands of the essential
knowledge and skills for social studies are
intended to be integrated for instructional
purposes with the history and geography strands
establishing a sense of time and a sense of
place. Skills listed in the geography and social
studies skills strands in subsection (b) of this
section should be incorporated into the teaching
of all essential knowledge and skills for social
studies. A greater depth of understanding of
complex content material can be attained when
integrated social studies content from the
various disciplines and critical-thinking skills
are taught together.
(4) Throughout social studies in
Kindergarten-Grade 12, students build a
foundation in history geography economics
government citizenship culture science,
technology, and society and social studies
skills. The content, as appropriate for the grade
level or course, enables students to understand
the importance of patriotism, function in a free
enterprise society, and appreciate the basic
democratic values of our state and nation as
referenced in the Texas Education Code,
28.002(h).
(b) Knowledge and skills.
(1) History. The student understands
traditional historical points of reference in
U.S. history through 1877. The student is
expected to
(A) identify the major eras in U.S. history
through 1877 and describe their defining
characteristics
(B) apply absolute and relative chronology
through the sequencing of significant
individuals, events, and time periods and
(C) explain the significance of the following
dates 1607, 1776, 1787, 1803, and 1861-1865.
(2) History. The student understands the causes
of exploration and colonization eras. The student
is expected to
(A) identify reasons for European exploration
and colonization of North America and
(B) compare political, economic, and social
reasons for establishment of the 13 colonies.
(3) History. The student understands the
foundations of representative government in the
United States. The student is expected to
(A) explain the reasons for the growth of
representative government and institutions during
the colonial period

12
Understanding the TEKS Format

Highlight in green the Introduction
Highlight in yellow the Strands
Highlight in pink the Knowledge and Skills
statements
Highlight in blue the Student Expectations

13
Understanding the TEKS Format

The Introductory paragraphs tell us . . .
The Strands tell us . . .
The Knowledge and Skills statements tell us . . .
The Student Expectations tell us . . .

14
Format

Introduction
Provides key contextual information and brief
overview of the essential knowledge skills for
a grade or course
Strands
Organizers for the knowledge and skills
statements
Essential Knowledge and Skills
Concepts and skills to be learned
Student Expectations
Demonstration of the concepts and skills learned

15
Understanding the TEKS Format

The Introduction emphasizes . . .
The Strands emphasize . . .
The Knowledge and Skills statements emphasize . .
.
The Student Expectations emphasize . . .

16
Two Faces of the TEKS

Knowledge (Conceptual)
Big ideas, unifying themes, key fundamental
understandings
Skills (Behavioral)
Processes, procedures, definitions, facts

17
Two Faces of the TEKS

What are the attributes of the knowledge/conceptua
l face of the TEKS?

18
Attributes of the Knowledge/Conceptual Face

understanding related
conceptually oriented
involving higher-order thinking levels
hard to measure
uses verbs like to understand
assessment is usually complex, requiring preset
criteria and instruments

19
Two Faces of the TEKS

What are the attributes of the skills/behavioral
face of the TEKS?

20
Attributes of the Skills/Behavioral Face

doing related
skill oriented
involving lower skill levels
easily measured
uses verbs like to recite, to recall, to
list, to complete, to simplify, to solve
assessment is usually direct, structured, clearly
observable, quantifiable

21
The Balance and Blooms Taxonomy
comprehension
application
evaluation
knowledge
synthesis
analysis
Skills/Behavioral
Knowledge/Conceptual
22
TEKS STRIPS

Create a description of the TEKS by identifying
the following
What
are students doing?
With What
are students doing this?
Why
are students doing this?

23
TEKS STRIPS

8.1 Number, Operation, and Quantitative
Reasoning.
(A) The student understands that different forms
of numbers are appropriate for different
situations.
The student is expected to compare and order
rational numbers in various forms including
integers, percents, and positive and negative
fractions and decimals.

24
TEKS STRIPS
comparing ordering
rational numbers integers, percents, positive
negative fractions decimals
understands that different forms of numbers are
appropriate for different situations
25
TEKS STRIPS
26
Format of the TEKS

What? What did you learn as a result of going
through this activity?
So What? What is important about these ideas?
Now What? What action(s) will you take as a
result of this learning?

27
What is alignment?
Taught
Written
Tested
TEKS
28
Vertical Articulation of TEKS
Compare order
Represent and use numbers in a variety of
equivalent forms
Integers and positive rational numbers
Rational numbers in various forms including
integers, percents, positive and negative
fractions and decimals
Understand that different forms of numbers are
appropriate for different situations
Compare order
Identify determine
Mathematical domains and reasonable domain and
range values for given situations
Uses the properties and attributes of functions
29
Vertical Articulation of TEKS
Share separate
a whole it into equal parts
Recognize quantities less than a whole
Share use separate
appropriate language describe parts three out of
four It into equal parts a whole
Use pairs of whole numbers to describe fractional
parts of whole objects or sets of objects
Name
Fractional parts of a whole objects (not to
exceed twelfth) when given a concrete
representation
Use fraction words to name parts of whole objects
or sets of objects
Compare
Fractional parts of whole objects or sets of
objects in problem situation using concrete models
Use fraction names and symbols to describe
fractional parts of whole objects or sets of
objects
Compare order
Fractions using concrete and pictorial models
Describe and compares fractional parts of whole
objects or sets of objects
Compare
Two fractional quantities in problem-solving
situations using a variety of methods, including
common denominators
Use fractions in problem-solving situations
Non-negative rational numbers
Represent and use rational numbers in a variety
of equivalent forms
Compare order
Rational numbers in various forms including
integers, percents, positive and negative
fractions and decimals
Represent and use numbers in a variety of
equivalent forms
Compare order
Compare order
Rational numbers in various forms including
integers, percents, positive and negative
fractions and decimals
Understand that different forms of numbers are
appropriate for different situations
Identify determine
Mathematical domains and reasonable domain and
range values for given situations
Uses the properties and attributes of functions
Identify determine
Mathematical domains and reasonable domain and
range values for given situations
Uses the properties and attributes of functions
and applies functions to problem situations
Determine
Domain and range of functions using graphs,
tables, and symbols
Defines fcts, and translates among verbal,
numerical, graphical, and symbolic
representations.
30
Questions to Consider

What changes occur from grade to grade in . . .
What students are doing?
How or with what students are doing?
Why students are doing?

31
Instruction of TEKS

What? What did you learn as a result of going
through this activity?
So What? What is important about these ideas?
Now What? What action(s) will you take as a
result of this learning?

32
Instructional Alignment ChartStrand
Big Idea
Grade Level
Important findings that will affect my
instruction and assessment
33
Analyzing the Changing Nature of the Test

What are the implications for
instruction and assessment?
materials and resources?
other stakeholders?

34
AEIS Executive Summary TAKS Data 2004
AnalysisAll Students Grade to Grade Math State
Comparison Data Table
35
Instructional Materials

Instructional materials alone have little
influence on student success. However

36
Understanding the TEKS is much more than

A chart
A textbook correlation
A scope and sequence
A curriculum guide
A TAKS plan
These do not provide alignment.

37
Alignment Implies

A focus on TEKS
Understanding the relationship between TEKS and
TAKS
An examination of instructional process
Maintaining a K-16 perspective
A commitment and shared responsibility to enhance
student learning
Working toward high achievement for all students
Ensuring essential student expectations
Securing the appropriate and necessary
professional development to ensure alignment

38
Understanding the TEKS Means