Newsletter 1st Six Week 10-11 - Hal 1 & 2

In this issue:
Gallery Walk
Doc Spot:: The Vertical

Alignment Document
English Language Arts,

1st Six Weeks Preview
Frequently Asked Questions, English Language
Arts
Mathematics, 1st Six
Weeks Preview
Whats New in Mathematics?
Science, 1st Six Weeks

Preview
Frequently Asked Questions, Science

Social Studies, 1st Six
Weeks Preview
ESC Contacts
Newsletter edited by
ESC Region XIII
Tips and Tools for Teachers

Gallery Walk
What is it?
Gallery Walk is a discussion technique
that allows students to work together in
small groups to share ideas and respond to meaningful questions, scenarios, and/or texts.
What does it look like?
1. The teacher posts questions,
scenarios, problem situations, or short
texts at different stations around the
room.
2. Students form groups, one per
station. (Groups of no more than 4 students work best.)
3. Within a specified period of time
(usually 3-4 minutes), student groups
to respond to the question or prompt.
4. After the time has elapsed, the
teacher signals for students to move to
the next poster. Students read and discuss the previous groups response
and add content of their own.
5. Repeat this process until students are back at their original poster.
Students read, discuss, and summarize all responses on their original
poster.
6. Each group reports back to the
whole class.
What does the teacher do prior to
instruction to ensure successful use
of this strategy?
Define your purpose for this activity.
Are you using it
to determine students prior
knowledge?
to allow students to extend concepts learned previously?
to allow students an opportunity

to summarize previous learning?
Devise meaningful, higher order
questions or choose situations or short
texts that relate to concepts being
taught to post around the room. (You
may want to refer to the Concepts and
Key Understandings on your Instructional Focus Document, or to the Guiding Questions within the Exemplar
Lessons.)
What inferences can you make
from . . .?
Make a recommendation for. . .
Critique . (Post multiple solutions to a problem. Students
evaluate and critique each solution.)
Respond to this collection of
quotes.
Decide how much time students will
have at each station. You want the
time to be long enough for meaningful
response and short enough for students to maintain their focus.
Decide how you will signal to students that its time to move on to the
next station (e.g., music, hand raised,
hand clap, briefly turning off the lights
and turning them back on).
Decide how you will group students.
Will you assign roles for each group
(e.g., recorder, timekeeper, focus
keeper)?
(continued on next page)
What materials will you need?

Posters, paper, computers for posting the question/
situation/text
Markers
Sticky notes
What are the benefits of using this strategy?
Students are actively involved. They
share ideas and are exposed to ideas of others.
speak, listen, negotiate, and build consensus.
view the work of others and explain their own work.
collaborate, analyze, evaluate, and synthesize.
practice public speaking.
Teachers can gather information to plan next steps for
instruction based on what they hear and observe as students go through the Gallery Walk process. Teachers
listen for
misconceptions and underdeveloped concepts.
use of academic vocabulary.
depth of understanding with regard to unit content.
need for differentiation.
What are some examples of Gallery Walk?
English Language Arts. Each station has a passage
in need of revising and/or editing. Groups may select
the category they will use to guide their revision/editing
(e.g., adding figurative language, spelling, capitalization,
transition words). Once the category is selected, the
group checks it off and does the work. The next group
must choose a different category for revision/editing and
do the work.
Mathematics. Each station includes data plotted on

a coordinate plane. Students determine whether the
graph fits the data and justify their responses. They also
answer questions such as
- How do you choose labels for the axes?
- Why did or didnt you think the graph would be
linear?
- What is the meaning of the y-intercept?
Science. Each station has a different solution to a
problem situation. Students evaluate each solution according to scientific methodology, materials and equipment needed, feasibility, and potential response of various stakeholders.
Social Studies. Each station has a different primary
source, or selection from a primary source. Students
record ideas about the significance of the source for the
time period as well as ideas about how the meaning
might be interpreted differently in modern times. They
may also record questions they have about the document.
Additional Resources
Center for Teaching and Learning. http://
www.utexas.edu/academic/ctl/.
Facing History and Ourselves. http://
www.facinghistory.org/resources/strategies/gallery-walkteaching-strateg.
Illuminations: Resources for Teaching Math. http://
illuminations.nctm.org/.
Doc Spot
The Vertical Alignment Documents (VADs)
present standards across grade levels so
that it is clear how the depth and complexity
of standards evolve over time. The VAD
helps teachers see how student expectations (SEs) develop from the previous grade level, and to see at what
level of rigor students will be expected to perform in the
each grade level. Tested student expectations are highlighted in gold, giving a clear visual to assist the teacher
in prioritizing instructional time and targets.
Where do you find the Vertical Alignment Documents?
1. Select your Grade Level, Content Area, and
Course.
2. Select Related CSCOPE Resources.
3. Select your VAD.
Specificity (in blue print) has been added to each Student Expectation. Specificity is drawn from a variety of
sources including
Released TAKS
TAKS information booklets
TEA produced study guides
The Charles A. Dana Centers Toolkit
College and Career Readiness Standards
American Association for the Advancement of
Science, Project 2061
English Language Arts and Reading Glossary of
Terms
Texas Social Studies Toolkit
Early Childhood Research
Consider the implications of the Vertical Alignment

Documents for classroom instruction for the following
cases.
The student expectation is introduced for the
first time in your grade level. Its new learning.
The student expectation was included the previous grade level and the specificity is the same.
Students are continuing to apply previous learning.
The student expectation is included the previous
grade level, but the specificity has changed. Students are adding a new level of specificity to
previous learning.
The student expectation does not continue beyond the current grade level.
Use the Vertical Alignment Documents to
attain deep understanding of Student Expectations
plan instruction at the appropriate level of content complexity. (Note content in all CAPS and
study the specificity.)
plan instruction at the appropriate level of cognitive and skill complexity. (Note the verb of the
standard is pulled out for quick reference.)
assess student areas of need and plan effective
scaffolding and intervention to address gaps.
select appropriate materials and resources to
build student mastery.
prioritize instructional time.
20102011 First Six Weeks Preview
English Language Arts

Kindergarten. Sharing Ideas, Information, and Messages.
This unit bundles student expectations that address the conventions and patterns of language in order to support literacy
development. Students are immersed in a language and literature rich environment in order to support language development and early literacy learning. Students begin to see the connection between listening, speaking, reading, and writing in order to establish effective communication of a variety of ideas based on relevance, enjoyment, involvement, and
information.
During this unit, students listen attentively to learn new things, and enjoy stories read aloud while demonstrating the ability to identify and manage barriers. Students share information, experiences, and ideas through oral language with adults
and peers by engaging in discussions and conversations and learning to take turns by speaking one at a time. Vocabulary is developed through personal connection with texts and natural school experiences and the exploration of compound words. Students practice appropriate use of language for purpose, audience, and occasion. Students investigate
the sounds of language by identifying and repeating nursery rhymes and short poems. Print is explored for the purpose
of understanding that reading is more than just looking at pictures and that spoken words can be written. Phonological
awareness is introduced as the basic pattern and processes of reading and writing.
1st Grade. Exchanging Ideas, Information, and Messages.

This unit bundles student expectations that address the conventions and patterns of language in order to support the
development of essential skills and processes in reading, writing, and thinking. Students are immersed in a language
and literature rich environment in order to support language development and literacy learning. Students make the connection between listening, speaking, reading, and writing and establish effective communication of a variety of ideas
based on relevance, enjoyment, involvement, and information.
In Kindergarten, students listened attentively and shared ideas, experiences, and information through oral language. A
focus on phonological awareness, such as distinguishing and manipulating oral sound patterns, provided a foundation
for oral and written fluency. Students increased their knowledge of academic vocabulary and realized that reading is
more than pictures and that spoken words can be written. During this unit, students continue to utilize the conventions of
oral and written language in order to effectively communicate understanding and make appropriate contributions, such
as following and giving directions, asking focused questions, and providing relevant information. Oral conventions are
applied during discussions and conversations with classmates, teachers, parents, and school personnel. Using alphabet
knowledge, developing phonics skills, and sight word reading, students read independent-level text that fosters early
fluency and comprehension. Students actively participate in learning new vocabulary specific to academic language.
Text is interpreted using strategies and processes to increase understanding. Students understand that writing is communication as they continue to generate ideas and create drafts with more control of penmanship and basic grammar. In
Grade 2, students use the conventions of oral and written print for effective communication and learn more complex patterns of decoding and spelling, which leads to fluency in reading and writing.
2nd Grade. Communicating Ideas, Information, and Messages.

This unit bundles student expectations that address the conventions and patterns of language in order to support the
development of essential skills and processes in reading, writing, and thinking. Students are immersed in a language
and literature rich environment in order to support language development and literacy learning. Students begin to understand the connection between listening, speaking, reading, and writing in order to establish effective communication of a
variety of ideas based on relevance, enjoyment, involvement, and information.
In Kindergarten and Grade 1, students explored phonological awareness, phonics, print awareness, and vocabulary for
the purposes of understanding the basic components of literacy and to become more fluent readers and writers. Students utilized the basic conventions of oral language through listening, speaking, and teamwork by communicating understanding and making appropriate connections and contributions. During this unit, students continue to use oral and
written conventions for effective communication and learn more complex patterns of decoding and spelling which leads
to fluent, automatic, and purposeful reading and writing. They learn that speaking patterns are reflected in writing patterns. Using the processes of writing and a command of written conventions, students respond to literature through writing and continue to write stories with a clear beginning, middle, and end. Students read independently and use context to
determine the meaning of unfamiliar words. In Grade 3, students begin to use the conventions of language in more complex ways in order to insert their ideas into predictable forms or shapes as they discover literature through genre specific
study.

3rd Grade. Literary Discovery Begins with Fiction.
This unit bundles student expectations that address the literary elements of fiction and poetry in order to examine the
narrative subject as a primary means of expression in oral and written communication. Genre study connects reading
and writing throughout the year to allow students to become better writers and strategic readers who approach text
meaningfully and purposefully, while optimizing understanding and communication. Students are immersed in the structure of a variety of fiction to comprehend text they read and communicate authenticity about their reading and in their
writing. Fables, tall tales, realistic fiction, historical fiction, poetry, and drama provide the avenue for students to learn
how to make inferences, summarize, analyze characters, and provide textual evidence during their reading experiences.
Understanding is communicated through oral and written expression. Students examine teacher selected and student
selected literature based on individual interest and abilities providing opportunities to make important personal and world
connections within and across different contexts.
In Grade 2, students composed texts using the fundamentals of the writing process (planning, revising, editing, and publishing) in order to express their ideas and feelings about real or imagined people and events. They identified similarities
and differences in plot and setting across fictional works and described main characters based on their individual traits,
motivations, and feelings. During this unit, oral and written expression become more fluent, automatic, and purposeful as
students examine text by sequencing and summarizing the plots main events, describe the interactions of characters,
and identify various types of fictional literature. They explore poetry by describing the characteristics of various form of
poetry (e.g., narrative, humorous, lyrical, and free verse). Students continue to use the writing process and the conventions of written expression to explore patterns of language in different literary forms and genres providing a foundation
for the formation of creative writing. Sensory language is identified in text and explored in writing to create an experience
that appeals to the senses. Vocabulary development increases with the exploration of prefixes, suffixes, homographs,
homophones, and playful language such as tongue twisters and riddles. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature.
4th Grade. Literary Understanding Begins with Fiction.
This unit bundles student expectations that address the structures of poetry and drama and the elements of fiction in
order to examine the narrative subject as a primary means of oral and written communication. Genre study connects
reading and writing throughout the year to allow students to become better writers and strategic readers that approach
text meaningfully and purposefully, while optimizing understanding and communication. Students are immersed in a variety of fiction to comprehend text they read and communicate authenticity about their reading and writing. Fables, tall
tales, realistic fiction, historical fiction, poetry, and drama provide the avenue to allow students to practice making inferences, summarizing, analyzing characters, and providing textual evidence during their reading experiences. Students
examine teacher selected and student selected literature based on individual interests and abilities providing opportunities to make important personal and world connections within and across different contexts and genres.
In Grade 3, students became more fluent, automatic, and purposeful in oral and written expressions. They examined
fictional text by sequencing and summarizing the plots main events and described characters traits, motivations, and
feelings. Students composed texts using the fundamentals of the writing process (planning, revising, editing, and publishing). During this unit, students continue to examine the main events in plots and describe characters by including
their relationships and changes they undergo. Students explore poetry and drama by describing and explaining how
structural elements relate to the genre. Oral and written expression becomes more fluent, authentic, and focused. Students continue to use the writing process and the conventions of written expression to explore patterns of language. As
students compose text to express their ideas and feelings, they become more thorough writers by learning from the text
structure and applying the writers craft. The writers craft involves applying purposeful strategies that lead to depth,
voice, and focus. Sensory language, such as simile and metaphor, is identified in text and explored in writing to create
an experience that appeals to the senses. Vocabulary development increases with the exploration of analogies and idioms as students generate a new perspective and appreciation for literature. Word study is inclusive of genre specific
vocabulary, literary terms, and appropriate vocabulary from the literature.
5th Grade. Genre Study Begins with Fiction.
This unit bundles student expectations that address the literary elements and techniques of fiction, poetry, and drama in
order to examine the narrative subject as a primary means of oral and written communication. Genre study connects
reading and writing through the year to allow students to become better writers and strategic readers. Students are immersed in a variety of fiction to comprehend the text they read and communicate authenticity about their reading and
writing. Fables, tall tales, realistic fiction, historical fiction, poetry, and drama provide the avenue to allow students to
practice making inferences, summarizing, analyzing characters, and providing textual evidence during their reading ex-

