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Tele'ma Blackman
In World History one of the standards is that the
student understands
how, after the collapse of classical empires, new
political, economic, and social systems evolved and
expanded from 600 to 1450. Then in Texas history (7th grade) they are supposed to be able to understand how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries. Lastly, in U.S. history in the eighth grade they are expected to understand how people, places, and environments have changed over time and the effects of these changes.

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K.2F
Generate a number that is one more than or one less than another number up to at least 20.
1.2D
Generate a number that is greater than or less than a given whole number up to 120.
Generate a number that is greater than or less than a given whole number up to 1,200.

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SCIENCE
K.1BDemonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.Show Specificity and Notes | 1.1BIdentify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.Show Specificity and Notes | 2.1BIdentify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

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1.7ETell time to the hour and half hour using analog and digital clocks. 2.9GRead and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
3.7CDetermine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes.
Supporting Standard

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2.6AIdentify moral lessons as themes in well-known fables, legends, myths, or stories.Show Specificity and Notes3.5AParaphrase the themes and supporting details of fables, legends, myths, or stories.Supporting StandardShow Specificity and Notes4.3ASummarize and explain the lesson or message of a work of fiction as its theme.Supporting StandardShow Specificity and Notes

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2.6AIdentify moral lessons as themes in well-known fables, legends, myths, or stories.Show Specificity and Notes3.5AParaphrase the themes and supporting details of fables, legends, myths, or stories.Supporting StandardShow Specificity and Notes4.3ASummarize and explain the lesson or message of a work of fiction as its theme.Supporting StandardShow Specificity and Notes

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L Caldwell

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5.2B (Social Studies)Identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period.

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5.2B (Social Studies)Identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period.

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8.4B

Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington.
US.1C

Explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr.

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K.2G Compare sets of objects up to at least 20 in each set using comparative language.
1.2E Use place value to compare whole numbers up to 120 using comparative language.
2.2D Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =).

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1.1E
Create, Use

REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
-Developing an understanding of place value
2.1 E
Create, Use

REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
-Developing proficiency in the use of place value within the base-10 numeration system
3.1 E
Create, Use

REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
-Understanding and applying place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000

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K.2ICompose and decompose numbers up to 10 with objects and pictures.Show Specificity and Notes | 1.2BUse concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.Show Specificity and Notes | 2.2AUse concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones.Show Specificity and Notes

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4th grade Math             D. Thacker               3(2) Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:4(2) Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:5(2) Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to:

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4th grade Math             D. Thacker               3(2) Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:4(2) Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:5(2) Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to:

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K. 1 A
Apply mathematics to problems arising in everyday life, society, and the workplace.
1.1A
Apply mathematics to problems arising in everyday life, society, and the workplace.
2.1
Apply mathematics to problems arising in everyday life, society, and the workplace.

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1.4AConfirm predictions about what will happen next in text by "reading the part that tells".
2.3AUse ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions.
3.2AUse ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions.

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Grade 3 makes informed choices in the us and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.  Grade 4 makes informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.  Grade 5 makes informed choices in the conservation, disposal, and recycling of materials.

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k3.9B)  identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field;
4.9 (B)  describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.
5(B)  describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;

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E.1A | Explain why scarcity and choice are basic economic problems faced by every society.ExplainSCARCITY AND CHOICE AS BASIC ECONOMIC PROBLEMS FACED BY EVERY SOCIETYIncluding, but not limited to:Scarcity refers to a condition in which there are not enough resources available to produce everything that individuals demand. Scarcity is the single most important problem addressed by an economic system.Because resources are limited and demands are unlimited, societies and individual must make choices about what to produce and what to consume. Economics is basically a study of how individuals, businesses and governments make choices about what to produce and what to consume.

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1st grade math counting and recognizing numbers

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1st grade math counting and recognizing numbers

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S.Fuller
K.2f Generate a number that is one more than or one less than another number up to at least 20.

1.2D

Generate a number that is greater than or less than a given whole number up to 120.

2.2C

Generate a number that is greater than or less than a given whole number up to 1,200.

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6.9Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to represent situations. The student is expected to: | 7.10Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations and inequalities to represent situations. The student is expected to: | 8.8Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to:

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        6th,7th & 8th                                         ELA - Reading    J Tate         Example of 1 standard that aligns across 3 grades                        The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In sixth grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

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        6th,7th & 8th                                         ELA - Reading    J Tate         Example of 1 standard that aligns across 3 grades                        The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In sixth grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

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5.15A  Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

6.14A  Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

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WG.5A Analyze how the character of a place is related to its political, economic, social, and cultural elements.
WG.5B Interpret political, economic, social and demographic indicators (GDP, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed.

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8.2Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:	E1.1Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:	E2.1Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:TxCCRSB.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.	TxCCRSB.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.	TxCCRSB.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.		8.2ADetermine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.Readiness StandardShow Specificity and Notes	E1.1ADetermine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.Supporting StandardShow Specificity and Notes	E2.1ADetermine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.Supporting StandardShow Specificity and Notes

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8.2Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:	E1.1Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:	E2.1Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:TxCCRSB.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.	TxCCRSB.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.	TxCCRSB.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.		8.2ADetermine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.Readiness StandardShow Specificity and Notes	E1.1ADetermine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.Supporting StandardShow Specificity and Notes	E2.1ADetermine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.Supporting StandardShow Specificity and Notes

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Emily Stone
8th, Eng. 1, Eng. 2

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3.4C: Students will identify synonyms, antonyms, homographs, and homophones
4.2C: complete analogies using knowledge of synonyms and antonyms.
5.2C: produce analogies using knowledge of synonyms and antonyms

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6.5CIdentify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.Show Specificity and Notes7.6ADistinguish between physical and chemical changes in matter. Supporting StandardShow Specificity and Notes8.5EInvestigate how evidence of chemical reactions indicates that new substances with different properties are formed and how that relates to the law of conservation of mass.Readiness StandardShow Specificity and Notes

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6.5CIdentify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.Show Specificity and Notes7.6ADistinguish between physical and chemical changes in matter. Supporting StandardShow Specificity and Notes8.5EInvestigate how evidence of chemical reactions indicates that new substances with different properties are formed and how that relates to the law of conservation of mass.Readiness StandardShow Specificity and Notes

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8th Grade Science

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J. Carpenter
3.17c revise drafts for coherence, organization, use of simple and compound sentences, and audience
4.15c revise drafts for coherence, organization, use of simple and compound sentences and audience
5.15c revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of texts after rethinking how well questions of purpose, audience, and genre have been addressed

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J. Smith
2.17EPublish and share writing with others.

3.17EPublish written work for a specific audience.

4.15ERevise final draft in response to feedback from peers and teacher and publish written work for a specific audience.

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5.27A Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective.

6.26A Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective.

7.26A Listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker's claims.

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6.11A
Describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets.

7.9A
Analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere.

8.8A
Describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification.

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Identify, Describe

CAUSES AND EFFECTS OF SPECIFIC EVENTS BETWEEN 8000 BC AND 500 BC

Including, but not limited to:
Development of agriculture

Known as Neolithic or Agricultural Revolution

Causes

Hunting and gathering bands scattered seeds near campsites resulting in the growth of crops

Climate changes that created a rise in temperatures resulted in longer growing seasons and drier land.