periences. Understanding of text is communicated through oral and written expression. Students continue to examine
teacher selected and student selected literature based on individual interests and abilities providing opportunities to
make important personal and world connections within and across different contexts and genres.
In Grade 4, students became more fluent and focused readers and writers. They examined fictional text by explaining
the connections in plot events, and described the changes characters undergo. Students continued to compose texts
using the fundamentals of the writing process (planning, revising, editing, and publishing). During this unit, students examine literary techniques such as imagery and sensory detail in different literary forms. They listen to and discuss narratives and prose read aloud. Students examine the elements of plot in a more advanced approach, for example they identify and describe how the plot gives rise to or foreshadows future events. Students participate in character study focusing
on point of view and the conflicts encountered. Students continue to use the writing process and the conventions of written expression to explore patterns of language, providing a framework for creative writing. They compose text to express
ideas and feelings and to communicate understanding in order to become more thorough writers. The uses of repetitive
language patterns encourage students to insert their ideas into predictable forms or shapes. Students continue to explore unfamiliar words in text by using information in the text and background knowledge to determine their meanings.
Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature.
6th Grade. Exploring Literary Nonfiction and Poetry.

This unit bundles student expectations that address the use of a variety of skills and processes to interpret nonfiction
narrative literature and poetry in order to understand the effect of literary techniques and structures on overall meaning
of text and to enhance writing. Nonfiction text and poetry provide the avenue for students to practice making inferences,
summarizing, synthesizing, and providing textual evidence during their reading. Students examine teacher selected and
student selected literature based on individual interest and abilities, providing opportunities to make important personal
and world connections within and across different contexts and genres. An emphasis on the integration of listening,
speaking, reading, and writing skills along with word study allow the continued development of the processes necessary
for comprehension and written communication.
In Grade 5, students examined autobiographies and biographies by identifying specific literary techniques and structures
(characteristics). Sound effects were analyzed and the relationship between structural elements and specific forms of
poetry were investigated. During this unit, students compose text using the fundamentals of the writing process to write
about their own experiences. Literary techniques such as hyperbole, idioms, and personification are examined in memoirs and personal narratives while the structure (characteristics) of memoires, personal narratives, and autobiographies
are compared. Students continue to write poetry utilizing graphical elements and literary techniques and write personal
narratives that convey thoughts and feelings about experiences. Vocabulary, spelling, punctuation, capitalization, and
grammar are studied throughout the unit to support comprehension of oral and written expression. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature. In Grade 7, students
analyze the importance of graphical elements in poetry and describe structural differences between an autobiography, a
diary, and fictional adaptations.
7th Grade. Understanding Literary Nonfiction and Poetry.

This unit bundles student expectations that address the use of a variety of skills and processes to interpret nonfiction
narrative text and poetry. The goal of this unit is to focus students attention on the elements of literary nonfiction text in
order to build a foundation for personal narrative writing. Narrative literature and poetry provide the avenue for students
to practice making inferences, summarizing, synthesizing, and providing textual evidence during their reading experiences. Students examine teacher selected and student selected literature based on individual interest and abilities, providing opportunities to make important personal and world connections within and across different contexts and genres.
An emphasis on the integration of listening, speaking, reading, and writing along with word study allow the continued
development of the strategies necessary for oral and written communication.
In Grade 6, students identified the literary language and techniques used in memoirs and personal narratives and compared their characteristics with those of an autobiography. During this unit, students describe the structural differences
between an autobiography or a diary and a fictional adaptation. Students compose text using the fundamentals of the
writing process to write personal narratives that voice thoughts and feelings about experiences and continue to write poetry utilizing literary techniques. The study of vocabulary, spelling, punctuation, capitalization, and grammar throughout
the unit support comprehension of oral and written expression. Word study is inclusive of genre specific vocabulary, liter-

ary terms, and appropriate vocabulary from the literature. In Grade 8, students analyze passages in well-known
speeches for the authors use of literary techniques and word and phrase choice to appeal to the audience.
8th Grade. Analyzing Fiction and Drama.

This unit bundles student expectations that address word study along with reading and writing processes and skills to
interpret and analyze fiction texts and drama. The goal is for students to ultimately create their own imaginative stories,
using effective literary elements and techniques. Students use literary works as the avenue to practice making inferences, summarizing, synthesizing, and providing textual evidence during their reading experiences. Students examine
teacher selected and student selected literature based on individual interests and abilities, providing opportunities to
make important personal and world connections within and across different contexts and genres. An emphasis on the
integration of listening, speaking, reading and writing skills allow the continued development of the processes necessary
for comprehension and written communication.
In Grade 6 and Grade 7, students analyzed figurative language and graphical elements in the structure and elements of
drama (including the playwrights use of dialogue and stage directions), and elements of plot in fiction (including the influence of the setting on plot development). Students also wrote imaginative stories. During this unit, students continue to
analyze: (a) drama with a focus on how playwrights characterize their protagonists and antagonists through dialogue and
staging and (b) fiction, including linear plot structures, the central characters influence on the theme, and an analysis of
the different forms of point of view. Students continue to write imaginative stories, effectively applying more complex literary techniques. Vocabulary, spelling, punctuation, capitalization and grammar are studied throughout the unit to support
comprehension and oral and written communication. Word study is inclusive of genre specific vocabulary, literary terms,
and appropriate vocabulary from the literature. In English I, students analyze how dramatic conventions enhance dramatic text and complex literary elements for their contribution to nonlinear plot structures. They continue to write a variety
of literary texts including stories, and scripts with increasing complexity.
English I. Beginning the Journey with Fiction.

This unit bundles student expectations that address word study, reading, and writing using literary works with a focus on
fictional literature to support the analysis and creation of text using complex literary elements and techniques. Various
forms of literary works including classical, mythical, and traditional 20th and 21st century literature representing a range
of diverse cultures and backgrounds provide the avenue for students to practice making inferences, summarizing, synthesizing and providing textural evidence during their reading experiences. Students examine teacher selected and student selected literature based on individual interests and abilities, providing opportunities to make important personal
world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking,
reading, and writing skills allow the continued development of processes while providing a foundation for college and
career readiness.
In Grades 7 and 8, students identified and analyzed the elements of linear plot and setting in fictional literature, explaining the effects of literary techniques while comparing a variety of literary works. They continued to write imaginative stories with interesting characters and setting. During this unit, students understand and analyze complex literary elements
for their contribution in the development of nonlinear plot and overall theme. Students use literary techniques to enhance
plot and develop characters in stories that express ideas and feelings about real or imagined people, events, and experiences. Using writing for the comparison of themes across genres fosters reading and writing connections and allows for
development of more complex reading comprehension and writing processes. Students make inferences and draw conclusions through the analysis of denotative and connotative meanings. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary
provides a foundation for continual reflection on communicative accuracy. In English II, students analyze isolated scenes
and their contributions to the development of literary elements in a variety of works of fiction. Less obvious and more
complex literary techniques (e.g., symbolism) will be examined across time periods.
English II. Traveling Through World Literature.

This unit bundles student expectations that address word study, writing, and reading of twentieth century world literature
to support the critical analysis and creation of fictional text through the use of complex literary elements, and techniques
specific to the genre. Various forms of text including classical, mythical, and traditional literature representing a range of
diverse cultures and historical backgrounds provide the avenue for continued use and practice of making inferences,

summarizing, synthesizing, and providing textual evidence during reading. Students examine teacher selected and student selected literature based on individual interests and abilities, providing opportunities to make important personal
speaking, reading, and writing skills allows the continued development of processes while providing a framework for college and career readiness.
Prior to this unit, the English I TEKS required students to analyze complex elements of fictional literature, and explain the
effects of multifaceted literary techniques, while comparing themes across literary and informational genres. During this
unit, students analyze isolated scenes, and their contributions to the success of the plot in a variety of works of fiction.
Less obvious (example: symbolism, connotative) and more complex literary techniques (example: hyperbole, allegory,
allusion, flashback) are analyzed for their complexity as students review literature across time. Students write literary text
to express their ideas and feelings about real or imagined people, events, and experiences using literary strategies that
enhance plot, character development, mood, and tone. Word study is inclusive of genre specific vocabulary, literary
terms, and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary provides a
foundation for continual reflection on communicative accuracy and clarity. In English III, students evaluate how different
literary elements shape the authors portrayal of the plot, and setting in works of fiction.
English III. Touring American Literature.

This unit bundles student expectations that address word study, writing, and reading using American literature representing major literary periods to support the evaluation of multiple structures and complex elements specific to the genre.
Various forms of literary text from classical, mythical, and traditional literature representing a range of diverse cultures
and historical backgrounds from 20th and 21st century novels, plays, and films provide the avenue for students to practice making inferences, summarizing, synthesizing, and providing textual evidence during their reading. Students examine teacher selected and student selected literature based on individual interests and abilities, providing opportunities to
make important personal world connections within and across different contexts and genres. An emphasis on the integration of reading and writing skills allows the continued development of processes, while providing a framework for college and career readiness.
Prior to this unit, the English II TEKS required students to analyze isolated scenes and their contribution to the success
of the plot as a whole in a variety of works of fiction. During this unit, students evaluate how different literary elements
shape the authors portrayal of the plot and setting through connections outside the reading (e.g., other texts, world
events, personal experiences). Students evaluate the authors use of setting and how it connects to the mood of a piece,
as well as analyze the authors use of sensory details to create mood and enhance the theme of the writing. Students
write literary text to express their ideas and feelings about real or imagined people, events, and experiences using literary techniques that enhance plot, character development, mood, and tone. The study of word etymology supports understanding of how vocabulary of American spoken English has been influenced by the influx of various cultures. The emphasis of writing conventions and vocabulary will provide a foundation for continual reflection on communicative accuracy. In English IV, students analyze how complex plot structures and techniques function, and how they advance the
action in a work of fiction.
English IV. Exploring British Literature.

This unit bundles student expectations that address word study, writing, and reading of literature written by British authors representing major literary periods to support the evaluation of multiple structures and complex elements specific to
the genre. Various forms of text from classical, mythical, and traditional literature representing a range of diverse cultures
and historical backgrounds provide the avenue for continued practicing of inference, summarizing, synthesizing, and providing evidence from text to support understanding during reading experiences. Students examine teacher selected and
student selected literature based on individual interests and abilities, providing opportunities to make important personal
speaking, reading, and writing skills allows the continued development of processes while providing a framework for college and career readiness.
In English III students evaluated how different literary elements shape the authors portrayal of the plot and setting in
works of fiction. During this unit, students analyze how complex plot structures, such as subplots and literary devices/
techniques such as flashback, foreshadowing, and suspense, advance the action in works of fiction. Dilemmas and
quandaries as revealed through character motivation, and behaviors are analyzed for effectiveness. Students write liter-

ary text to express their ideas, and feelings about real or imagined people, events, and experiences using literary techniques that enhance plot, character development, mood, and tone. Using writing for the comparison of universal themes
across text fosters reading and writing connections and allows for development of more complex reading comprehension
strategies and writing processes. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate
vocabulary from the literature. The emphasis of writing conventions and vocabulary provides a foundation for continual
reflection on communicative accuracy. In Unit 2, students analyze poetry and drama using the skills acquired in this unit
for the analysis of fiction.
Frequently Asked Questions

Why are some words capitalized in the Daily Lessons? Teacher Guides will be released soon for the grade bands K
-2, 3-5, 6-8, and High School. Words that are capitalized in the Daily Lessons will be explained in detail in these Teacher
Guides. (Examples: Writers Notebook, Teacher-Created Handout)
What is an Anchor Chart? An anchor chart is a way to make students thinking permanent and visible. It is used over a
period of time and is a living document that is created with students. Students refer to these Anchor Charts throughout
the year. One resource for more information about Anchor Charts is http://www.springfield.k12.il.us/downloads/
table/277/AnchorCharts.pdf.
Why are some words in Blue Bold in the Daily Lessons? Words in the Daily Lessons that are blue and bolded refer
to instructional strategies to be used in the lessons. A glossary with descriptions of each of these strategies will be developed. (Examples: Collaborative Groups, Word Wall)
Where does Guided Reading fit in? When students are engaged in the Learning Applications phase of a lesson, the
teacher will pull together groups for Guided Reading. This allows the teacher to individualize to meet student needs in
addition to focusing on whole group needs.
What do the Readers Notebook, Vocabulary Notebook, and Writers Notebook look like? The teacher will devise a
system using these notebooks. The content of student response journals can help the teacher assess and develop student reading abilities and behaviors. Patterns of journal responses also help guide the teacher with regard to next steps
for instruction.
The Readers Notebook should be a place where students record thoughts, questions, and reflections on different texts; make connections about the historical context of different texts; and practice comprehension strategies to help
students develop a deeper understanding of texts through reflective writing.
The Writers Notebook should be a place where students explore writing techniques as well as a place to keep
important thoughts, feelings, ideas, and dreams. It provides a space for pre-writing. Students are expected to create a
variety of writing genres utilizing tools authors use throughout the year. Writing completed in the Writers Notebook is
informal, but will likely lead to ideas for future polished pieces.
The Word Study Notebook, used in the elementary grades, is a notebook or folder used to record multiple entries that demonstrate knowledge of new words and their meanings. The notebook is also used to record spelling patterns and rules along with examples.
The Vocabulary Notebook, used in the secondary grades, is a notebook or folder used to record multiple entries
that demonstrate knowledge of new words, their meanings, and origins.
What is a Teachers Writers/Readers/Vocabulary Notebook?. The intent of the Teacher Notebook is for teachers to
include their own entries to share with students as opportunities arise. The recommendation is for teachers to model or
prepare the entries that their students would be expected to do during the Instructional Routines. Though it would not be
feasible to do this for every entry, it is recommended that teachers model entries as often as possible.
Why are there not specific reading selections identified for each lesson? Districts have different resources. It is
also not possible to design a lesson using a specific piece of literature that will meet the needs of all students. As always,
the teacher will identify reading selections that will meet student needs.
What is Academic Vocabulary on the Instructional Focus Document? This vocabulary comes to us from the TEKS.
It is conceptual vocabulary that is used across grade levels. Students will need to be able to read these words, and it
would be appropriate to include them on Word Walls. Vocabulary of Instruction is the technical and academic vocabulary
that the teacher uses. Teachers will still need to identify vocabulary that is critical to student comprehension of selected
texts.
Mathematics
Kindergarten.
Unit 1. Beginning Our Journey. This unit bundles student expectations that address the concepts of numbers and
measurement through the use of the calendar in order to give students experiences that promote the ability to solve
problems and value mathematics.
This unit will focus on orally counting to 20 and introduce the first tool used to help students gain an understanding of the
passage of time- a calendar. Learning to read a calendar follows a developmental sequence. The unit concentrates on
the calendar component, days of the week. Through a simple daily routine, the calendar will be gradually defined and
incorporated as the year progresses. The purpose of counting to 20 and investigating a calendar in the same unit is to
begin to establish the developmental sequence of number within the calendar as well as introduce the meaning of a
number (e.g., there are 7 days in one week). To encourage experimentation and an investigative environment, students
will be introduced to a variety of materials that will be used throughout the semester to help students explore key concepts. It is important that students work in groups to construct, sort, stack, and discuss each of the manipulatives.
Unit 2. Counting through 5. This unit bundles student expectations that address counting numbers. Through exploration, counting skills will be developed. Students will count orally to order and connect this sequence using one-to-one
correspondence. The developmental approach will begin by counting an ordered set then move to counting randomly
displayed sets.
Prior to this unit, students were rote counting numbers 120. During this unit, students will begin the development approach of counting an ordered set through 5. Using one-to-one correspondence, students investigate the count of sets
associating the last counted number and the number word to represent the count, cardinality of the set, no matter how
the objects are moved around.
Unit 3. Repeating Patterns 1. This unit bundles student expectations that address similarities, repetition, and order of
patterns. Centers will be used throughout the unit to provide repetition and practice for concepts already introduced. A
variety of events will provide the opportunity to recognize and extend patterns.
Prior to this unit students addressed numbers 15 by counting, creating representations, and writing of these numerals.
Practice stations will be introduced within this unit to provide the needed repetition of concepts and skills from prior units
of study. Practice stations will spiral within each daily math schedule in Kindergarten. The descriptive details of each
practice station will be noted in the Exemplar Lessons.
This unit reinforcement includes:
1. Numeral Writing (Lesson 1) and Patterns (Lesson 2)
2. Spatial Relationships
3. Counting Collections (15)
4. Counting and Recording Quantity of Sets
1st Grade
Unit 1. This unit bundles student expectations that address the concept of measurement and sub-concept of time in order to develop an awareness of the duration involved within the units: days, weeks, and months.
This unit will focus on the calendar. Calendar content is only addressed in the Kindergarten TEKS. The emphasis in Kindergarten was the mechanics of reading a calendar. In this unit, students will engage in meaningful experiences that develop a conceptual understanding of its cyclical nature and explore how the calendar is used to measure the intervals of
time: days, weeks, and months. Through a simple daily routine, the calendar will be incorporated as the year progresses.
To encourage experimentation and an investigative environment, students will be introduced to a variety of materials that
will be used throughout the school year to help students explore key concepts.
Unit 2. Numbers and Place Value. This unit bundles student expectations that address the concept of whole numbers
(0 20) and quantitative reasoning to support mathematical opportunities for students to use mathematical language to
describe sets and whole numbers.
Prior to this unit, Kindergarten learning experiences were implemented to develop quantities up to 20 and subitizing
Mathematics
small groups using five as a base. This unit will provide opportunities for
students to view quantities or numerals from 0-20 in a variety of ways, including the terms tens and ones. Using various concrete model representations, students will begin to connect the quantity to the representation and communicate
the relationship between two sets using comparative language. In Unit 4 Lesson 01, number sense is revisited but this
time the number set is increased to 40. Students construct knowledge of the base-ten number system by grouping objects and manipulatives to form tens and ones.
Unit 3. Story Problems 1.
This unit bundles student expectations that address the concepts of numbers, operations, and quantitative reasoning in
order to help students develop a strong understanding of composing and decomposing numbers and the comparison of
the parts.
Prior to this unit, Kindergarten units emphasize addition and subtraction situations based on: identifying the action that
took place, important content, what the question was asking, modeling the situation, etcnot the practice of working the
actual problem. During this unit, students will develop meaning for the operations of addition and subtraction through
contextual problems or story problems involving sums/minuends up to 10. Part-part whole relationships that exist among
related fact families will be introduced to aid number sense development within these problem situations. The structure
of the problems for this unit will be joining and separating, where the result is unknown. In Unit 7 Lesson 1, students will
address different addition and subtraction situations that include join and separate problems (result, change, and start
unknown) and fact families involving sums/minuends up to 10.
Unit 4. Identify and Extend Patterns.
This unit bundles student expectations that address the concept of patterns in order to support mathematical opportunities for students to see relationships, to find connections, and to make predictions.
Prior to this unit, Kindergarten students translated visual and concrete patterns to a symbolic representation using alphabet letters to represent a pattern core. During this unit, pattern of physical objects are explored to strengthen the students communication skill through oral descriptions of a pattern and comparisons of many different representations of
the same pattern. The pattern of skip counting by twos and fives forwards and backwards is recited and recorded. Not
only is the skip pattern interval examined, but also the numbers in between. Skip counting is extended by beginning anywhere within the pattern (for twos, beginning with any even number, and fives, beginning with any multiple of five). Skip
counting by tens will be investigated in Unit 11 Lesson 1 to develop the base-ten concept of the number system.
Unit 5. Two-Dimensional Figures 1. This unit bundles student expectations that address the concept of geometry in
order to identify and describe two-dimensional figures using formal geometric vocabulary.
Prior to this unit, Kindergarten students explored properties of two- and three-dimensional figures and the attributes that
distinguish one figure from another using informal language. In this unit, students will investigate relationships among
two-dimensional figures and describe distinctive attributes of a circle, triangle, rectangle and square using formal geometric language. This geometric study will be extended in Unit 6, Lesson 1.
Unit 6. Two-Dimensional Figures 2. This unit bundles student expectations that address the concept of geometry in
order to connect the formal geometric vocabulary with two-dimensional figures.
Prior to this unit, students sorted a variety of two-dimensional geometric figures by common attributes and identified the
relationships of triangle and rectangle using formal geometric vocabulary. During this unit, students extend their study of
figures by classifying a square as a special rectangle. Circles are also examined determining that circle is curved with no
straight sides. Concrete models are used to combine two-dimensional geometric figures in order to create new shapes.
Unit 14 Lesson 1 will extend the geometry investigation to include three-dimensional figures.
Unit 7. Story Problems 2. This unit bundles student expectations that address the concepts of numbers, operations,
and quantitative reasoning in order to enhance addition and subtraction situations through problems.
Prior to this lesson, Unit 3, Lesson 1, students experienced problem solving by identifying the action that took place, the
important content of the problem, the question being asked, and then concretely modeled the problem situation. They
were also introduced to observing patterns that exist within fact families. During this unit, students address different problem types that include join and separate problems (result, change, and start unknown) and fact families involving sums/
Mathematics
minuends up to 10. Corresponding number sentences are written and
problem situations are solved. In Unit 12 Lesson 1, students will continue to develop meaning for the operations of addition and subtraction by exploring join and separate problems, fact family relationships and compare problems through
sums/minuends up to 18.
Unit 8. Number Sense and Data. This unit bundles student expectations that address the concept of quantitative reasoning using whole numbers (0 40) in order to address place value.
Prior to this unit, Unit 2, Lesson 1, students used various concrete models to subitize small groups using ten as a base.
During this unit, number sense is revisited but this time the number set is increased to 40. Students construct knowledge
of the base-ten number system by grouping objects and manipulatives to form tens and ones. Results are communicated
using comparative language and a written record. Collecting, graphing, and analyzing data further develops comparative
language to describe relationships between sets of objects as students use place value to compare numbers in Unit 11
Lesson 1.
Unit 9. Parts of a Whole. This unit bundles student expectations that address fractions in order to connect the idea that
a whole can be partitioned into equal sized parts.
Prior to this unit, Kindergarten students recognized and created models of halves. During this unit, students will explore
partitioning a whole into two, three, and four equal parts. The vocabulary of fractional parts will remain quite informal and
will not involve any fraction symbolism. In Unit 21, students will extend their exploration to include set models.
Unit 10. Time. This unit will focus on the concept of measurement in order to introduce the sub-concept of time involving
the clock.
Prior to this unit, students have concentrated on the calendar through a daily routine in order to gain an understanding of
the passage of time and through activities that allowed students to informally measure the duration of two events. These
activities allow students to understand that timing requires a starting point at the beginning and a stopping point at the
end of the event. During this unit, students will be introduced to another common tool used to tell time- a clock. Learning
to read an analog or digital clock is a skill. It has very little to do with the conceptual understanding of time. The content
is clearly defined with the student expectations of the Grade 1 TEKS, Students will read time to the hour and half-hour
using analog and digital clocks. Time will be revisited in Unit 22 to connect the relevance of reading a clock to real-life
situations.
2nd Grade.
Unit 1. Number Strategies. This unit bundles student expectations that address the concepts of patterns and operations
in order to make connections.
Prior to this unit, first grade students have explored basic fact strategies: doubles, doubles plus or minus one, and combinations that make ten. During this unit, students will focus on developing efficient basic fact retrieval and apply the use
and selection of the strategies in order to solve problems. Part-part-whole activities will allow students to extend their
work to numbers through 18 and encourage reflective thought on part-whole relationships. The use of these strategies
will lead to a strong foundation of addition and subtraction facts as well as solving problems involving addition and subtraction.
Unit 2. Quantitative Reasoning. This unit bundles student expectations that address the concepts of patterns and operations in order to make connections.
Prior to this unit, first grade students have explored basic fact strategies: doubles, doubles plus or minus one, and combinations that make ten. During this unit, students will focus on developing efficient basic fact retrieval and apply the use
and selection of the strategies in order to solve problems. Part-part-whole activities will allow students to extend their
work to numbers through 18 and encourage reflective thought on part-whole relationships. The use of these strategies
will lead to a strong foundation of addition and subtraction facts as well as solving problems involving addition and subtraction.
Mathematics
3rd Grade
Unit 1. Place Value to 999,999. The student expectation addressed in this unit builds upon students knowledge of numbers and extends that knowledge to the set of whole numbers through 999,999. Place value is the foundation for numerical reasoning. As a result, it is introduced at the beginning of this grade level. Place value will continue to be revisited up
to the thousands place in the following unit.
Prior to this unit, the basics of number sense and the base-ten place value system were developed in Grade 2 through
999. These concepts are expanded in the Grade 3 curriculum to the thousands period. Place value concepts will be emphasized and used throughout the year and at subsequent grade levels.
Unit 2. Comparing and Ordering Whole Numbers to 9,999. The student expectations bundled in this unit include understanding place value to compare and order whole numbers up to 9,999. The numeric relations concepts of greater than,
less than and equal to are investigated to the thousands place.
Prior to this unit, the basics of the base-ten place value system and comparing/ordering numbers were developed in second grade through 999. These basics were carried through 999,999 in the previous Grade 3 unit. Third grade students
will continue to build on their understanding of place value to determine the relationships between numbers up to the
thousands place. These numeric concepts will be emphasized and used throughout the year and at subsequent grade
levels.
4th Grade
Unit 1. Place Value Whole Numbers and Decimals. The student expectations bundled in this unit build upon students knowledge of numbers and extend that knowledge to the set of whole numbers through 999,999,999. Place value
is the foundation for numerical reasoning. As a result, it is introduced at the beginning of this grade level.
Prior to this unit, the basics of number sense and the base-ten place value system developed in Grades 2 and 3 are expanded in the Grade 4 curriculum. These concepts will be emphasized and used throughout the year and at subsequent
grade levels.
Unit 2. Operations Addition and Subtraction Including Measurement (Perimeter Only). This unit bundles expectations that address the use of addition and subtraction in problem situations. This unit begins with the use of estimation
and compatible numbers in addition and subtraction to facilitate operational fluency. Perimeter problems are introduced
and used as context in various addition/subtraction problem-solving situations. As a result, this measurement concept is
supported by the computation.
Prior to this unit, students investigated place value and will build/extend that concept into operations. The basics of number sense, the base-ten place value system, and applied operations (i.e. perimeter) will continue to be developed in
fourth grade, and expanded in the Grade 5 curriculum.
Unit 3. Operations Multiplication Models. This unit bundles student expectations that address operational models,
such as arrays and area models, which are used to enhance student understanding of multiplication and division. These
models help students develop fluency with efficient procedures, including the standard algorithm, for multiplying and dividing whole numbers, understanding why the procedures work (on the basis of place value and properties of operations), and using them to solve problems.
Prior to this unit, students used models to investigate place value and decimals. The use of models to facilitate operational fluency, which continues to be developed in Grade 4, will assist students in Grades 5 and 6.
5th Grade
Unit 1. Place Value Whole Numbers and Decimals. The student expectations bundled in this unit build upon students knowledge of number and extend that knowledge to the set of whole numbers through 999,999,999,999. Place
value is the foundation for numerical reasoning. As a result, it is introduced at the beginning of this grade level.
Prior to this unit, Grade 4 students investigated the set of whole numbers through 999,999,999. They also worked with
Mathematics
decimal models through the hundredths place. Whole number and decimal number concepts are expanded (through the billions period and thousandths place respectively) in the Grade 5 curriculum.
Unit 2. Developing Operational Procedures. This unit bundles student expectations that address numerical operations. These concepts are a critical piece of school mathematics; students develop fluency with efficient procedures, including standard algorithms, for multiplying and dividing whole numbers, understand why the procedures work (on the
basis of place value and properties of operations), and use them to solve problems. Estimation and compatible numbers
are also used to facilitate operational fluency including appropriate measurement concepts as applicable.
Prior to this unit, students investigated place value and will build/extend that concept into operations. The basics of number sense, the base-ten place value system, and applied operations (i.e., perimeter and area) will continue to be developed in Grade 5, and continued in the grade six curriculum. This unit will draw on these prior unit skills to make the connection to multiplication. Area problems are used as context in various problem situations. As a result, this measurement
concept is supported by the computation. The use of efficient procedures, including the standard algorithm, help students throughout the year and at subsequent grade levels to develop fluency for multiplying and dividing whole numbers
to understand why the procedures work (on the basis of place value and other operations).
6th Grade
Unit 1. Rational Numbers. This unit bundles student expectations that address generating equivalent forms of rational
numbers through a variety of models, as well as representing percents as fractions and decimals and with concrete models in order to compare and order rational numbers in a variety of equivalent forms.
Prior to this unit, in Grade 5, students generated equivalent fractions to a given fraction and used models to relate decimals to fractions that name tenths, hundredths, and thousandths. This unit will extend the concept of equivalent forms of
rational numbers and percents. As a result of this extension, students will become flexible in moving from one representation to the next in order to solve problems involving computation with rational numbers (Unit 3).
Unit 2. Factors and Multiples. This unit bundles student expectations that address prime factorization with exponents,
factors including common factors and greatest common factor (GCF), and multiples including common multiples and
least common multiples (LCM).
Prior to this unit, in Grade 5, students generated factor pairs. Grade 6 extends factors to include prime factorization. The
ability to identify the greatest common factor (GCF) and least common multiple (LCM) lays the foundation for generating
equivalent fractions when students investigate addition and subtraction of fractions in Unit 3. The skill of factoring develops algebraic thinking needed to simplify expressions and solve equations.
7th Grade
Unit 1. Comparing and Ordering Positive Rational Numbers and Integers. This unit bundles student expectations
that address equivalence between positive rational numbers and percents and the location of positive rational numbers
and integers on a number line in order to connect these representations as part of the set of rational numbers.
Prior to this unit, in Grade 6, the study of equivalence extends to positive rational numbers including whole numbers,
fractions, decimals, and percents. Grade 7 includes the set of integers. In Grade 8, the study of rational numbers ex-
tends to negative rational numbers and irrational numbers such as square roots and
. The exploration of integers and
positive equivalent rational numbers will lay the foundation for the understanding of addition, subtraction, multiplication,
and division of integers and positive rational numbers.
Unit 2. Integer Operations and Graphing. This unit bundles student expectations that address addition, subtraction,
multiplication, and division of integers through the use of models. Unit 2 also addresses the graphing of integers in a coordinate plane in order to connect and extend whole number operations, as well as graphing in a coordinate plane to
include the set of integers.
Prior to this unit, in Grade 6, students used integers to represent real-life situations. In Grade 7, Unit 1, students com-
Mathematics
pared and ordered integers and positive equivalent rational numbers.
During this unit, students will extend their initial understanding of integers to solve real-world problems involving all operations and graphing integers on a coordinate plane. This lays the foundation for Unit 4, solving equations for perimeter
and area, and Unit 9, exploring translations on the coordinate plane.
8th Grade
Unit 1. Rational Numbers. This unit bundles student expectations that address the equivalence of rational numbers and
their location on number lines in order to establish the foundational number set for Grade 8 mathematics. Students
name, compare, order, and write equivalent forms of rational numbers and then display them on horizontal and vertical
number lines.
Prior to this unit, in Grade 6, the study of equivalence extended to non-negative fractions. In Grade 7, integers were included. In Grade 8, the study of rational numbers extends to negative rational numbers and square roots. Once the value
of the numbers has been established, students graph ordered pairs in all four quadrants, including rational number coordinates. This is a combination of the Grade 6 TEKS, where students graph ordered pairs whose coordinates are whole
numbers and positive fractions, and Grade 7 which graphs integral coordinates. In Algebra I, students are expected to
have facility and flexibility with all forms of numbers and be able to graph them on the coordinate plane.
Unit 2. Operations and Applications with Rational Numbers Including Measurement Perimeter, Area, Circumference, and Volume. This unit bundles student expectations that address operations with rational numbers in order to
review and combine operations and connect various representations of data such as a table, an equation, and a verbal
description. This understanding will be applied to various problem situations including real-world situations, applications
of percents, circumference, perimeter, area, and volume.
Prior to this unit, in Unit 1, students discussed the equivalence of rational numbers and their location on number lines in
order to establish the foundational number set for Grade 8 mathematics. This sets the stage for the review and application of operations. In Grade 7, students add, subtract, multiply and divide fractions, decimals, and integers. During this
unit, in Lesson 1, the order of operations using rational numbers is reviewed. Lesson 2 investigates different data representations such as a table, an equation, and a verbal description and the connections among them. Lesson 3 involves
application of the operations involving formulas for perimeter, area, circumference, and volume.
Algebra I
Unit 1. The Study of Functions. The student expectations bundled in this unit involve collection and analysis of data.
Data is gathered from real-world problem situations. Data relationships are examined to determine functionality. Characteristics of functions are identified and representations are used to make predictions and critical judgments. Graphing
calculator technology is incorporated to collect and analyze data.
Functions are the basis of algebra and will be the focus of Algebra 1 the entire year. In order to understand a function as
a dependence of one quantity on another, students need experience in collecting data, organizing data, representing
data in multiple ways, and making inferences from both the relationship and the ways in which the relationship is represented. As students compare and contrast the characteristics and representations, they are building the foundation for
the next units of study and subsequent mathematics courses. Operations with rational numbers, translations, order of
operations, solving simple one and two-step equations and all other Grade 8 concepts will be embedded throughout the
curriculum.
Unit 2. Linear Equations and Inequalities. The student expectations bundled in this unit involve connections between
functions and equations. In order to conceptually develop an understanding of equations and inequalities, students will
formulate equations and inequalities from problem situations, apply various methods including models, tables, graphs,
and algebraic properties to solve equations, and analyze the solutions.
One- and two-step equations were introduced in Grades 7 and 8. In Grade 7, concrete and pictorial models were used to
solve the equations, and symbols were used to record the actions. In Grade 8, equations were used to find solutions to
application problems. In this lesson, one- and two-step equations will be reviewed using various representations. The
properties of algebra will be used to simplify algebraic expressions and applied to multiple step equations. Equations are
solved using various representations such as concrete models, tables, graphs, and algebraic properties. Equations are
Mathematics
determined for application problems, solved by a method of choice, and the solution justified in terms of the problem
situation. These skills are necessary not only in Algebra 1, but in subsequent courses in mathematics.
Geometry
Unit 1. Foundations of Geometry.
This unit bundles student expectations that address connections between the roles of undefined terms, definitions, postulates, and theorems in Euclidean geometry. Geometric conjectures are tested developing an awareness and understanding of geometry as a mathematical system built from a foundation of undefined terms, definitions, and postulates.
Geometry taught in the earlier grades focuses on attributes and applications of two- and three-dimensional figures. In
high school geometry, it is important to make connections to develop a geometric system. The foundation of geometry as
an axiomatic system is integral to further studies throughout the high school geometry curriculum.
Unit 2. Functions of the Coordinate Plane. This unit bundles student expectations that address connections between
algebra and geometry. Coordinate systems are used for geometric explorations of distance, midpoint, slope, and parallel
and perpendicular lines. Explorations involve multiple representations including concrete, pictorial, graphical, verbal, and/
or symbolic representations. Relationships are analyzed using various representations. Geometric conjectures are tested
developing an awareness of the connections between algebra and geometry.
The coordinate plane is introduced in middle school and extended into Algebra 1. The concept of slope is introduced in
Algebra 1 and is applied to define parallel and perpendicular lines in this geometry unit. Students will also use the coordinate system to develop concepts of length and midpoint of segments. In subsequent units in geometry, these concepts
will be used to complete coordinate proofs. The connections between algebra and geometry continue throughout the
course of geometry and into subsequent mathematics courses.
Unit 3. Geometric Patterns. This unit bundles student expectations that address connections between patterns in algebra and geometry. Data collection and analysis are used to investigate numeric and geometric patterns using various
representations, including tables, graphs, verbal descriptions, and algebraic representations. Algebraic representations
are then used to model geometric properties of figures.
Data collection and analysis using various representations has been ongoing throughout middle school and Algebra 1.
The application of these concepts in this unit helps students identify connections between algebraic patterns and geometric properties of figures that will be applied later in the geometry curriculum.
Unit 4. Transformations. This unit bundles student expectations that address connections between the types of transformations and their applications. In this unit, geometric and numeric patterns are used to develop properties of transformations in the coordinate plane. Isometric transformations (translations, reflections and rotations) that preserve size and
shape are compared and contrasted with dilations, which preserve shape but not size, depending on scale factor and
points of dilation. Tessellations and compositions of isometric transformations are generated and investigated.
Students learn the power of transformations when rearranging a puzzle piece to fit into the desired space. By high
school, transformations are an integral part of the geometry curriculum. The understanding of transformations as tools
for exploring spatial and geometric concepts continues throughout school and into real-world situations.
Mathematical Models with Applications

Unit 1. Probability. The student expectations bundled in this unit involve probability. In this unit, students incorporate
use of probability models to compare theoretical and empirical probability in situations involving chance. Students also
analyze the reasonableness of theoretical models such as binomial and geometric probability in real-world situations.
In middle school, students laid the foundations for probability including finding sample space, identifying simple and composite events, calculating independent and dependent probability, and comparing theoretical and experimental probability. Math Models with Applications is the only high school course where probability is again addressed in the TEKS for
the course. Chance and uncertainty play a crucial part in the world around us. An understanding of the basic principles of
probability is necessary to prepare students to become well informed consumers and give them access to many jobs in
Mathematics
which probability plays a crucial role. Probability is essential in the reasoning that leads to inferences and predictions
from statistical data and will be incorporated in subsequent units. Probability is also addressed in the College Readiness
Standards.
Unit 2. Statistics: Univariate Data. The student expectations bundled in this unit involve collection and analysis of univariate data. In this unit, students incorporate the use of graphical and numerical analysis of the patterns in univariate
(one variable) data for interpretation, validation, and making inferences in real-world problem situations. In this unit, students collect univariate data and represent the data in tables and graphs. Students also complete the numerical analysis
by finding and interpreting the meaning of the measures of central tendency and the variability around the measures of
central tendency.
In middle school, students laid the foundations for univariate statistics, including finding measures of central tendency
and when they are best applied to a situation. Math Models with Applications is the only high school course where univariate data is again addressed in the TEKS for the course. Measures of central tendency are extended to include variability, including standard deviation and five number summary. Univariate data collection and analysis is essential in the
reasoning that will be incorporated in subsequent units. Univariate data analysis is also addressed in the College Readiness Standards.
Algebra 2
Unit 1. Introduction to Functions. The student expectations bundled in this unit involve comparisons of functions and
their characteristics. Since the study of a variety of functions is the major focus of Algebra 2, students need experience in
collecting data, organizing data, representing data in multiple ways, and making inferences from both the relationship
and the ways in which the relationship is represented. The purpose of this unit of instruction is to immediately engage the
students in problem situations to spark an interest in the study of functions in Algebra 2 and lay the foundation of the focus of study. In group settings, students will be introduced to different data relationships, create a visual display of various representations of the relationship and compare and contrast the relationships presented to the class. Groups will
then match each of the data relationship situations to one of the parent functions. The purpose is not to expect students
to know everything about each of the relationships, but to introduce a problem situation modeling each of the parent
functions that will be studied in Algebra 2. Students will investigate these data relationships using previous skills, technology, and experimental investigations.
In Algebra 1, students investigated linear relationships for most of the year with a small introduction to quadratics and
other non-linear functions, including inverse (rational) and exponential growth and decay. During Algebra 2 linear f(x) =
1
x
x
, exponential f(x) = ax, logarithmic f(x) = logax, and rational f(x) =
funcx, quadratic f(x) = x2, square root f(x) =
tions will be studied in greater depth including transformations of the functions, equations, inequalities, and models of
problem situations. The study of these functions will continue in the Precalculus curriculum.
Unit 2. Foundations of Functions.
The student expectations bundled in this unit involve connections between functions and their characteristics and between parent functions and their transformations. In this unit students analyze functions by investigating their characteristics and representing functions using various models. Students determine the domain and range and independent and
dependent variables. Students identify functions as continuous or discrete and increasing or decreasing. Transformations are identified and applied to various parent functions. Student knowledge of transformations on parent functions is
extended while providing a sneak preview of all the functions that will be introduced in Algebra 2.
In Algebra 1, students had an in-depth study of linear functions. Quadratic, inverse (rational) and exponential functions
were also investigated. These functions were also applied in various pattern situations in geometry. In Algebra 2, the
study of functions will be extended, including using data collection and analysis in problem situations involving linear,
quadratic, square root, exponential, logarithmic, and rational functions. These functions will be studied in-depth including
identifying parent functions and transformations, characteristics of the function, and solving equations and inequalities
based on the function.
Mathematics
Unit 3. Investigating Inverses.
The student expectations bundled in this unit examine connections between functions and their inverses. In this unit,
students are introduced to the concept of inverse relations. They investigate inverse relationships through graphing
(reflecting a graph over y = x) and through tables. They also investigate interchanging the variables x and y in a linear
equation and solving for y.
Although students have studied inverse variations in Algebra I, they have not studied inverses of functions. In Algebra 1,
Geometry, and previous Algebra 2 units, students studied functions. This unit is the first time students are introduced to
the concept of inverse functions. In subsequent units in Algebra 2, when studying quadratic and square root functions
and exponential and logarithmic functions, the parent functions and their inverses will be studied in depth. This unit is
strictly introductory.
Precalculus
Unit 1. Characteristics and Applications of Functions. The student expectations in this unit involve describing the
characteristics of functions, and using these functions to solve meaningful problems. To be
meaningful, problems must be based in real-world contexts or involve the collection of real data. From these concrete
examples, students will develop vocabulary and skills that can be applied to abstract functions in general.
In Algebra 1, students learned the basics of linear and quadratic functions. In Algebra 2, knowledge was extended to
many other types of parent functions, including rational, radical, absolute value, exponential and logarithmic functions.
During Precalculus, these functions will be studied with greater depth and complexity, and other function types will be
added (such as piecewise-defined functions and, eventually, polynomial and trigonometric functions). In this introductory
unit, students review the parent functions encountered in previous courses. However, rather than discussing each in isolation, the functions are
analyzed collectively to develop a sense of their similarities and differences with each other.
Unit 2. Transformations, Compositions, and Inverses of Functions. The student expectations in this unit involve
combining functions, simplifying expressions, and solving equations. Students analyze compositions of functions in
graphical and tabular form as well as algebraically. These skills are applied to solve equations with inverse operations
(since f(f-1(x)) = x). Likewise, compositions of functions can be used as a tool to transform graphs in an effort to model
situations and data.
In Algebra 2, students learn to simplify and solve many different types of expressions and equations, including rational,
exponential and logarithmic. Students also study how to transform the graphs of the parent functions. In Precalculus,
students revisit these skills at greater levels of depth, complexity, and
abstraction. In this unit, for example, students will perform compositions and transformations with piecewise-defined
functions. Also, extra transformations of the parent functions are addressed, including those that involve absolute values
(such as f(|x|) and |f(x)|) and horizontal stretch and compressions (f(b x)).
Whats New?
Mathematics
What revisions have been made in Mathematics for 10-11?
To find all revisions for the 2009-10 and 2010-11 school years, please refer to the following documents. From the home
screen, select Curriculum Elements on top left bar; click Curriculum Resources; select Mathematics; select Resources.
In this section you will find grade level folders with revision documents. Some folders will have only 2009-10 revision
documents and some grades will also include 2010-11 documents if revisions have been made since the June 10 posting. To review all revisions for the coming school year, please reference all documents in each grade level folder. Note:
Since feedback is checked weekly with revisions being made to lessons as needed, this section should be referenced
prior to teaching lessons to determine if any revisions have been made.
What's new in Mathematics?

Newly developed: Spiral Reviews Grade 6 - 8.
The intent of the spiral review is to provide a quick review and informal assessment of previously taught and currently
taught concepts. The writing team considered the performance indicators, key understandings, and TEKS from previously taught concepts as these spiral reviews were developed. Each week the spiral reviews will address problem solving, error analysis, number sense, writing in mathematics, and/or integration of mathematical tools. The intent is that the
spiral review take approximately five minutes.
2010-2011 First Six Weeks Preview
Science
Kindergarten
Unit 1. Exploring Appropriate and Responsible Practices for Our Environment. This unit bundles student expectations that address the importance of practices to keep oneself and others safe and healthy. This unit also explores the
use and conservation of Earths resources and includes learning experiences about resources that the Earth provides- in
order to introduce the concept of Earths materials. It is also important for students to understand how Earths materials
provide for our lives and the lives of other living things. Unit 1 also introduces the concept of making wise choices in the
way we use daily materials. We make choices everyday that affect those resources. To conserve them, we need to
make careful decisions and practice reducing, recycling, and reusing materials.
From their very first day in school, students should be actively engaged in learning to view the world scientifically. That
means encouraging them to ask questions about nature and to seek answers, collect things, count and measure things,
make qualitative observations, organize collections and observations, discuss findings, etc.
Unit 2. Exploring Matter and Energy. This unit bundles expectations that address using both tools and senses to observe and collect data, and observing and describing objects in order for students to better understand the world around
them. Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture.
Heating and cooling are explored as they relate to the students everyday lives.
1st Grade
Unit 1. Investigating Properties and Patterns in Weather. This unit bundles student expectations that address properties and patterns of events, specifically the weather- observing and recording day-to-day weather and weather over seasons. Unit 01 also introduces students to some tools that help measure and record data. This unit will lay the foundation
for careful observations and accurate recording of events in the natural world and provide students with experiences to
make observations that help them recognize patterns and changes over time.
Unit 2. Investigating Properties and Patterns. This unit bundles student expectations that address matter and properties. Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture.
The importance of light, heat, and sound energy is identified as it relates to the students' everyday life. The location and
motion of objects are explored.
2nd Grade
Unit 1. What is a Scientist? This unit focuses students on what it means to be a scientist. Students will set up a science
notebook and begin the discussion what is a scientist?
From their very first day in school, students should be actively engaged in learning to view the world scientifically. That
means encouraging them to ask questions about nature and to seek answers, collect things, count and measure things,
make qualitative observations, organize collections and observations, discuss findings, etc. Getting into the spirit of science and liking science are what count most.
The study of elementary science includes planning and safely implementing classroom and outdoor investigations using
scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and
life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 60% of instructional
time.
Unit 2. Change Occurs: Investigating Matter. This unit bundles student expectations that address classifying matter,
comparing changes in matter, and how the physical properties of an object can influence an objects use.
3rd Grade
Unit 1. Investigating Properties of Matter. In this unit, students use appropriate tools and safe practices to investigate
the physical properties of matter. The study of matter lends itself to hands-on, minds-on experiences that capitalize on
students natural curiosity about the physical world around them. Through these experiences, students will model the
processes used by scientists to study and better understand the natural world. Students will continue to use science
notebooks, not only as a record of their observations and data, but as a tool to construct meaning from their experiences.
In Grade 3, students will accumulate more sophisticated information about the physical properties of matter as they become increasingly familiar with standard units of measurement. They will select and safely use a variety of tools and
Science
equipment to measure, test, and record temperature, mass, magnetism, and an objects ability to sink or float. Likewise,
they will begin to operationally define solids, liquids, and gases in preparation for observing and predicting changes in
those states in the next unit. Students will examine and create mixtures, and then apply their knowledge of physical
properties to separate the combined materials.
With the increased emphasis on classroom and outdoor investigations (60% of instructional time), it is essential to model
good safety habits and set appropriate safety expectations for the students. The beginning of the year is a good time to
review and reinforce the importance of safety; however, teachers, as well as students, should always be mindful of appropriate safety measures and proper use of equipment as they explore Grade 3 science concepts throughout the year.
Unit 2. Investigating Matter and Change. This unit bundles student expectations related to temperature, changes in
state, and the Sun as a source of energy for the water cycle. Students will use appropriate tools and safe practices to
continue their investigation of the physical properties of matter. Prior to this unit, students have examined states of matter as observable and distinguishable properties. In this unit, they will predict and observe changes in those states of
matter caused by heating and cooling.
By Grade 3, students will have used a thermometer to measure the relative temperature of a variety of substances. In
this unit, they will become more familiar with the Celsius scale and have the opportunity to develop personal referents for
familiar benchmark temperatures, including temperature points related to changes in the state of water. In Unit 3, students will have more opportunities to use a thermometer to measure air temperature as they focus on day-to-day
weather changes.
The idea of heat as a form of energy comes into play in this unit. Change in state or phase can be accomplished by subjecting matter to heating and cooling (the addition and reduction of heat). Water is the most familiar substance used to
demonstrate change of state, and those changes can be linked back to benchmark temperatures on the thermometer.
Students at this level may not distinguish between heat and temperature, but they can begin to see that heat is one form
of energy which can change matter. Heat and other forms of energy will be explored further in Unit 4.
At this point in the year, students will be able to study the effects of the Suns energy on matter, including those related
to the water cycle. The Suns role in Earth and life systems will be continually revisited throughout the school year.
4th Grade
Unit 1. Physical Properties of Matter. This unit bundles student expectations that address a review of the states of
matter, as distinguishable and observable properties. This unit will provide students the opportunity to compare and contrast the physical properties of matter by measuring size, mass, and volume, as well as through the observation of magnetism and the ability to sink or float. One of the challenges of this unit is the mathematics associated with volume. Although measurement was addressed in Grade 3, the measurement unit for CSCOPE Grade 4 is not addressed until the
fourth six weeks. Students are not required to use formulas to calculate volume until Grade 5. In order to provide purposeful scaffolding, students in Grade 4 will work with volume in a conceptual format. However, this can create a challenge to the science teacher in Grade 4. Students will also be provided with experiences in which they will make informal
observations about density and buoyancy. This unit will include many hands-on experiences to help give students a conceptual understanding of some very complex topics. As students are provided the opportunity to make observations
about the measureable properties of matter, they will be able to utilize many science tools.
In Grade 3, students have experienced making and recording observations about changes in the states of matter that
are caused by heating and cooling. This unit will build a deeper understanding of the impact of the addition or reduction
of heat in order for students to be able to make logical predictions.
TEKS 4.5A is very similar to 4.7A from the 1998 TEKS, however there is a marked difference in that the current standard
has excluded the use of the terms buoyancy and density. Instead, these terms have been replaced with the ability to
sink or float, which is a more informal approach in the instruction of these concepts. The removal of these concept terms
may shift instruction from one which focuses on the use of formulas for measurement to one which will focus on providing critical hands-on observations of the properties of density and buoyancy.
Unit 2. Mixtures and Solutions. In this unit, students are provided in-depth experiences that lead them to a conceptual
understanding of the similarities and differences between mixtures and solutions. In order to truly understand the differences between them, students should be provided with experiences that include the concept of dissolving and solubility.
These experiences will provide students with the foundational understanding of mixtures and solutions, which will enable
Science
them to demonstrate how some mixtures maintain the physical properties of their ingredients while mixtures that do not
are considered solutions (5.5C). The performance indicator for this unit intentionally aligns with the English Language
Arts standards related to expressing an opinion with factual information to support the opinion.
A standard that addresses the unique properties of mixtures and solutions is new to Grade 4. Previously, students were
limited to observing and gathering data about the physical properties of individual examples of matter.
5th Grade
Unit 1. Safety. This unit bundles student expectations that focus on safety and the use of tools and equipment in the
classroom. Students need to know how to operate emergency safety equipment as well as the safe use of materials.
Students have been taught safety rules and equipment use in every grade since Kindergarten. It is a good idea to introduce and reinforce the importance of safety at the beginning of the course. Safety, however, is a concept that should be
taught and reinforced every time the students work in the lab or field setting.
Keeping a journal is an important strategy for students. Not only does it develop writing and observation skills, but it also
allows students to organize their thoughts and data. The journal will aid students in their lab investigations and encourage critical thinking.
Unit 2. Physical Properties of Matter. This unit bundles student expectations that address physical properties of matter
in order to set a foundation for understanding and classifying chemical and physical changes.
In Grade 3, students measure, test, and record physical properties of matter. In Grade 4, the focus is on measuring,
comparing, and contrasting the physical properties. At this grade level, students classify matter according to their physical properties. Note that this concept was moved from Grade 6 to Grade 5 when the TEKS were revised.
In Grade 4, students received in-depth experiences that led to a conceptual understanding of the similarities and differences between mixtures and solutions. In order to truly understand the differences between mixtures and solutions, students will have to be provided with experiences that include the concepts of dissolving and solubility. The focus in Grade
5 is on the physical properties of mixtures and solutions and whether they change or remain the same.
At this time of the school year, many process skills will be imbedded to support scientific method and measurement.
6th Grade
Unit 1. Science Safety. This unit bundles student expectations that focus on safety and the use of tools and equipment
in the classroom. Students need to know how to operate emergency safety equipment, as well as using materials safely.
Students have been taught safety rules and safe use of equipment in every grade since Kindergarten. While it is a good
idea to introduce and reinforce the importance of safety at the beginning of the course, safety is a concept that should be
taught and reinforced every time the students work in the laboratory or field setting.
Unit 2. Physical Properties of Matter. Grade 6 science is multidisciplinary in nature; however, much of the content
focus is on physical science. In this unit, students compare metals, nonmetals, and metalloids using physical properties.
The concept of minerals is not addressed in the Earth Science units for this grade. The focus is on testing the physical
properties of minerals, rather than on the minerals themselves.
In prior grades, students identified and classified matter by physical properties. This is an important foundation piece for
students in Grade 8 to enable them to explain how elements are arranged in the periodic table by properties. There are
no TEKS to support this concept in Grade 7.
7th Grade
Unit 1. Safety. This unit bundles student expectations that focus on safety and the use of tools and equipment in the
classroom. Students need to know how to operate emergency safety equipment, as well as using materials safely. Students have been taught safety rules and safe use of equipment in every grade since Kindergarten. While it is a good
Science teachers and students must have safety training and access to appropriate safety equipment, such as eye/face
wash stations, splash-proof safety goggles, emergency blankets, safety showers and fire extinguishers. Eye/face wash
stations should be activated weekly. Risks are reduced and liability can be minimized when these steps are taken. Texas
Safety Standards and Science Facilities Standards (two publications of the Texas Education Agency and the Charles A.
Dana Center at The University of Texas at Austin), the NSTA Guide to School Science Facilities, and NSTA Exploring
Science
Safely: A Guide for Elementary Teachers are excellent resources for laboratory safety and facility requirements.
Unit 2. Flow of Energy. Unit 2 bundles student expectations that address interactions between matter and energy. Interactions between solar energy and photosynthesis, decay of biomass, and flow of energy in living systems are included in
this unit.
In the previous version of the TEKS (1998), students became familiar with photosynthesis in Grade 5. Composting, food
webs, food chains, and energy pyramids were addressed in Grade 6. This content has now been moved to this Grade 7.
Grade 7 Unit 02 will be the last time this topic is covered before the
Grade 8 TAKS Test.
Unit 3. Physical and Chemical Changes. Grade 7 science is interdisciplinary in nature; however, much of the content
focus is on organisms and the environment. The chemistry components of Grade 7 will be through a Life Science connection.
In previous grades, students became familiar with physical properties of matter. This unit bundles student expectations
that address chemical and physical changes in matter. Chemical changes happen on a molecular level. Physical
changes are about energy and states of matter. The elements and compounds identified were chosen because they appear frequently throughout the content of Grades 6 through 8. They are common to Life, Earth and Physical Science.
8th Grade
Unit 1. Science Safety. This unit bundles student expectations that focus on safety and the use of tools and equipment
in the classroom. Students need to know how to operate emergency safety equipment, as well as using materials safely.
Students have been taught safety rules and safe use of equipment in every grade since Kindergarten. While it is a good
Science teachers and students must have safety training and access to appropriate safety equipment, such as eye/face
wash stations, splash-proof safety goggles, emergency blankets, safety showers and fire extinguishers. Eye/face wash
stations should be activated weekly. Risks are reduced and liability can be minimized when these steps are taken. Texas
Safety Standards and Science Facilities Standards (two publications of the Texas Education Agency and the Charles A.
Dana Center at The University of Texas at Austin), the NSTA Guide to School Science Facilities, and NSTA Exploring
Safely: A Guide for Elementary Teachers are excellent resources for laboratory safety and facility requirements.
Unit 2. Atoms. This unit bundles student expectations addressing the arrangement of the periodic table, including
groups and periods, to explain how properties are used to classify elements.
Prior to this unit, students have had no exposure to atomic structure. In Grade 6, students studied elements and compounds. In the next unit, students will use patterns in physical and chemical properties to organize information that helps
them understand placement of elements on the periodic table. Since students have not covered the Periodic Table yet,
valence electrons and reactivity will be addressed in general terms. In a future unit, these concepts will be revisited in
greater detail.
Unit 3. Periodic Table. This unit bundles student expectations addressing the arrangement of the periodic table, including groups and periods, to explain how properties are used to classify elements.
Prior to this unit, in Grade 6, students studied physical properties of metals, nonmetals, and metalloids. In this unit, students use patterns in physical and chemical properties to organize information that helps them understand placement of
elements on the periodic table. This is the first time the Periodic Table is covered. Previously, this topic was covered in
Grade 7 (1998 TEKS).
IPC
Unit 1. Laboratory Management. This unit bundles student expectations that address safety and the use of tools and
equipment in the integrated physics and chemistry classroom. This unit is designed to give students an overview of
safety issues that are specific to the classroom area where they conduct labs. While it is a good idea to introduce and
reinforce the importance of safety at the beginning of the course, safety is a concept that should be taught and reinforced every time the students work in the laboratory or field setting. Proper understanding of the availability and use
of tools and equipment will also be addressed in this unit.
This laboratory management unit also includes the organization of laboratory activities, student work, and the methods
that the students should use to turn in assignments and communicate conceptual understanding. Laboratory notebooks
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are highly recommended, and teachers are encouraged to spend time explaining their use in the IPC classroom.
Unit 2. Properties of Matter. This unit combines the properties of matter, both physical and chemical, into one unit.
Whereas in the past the classification of matter had been focused on properties of fluids and different types of mixtures,
this unit emphasizes how the arrangement of atoms and molecules affect the properties of matter. Much of the content
previously covered in IPC in this type of unit, such as homogeneous and heterogeneous mixtures, is now addressed at
lower grade levels with the adoption of the new Science TEKS. As a result, the content is now being taught as more of
an introduction to chemistry than in the past.
Biology
Unit 1. Science Safety and Evidence Based Thinking. This unit bundles student expectations that address safety and
evidence-based thinking. Safety guidelines and a brief review of scientific methodology should be established in the first
unit, so that students are aware of protocol and how to think critically- like a scientist. While safety and scientific thought
are introduced in this unit, they are embedded in and reinforced throughout subsequent units, particularly when students
are conducting field or laboratory investigations. Hence, Unit 1 serves as a foundation for the remainder of the course.
Unit 2. Biochemistry. This unit bundles student expectations that address biochemistry and serves as a starting point
for understanding the levels of organization of life. Prior to this unit (in middle school), students were introduced to
chemical properties of matter and the periodic table. A basic review of chemistry reinforces this knowledge, provides a
knowledge base for application of chemistry concepts in cell biology, genetics, and body systems, and connects biology
with concepts further developed in IPC and chemistry. Students have the opportunity to develop controlled experiments
in this unit, such as identification of organic compounds and enzyme activity and the factors that affect it.
Unit 3. Cells. This unit bundles student expectations that address cell theory and cell structures and functions. Prior to
this unit, students learned about the biomolecules that make up living things. Studying cells naturally follows biochemistry, as cells are the next level of organization in the hierarchy of living things. This unit provides a knowledge base crucial
for subsequent units covering genetics, evolution, classification, microorganisms, plants, animals, and body systems.
Students have the opportunity to carry out laboratory investigations in this unit, such as identification of cell structures
and cell types.
Chemistry
Unit 1. Laboratory Management. This unit bundles student expectations that address safety and the use of tools and
equipment in the chemistry classroom. This unit is designed to give students an overview of safety issues that are
specific to the classroom where they will conduct their labs. While it is a good idea to introduce and reinforce the importance of safety at the beginning of the course, safety is a concept that should be taught and reinforced every time
the students work in the laboratory or field setting. Proper understanding of the availability and use of tools and equipment will also be addressed in this unit.
are highly recommended, and teachers are encouraged to spend time explaining their use in the chemistry classroom.
Unit 2. Matter. This unit bundles student expectations that focus on the properties of matter. A thorough understanding
of matter gives students a building block to begin their study of chemistry.
Prior to this unit in Grades 6-8, students began to develop an understanding of the properties of matter (both physical
and chemical), the differences in the states of matter, and the existence of elements, compounds, and molecules.
Unit 3. Atomic Structure and the Periodic Table. This unit bundles student expectations that give the students a thorough understanding of both the atomic structure of the atom and how that structure relates to the periodic table. Understanding how to read and use the periodic table will be a key factor in the success of the students in future units.
In Grade 8, the concept of the atom and subatomic particles were introduced to students. This unit expands on that
knowledge by concentrating on how current atomic theory was developed. The students will have the opportunity to see
Science
how the development of the periodic table is related to an elements subatomic particles and how the periodic table can
be used to predict characteristics of elements.
Physics
Unit 1. Laboratory Management. This unit bundles student expectations that look at safety and the use of tools and
equipment in the physics classroom. This unit is designed to give students an overview of safety issues that are specific to the classroom where they will conduct their labs. While it is a good idea to introduce and reinforce the importance of safety at the beginning of the course, safety is a concept that should be taught and reinforced every time the
students work in the laboratory or field setting. Proper understanding of the availability and use of tools and equipment will also be addressed in this unit.
are highly recommended, and teachers are encouraged to spend time explaining their use in the physics classroom.
Unit 2. Graphing Motion. This unit addresses the skills required to effectively create and interpret motion graphs. Students build on prior learning in IPC by using multiple forms of technology to both capture and analyze motion. Students
not only become more adept at collecting data, but through exploration, they use technology to discover the correlation
between real-life motion and the use of formulas and charts.
Unit 3 Kinematics in 1D and 2D Motion. This unit addresses motion described with equations (Kinematics). This is
the normal starting point for most physics courses, and the skills and concepts learned in this unit will be used throughout the year. Good problem-working skills and laboratory techniques are developed at this time, while presenting the
material at a meaningful level. Tricky or overly complex problems that frustrate students with extreme mathematics
(e.g., problems that require solving of simultaneous equations or that use the quadratic equation) are avoided. However, calculations using exponential notation and proper units (SI metric units) will be common. The laboratory exercises are chosen to complement the analytical goals of the unit and are used to develop laboratory skills.
Environmental Systems.
Unit 1. Earths Systems. Environmental Systems is a capstone course for students who will have completed three
years of science (Biology, Chemistry, and Physics). Unit 01 student expectations are bundled together as a review (and
subsequent extension) of concepts that the student has mastered in previous science courses, including dynamics of
ecosystems, food webs, inter- and intra-species relationships, hydrologic and geochemical cycles, and basic laboratory
testing procedures. Unit 01 also serves as an introduction to the overarching theme of environmental sustainability that
will be developed more fully in subsequent units.
Science
Do teachers have to teach the new TEKS this year?
Yes. The new science TEKS must be implemented beginning with the 2010-2011 school year under the Texas Education Code.
Why dont we have new Science Lessons?

The implementation plan for subjects in which there are new TEKS is as follows:
Year 1: Develop and release new curriculum documents including Vertical Alignment
Glance, Instructional Focus Documents, and TEKS Verification.
Year 2: Develop and release exemplar lessons.
Documents, Years at a
Is it ok to use the old Exemplar Lessons?

Old exemplar lessons should not be used without careful consideration as to how well they meet the demands of the
new TEKS in rigor and specificity. It is not appropriate to use old Years at a Glance, Instructional Focus Documents, nor
old exemplar lessons in their entirety as these are not aligned to the new TEKS.
Why arent there any lessons listed on the 2010-11 Instructional Focus Documents? There will be no new Exemplar Lessons aligned to the new science TEKS for the 2010-11 school year. These lessons are currently being developed and will be available summer, 2011.
What are the types of investigations?

The 2010 standards emphasize three types of investigations; descriptive, comparative, and experimental. The Texas
Education Agency definitions are:
Descriptive investigations involve the process of describing and/or quantifying parts of a natural or man-made system.
Comparative investigation involves collecting data on different organisms/objects/features or collecting data under
different conditions to make a comparison.
Experimental investigation involves designing a fair test in which variables are manipulated, controlled, and measured in an effort to gather evidence to support or not support a causal relationship.
Where are the English Language Proficiency Standards?

The English Language Proficiency Standards can be found online at http://ritter.tea.state.tx.us/rules/tac/chapter074/
ch074a.html#74.4.
Where are the Unit Assessments?
For the 2010-11 school year, teachers will have access to an item bank of test questions put together from the assessment items that were developed for the 2009-10 school year. These questions will test Student Expectations that are
represented in both the previous and new TEKS. During the 2010-11 school year, CSCOPE will be writing new exemplar lessons and assessments that are correlated to the new 2010 Science TEKS recently adopted by the State Board of
Education. The unit assessments will be accessible for the 2011-2012 school year.
What will be tested on TAKS?
The Texas Education Agency has provided no specific list of what TEKS or concepts will be tested on TAKS for 20102011 but they have stated that concepts common to both the old and new TEKS for a grade band (i.e. 2-5, 6-8, IPC-Bio)
is what will be tested.
Are there rubrics for the Performance Indicators?
As new exemplar lessons correlated to the new 2010 Science TEKS are written this year, the state level writing team
will create rubrics for K-8 science lessons; these will be accessible with the new lessons starting with the 2011-2012
school year.
Science
In the introductory paragraph for K-5 Science there are classroom and outdoor investigation percentages. Is
this required?
With the new standards, descriptive, comparative, and experimental investigations are emphasized. These percentages
provide a valuable framework for teachers to structure inquiry based science instruction in to their science classrooms.
The percentages are encouraged in facilitating classroom and outdoor investigations into science instructional time.
The percentages vary per grade level.
Kindergarten 80%
1st Grade 80%
2nd Grade 60%
3rd Grade 60%
4th Grade 50%
5th Grade 50%
Social Studies
Kindergarten
Unit 1. Classroom Routines. The Kindergarten Social Studies year is all about how customs and traditions help define
us. At the beginning of the year students join a classroom where they begin to learn about and develop customs and
traditions of the classroom and school.
In this first unit students begin the year learning the classroom systems that allow the class to operate smoothly and
fairly. This series of short lessons provides the framework for understanding the social studies concepts applied daily in
the classroom. Students learn the order of tasks to be accomplished, the rules of the classroom, what classroom jobs
are needed for order and attainment of goals, and how working together forms a classroom community that meets the
needs of all students (safety, belonging, learning, etc.). Rules are made by authority figures and by groups (through voting). The order of the lessons in this unit may be changed.
Unit 2. People and Places in the School Community. Students learn about jobs in the classroom and school that help
children meet basic needs. They learn about the people who do those jobs, the kinds of technology that is used, and
where the people are located. They use geography skills and terminology to read and create maps of the school. They
apply their learning while learning about the people in the school and the jobs they do.
1st Grade
Unit 1. Interacting with Others at School. The theme or overarching concept for first grade is relationships. This first
unit has students learning how to relate to each other in the classroom and school. As students begin the year and become familiar with how the classroom operates they learn the rules of the classroom and that those rules contribute to
orderly and safe operation of the classroom and help people get along. They learn that everyone has jobs to do, and that
doing those jobs well contributes to the orderly operation of the school/classroom and that choices can have good and
bad consequences. One of the students jobs in the classroom is to learn, and their decisions about what to do and how
to behave contribute to an environment where all students can learn. They learn how to get around the school and the
relative physical relationship between places in the school.
Unit 2. Interacting with Others: Good Citizenship. An important relationship is the one between the individual and the
community. A positive relationship results in choices that reflect good citizenship. In this unit students define elements of
good citizenship that will be used all year. They look at historical figures and ordinary people who exemplify good citizenship. The look at citizenship will continue all year, with pages added to a good citizen book begun in this unit.
2nd Grade
Unit 1. Elements of a Community. Second grade social studies is all about the local community. Students begin the
year in this first unit with several short lessons that lay the foundation for students understanding of concepts that will be
studied more in-depth throughout the year. Students learn about communities in general and identify components that
are common to most communities (purpose; economic, political, social and geographic components; and physical and
human characteristics of place).
The major concept is community, which includes four major components: the political (government), economic (people
need to make a living), social (people and customs), and geographic (physical characteristics of place) influences within
a community.
In Unit One, as they review what they learned last year about needs and working with others, students see that a community is people working together to accomplish something or meet a need. Students recognize their classroom as a
community and are able to recognize the characteristics of community in other groups, including the local town/
community.
The year will end with students studying ways the local community has changed. In between, they will study a variety of
aspects of the local community.
Unit 2. Human Characteristics of Our Community. In unit 2 students expand their understanding of community by
beginning their year-long study of the local community. They start by looking more closely at the local community: at why
Social Studies
the local community was formed (purpose),

the needs it fulfills for its
citizens (the goals of the community), and the evidence that humans are working to accomplish the goals. Students look
also at the human characteristics of the local community - the people themselves and things people have built (town
square, parks, buildings, roads, government/leadership, communication, transportation, economy, and businesses).
3rd Grade
Unit 1. Communities. Third grade focuses on how individuals change their communities. Throughout the year students
look at how people make a difference in the community. They examine the political, economic, social, and geographic
factors of a community and look at the individuals who have changed the community in each area. The year ends with
students nominating a person from the community for an award for contributing to the community.
This first unit takes a broad view of community to set the stage for the rest of the year. Students begin thinking about
time in conceptual terms of past, present, future; years, decades, and centuries; and the very abstract ancient times
and modern times. These terms come up again and again throughout the year, as do other skills built in this unit, including critical thinking, analyzing documents, and using timelines. The years study of people who influence communities begins with a study of several questions: What characteristics do communities have in common? (Need for security,
law, material well-being, government, education, communication, transportation, recreation - TEKS 3.2). Why do people
form communities? (To help them meet needs). The unit uses Columbus and Lewis and Clark as examples of people
who have influenced communities by contributing to the expansion of existing communities or to the creation of new
communities. (TEKS 3.1C)
Unit 2. Community: Physical Characteristics. Students learn to use map elements and conventions to help read maps
and understand place. They examine different communities to understand how communities are alike and different, how
physical characteristics are different from region to region and how they affect communities. Students look at the physical characteristics of the local community while thinking once again about Lewis and Clark. Then, they learn about Robinson Crusoe (3.13D) and use his fictional adventures as a way to begin to look at how humans interact with the environment, changing it and adapting to it. Students are investigating how the environment influences communities.
4th Grade
Unit 1. Regions and Geography. Application of geography concepts is a key part of this unit which gives students the
opportunity to study the physical geography of Texas and its regions, natural resources, and climate.
Unit 2. Native Americans. This unit continues the study of the interaction of people and their environment. Again, students look at the lives of Native Americans, this time as a basis to understand how people meet their basic needs for
food, clothing, shelter, safety, and belonging. The unit gives students an opportunity to explore more closely the ways
people adapted to and modified the physical environment to meet their needs. Students compare the actions taken in
early days to actions taken today to meet basic needs. People develop political, economic and social systems as part of
their society; this unit looks at governments developed by Native American peoples and at customs and celebrations of
their societies. Students relate the needs of societies before European exploration to societies today, finding that the
basic needs are the same, though the details differ.
5th Grade
Unit 1. Coming to America. This unit focuses on the diverse motivations, interests, and needs that brought settlers to
North America. Through the investigation of the different reasons for migration, the geographic regions that were first
established, and the interaction between cultures, students will understand not only the factors that influenced the early
colonists to come to the New World but why people migrate today.
Unit 2. Colonial America. The political and economic relationships between Great Britain and the colonies form the basis for this unit. Understanding these relationships will enable students to comprehend the underlying reasons for the
conflict that is to follow.
Social Studies
6th Grade
Unit 1. North America. In Grade 6, students study people and places of the contemporary world. The units of study
begin with a region that is familiar to the students. This unit focuses on the political, economic and social structures of
North America and the role that geography has played in this region both in the past and in the present. Instruction focuses on the contemporary society. Historical references are to be used to reach back into history to point out how the
contemporary culture evolved to what it is today.
Unit 2. Middle America. This unit focuses an overview of the history, geography, and culture of Middle America and the
Caribbean Islands. The lessons will focus on the concepts of cultural borrowing, unlimited and limited governments and
economic activities. European exploration, colonization, and three hundred year domination of the area has had a lasting effect on the peoples and cultures of this region.
7th Grade
Unit 1. Geography and the Native Texas Cultures. In grade 7 students study the history of Texas from early times to
the present. This unit focuses on the cultures of Native Americans living in Texas prior to European exploration and the
role of geography in the development of the culture.
Unit 2. Spanish Texas. The exploration and early colonization of Texas is the focus of this unit. The people, issues
and events of this era left a legacy that is still present today. The diversity of cultures of early Texas citizens ultimately
affected the political, economic, and social development of Texas.
8th Grade
Unit 1. Arrival in a New World. In Grade 8, students study the history of the United States from the early colonial period
through Reconstruction. This unit focuses on the motivations that attracted Europeans to the New World and starts laying the foundation that the United States was built on through exploring the reasons that the colonists came to the New
World. The beliefs and values held by the different groups of colonists shaped the community in which they settled.
Unit 2. Colonial America. This unit focuses on Colonial America. Historical content focuses on the political, economic,
and social events and issues related to this era. Students analyze the various economic factors that influenced the development of Colonial America and identify the origins of the free enterprise system. The socio-cultural, economic, and
geo-political influences of the Colonial period help shape our national identity from its early origins and continue to shape
our modern sense of national identity as well. Understanding these dynamics is essential to understanding our nations
role in world events then and now.
World Geography
Unit 1. Physical Geography. In World Geography, students examine places and environments at local, regional, national, and international scales. This unit focuses on the physical features of the planet such as major landforms, the climate, and the physical processes of earth. The students will learn about the physical systems and processes that shape
the physical landscape and ways in which humans interact with the environment. This unit will lay the foundation for future units as they focus on different regions.
Unit 2. Human Geography. This unit on cultural geography introduces students to settlement patterns, population,
demographics, places, regions and cultures. Students will use geographic data and maps to analyze geographic relationships about the cultural landscape in various countries and regions of the world. Students will learn about the social, political and economic factors that affect cultures, the ways in which cultures can change over time, and how components
of culture shape the characteristics of a region.
Social Studies
World History
Unit 1. Early Civilizations. World History Studies emphasizes the study of significant people, events, and issues from
the earliest time to the present. This unit begins with students identifying the ways that professionals of different disciplines analyze and interpret evidence from the past thus laying the foundation for a process of historical inquiry that will
be used throughout the year. The rest of the unit focuses on early civilizations, religions, and the evolution of law.
Unit 2. Greco-Roman World. This unit begins focused on the historical events of Greece and Rome and the advancement in the relationship between the governed and the government, forms of government and citizenship, and artistic
and scientific ideals. The unit ends with the fall of the Roman Empire, a turning point in the history of Western Civilization, which created changes that ushered in the Dark Ages and left Christianity as a uniting force in Western Europe.
U. S. History.
Unit 1. The Gilded Age. In the United States History course, students study the history of the United States since Reconstruction to the Present. The units of study begin with an overview of what became known as the Gilded Age. America is reborn after the Civil War and the changes that occurred were dynamic and perplexing to both citizens and immigrants. Not everything that shimmed was gold and thus Mark Twain eloquently coined the name Gilded to describe a
period of tremendous growth in industries but the price was costly for many people with unsafe work environment, discrimination and child labor. The period of reform that follows was a direct result of many of the issues and events of this
era.
Unit 2. Industrialization and New Immigration. This unit focuses on the transformation of the American economy post
Civil War and Reconstruction. Massive industrialization, events and issues affected all elements of society. The dimensions of money, labor, innovation, migration and immigration enabled the United States to become a cradle of opportunity for many.
Government.
Unit 1. Foundations and Constitutional Principles. For this government course, the focus is twofold: 1) the principles
and beliefs upon which the United States was founded, and 2) the structure, functions, and powers of government at the
national, state, and local levels. This first unit of the semester provides a look at the structure and principles of the Constitution. The national government of the United States developed over time as a result of the evolution of political institutions, philosophical ideals, and significant historical events; it involved debate and compromise, faith in majority rule, and
insistence on wide individual freedoms and limited powers of government.
Unit 2. Political Behavior. Democracy is a participatory form of government. Our government, whose power derives
from the consent of the governed, depends on citizen participation. In the United States, citizens, groups, and institutions
seek to influence public opinion and the political process when they believe their actions shape governmental policy. Political parties provide a venue for citizens to initiate change, express a point of view, and transform public policy. This unit
examines the roles political parties, the media, businesses, and interest groups play in the political process.
Economics.
Unit 1. Introduction to Economics. It is essential at the outset to establish the purpose and relevance of the study of
economics. Unit 01 begins with the premise that everyone engages in economic decision-making routinely; these individual decisions, and the economic systems that societies create, are responses to the fundamental issue of scarcity
(limited resources vs. unlimited wants). The United States response to the issue of scarcity is the free enterprise system.
Understanding the characteristics of this system, and what distinguishes it from other economic systems, is essential for
putting into context the economic concepts for the remainder of the course. Finally, the Circular Flow Model and Production Possibilities Curve (PPC) introduce the idea that graphic models can be used to represent the basic operations of
our economy and to illustrate economic choice and change.
Social Studies
Unit 2. Microeconomics. Understanding the overall operation of the free enterprise system requires an examination of
how individuals and businesses operate within it, how the market system directs production and pricing, and how social
responsibilities and government regulation establish the broad parameters for economic activity. This unit includes discussion of supply and demand and related graphs and schedules, as well as business structures and a discussion of
rights and responsibilities of consumers and businesses. The third lesson in this unit brings all ideas together by looking
at business decisions and how they affect communities.
Have questions? Contact your Education Service Center.

Region 1
Hermelinda Hesbrook
Administrator for Curriculum and Instruction
hhesbrook@esc1.net
Region 2
Sonia A. Perez
Deputy Director for Instructional Services
361-561-8407
sonia.perez@esc2.us
Region 3
Nan Gainer
Coordinator for Curriculum and Instruction
ngainer@esc3.net
361-573-0731
Region 5
David Hicks
Associate Executive Director
dhicks@esc5.net
409-923-5401
Region 6
Lindy Haley
CSCOPE Coordinator
lhaley@esc6.net
936-435-8215
Region 7
Sheron Darragh, Ed. D
Associate Director, Center for Curriculum Services
903-988-6824
sdarragh@esc7.net
Region 8
Cynthia Bayuk
Director of Curriculum and Instructional Technology
903-572-8551, ext. 2626
CBayuk@reg8.net
Region 9
Shelby Waller
Education Specialist
940.397.5379
shelby.waller@esc9.net
Region 10
Jan Moberley
Program Coordinator,
Curriculum and Assessment Products and Services
972-348-1522
Danna.myers@region10.org
Region 11
DeAnna Jenkins
Coordinator, Administrative Services
817-740-3685
djenkins@esc11.net
Region 12
Becca Bell
Education Service Center Region 12
CSCOPE Services
254-297-1144
bbell@esc12.net
Region 13
Jennifer Drumm
Coordinator, CSCOPE Curriculum and School Improvement
512-919-5459
Jennifer.drumm@esc13.txed.net
Region 14
Rose Burks
325-675-8687
rburks@esc14.net
Region 15
Judy Lisewsky
Associate Director
325-481-4035
Judy.lisewsky@netxv.net
Region 16
Angie Watson
Coordinator, Curriculum & Instruction
806-677-5177
Angie.watson@esc16.net
Region 17
Jerard Lafuente
Education Specialist,
806-281-5878
jlafuente@esc17.net
Region 18
Hanna Carter
432-567-3293
Hcarter@esc18.net
Region 19
Stephanie Zelenak
Program Director, CSCOPE
915-780-5029
ncrouch@esc19.net
Region 20
Gwen Frank
210-370-5280 Office
gwen.frank@esc20.net

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In this issue:

Doc Spot:: The Vertical

English Language Arts,

Science, 1st Six Weeks

Frequently Asked Questions, Science

Tips and Tools for Teachers

to allow students an opportunity

What materials will you need?

Mathematics. Each station includes data plotted on

Consider the implications of the Vertical Alignment

20102011 First Six Weeks Preview

English Language Arts

1st Grade. Exchanging Ideas, Information, and Messages.

2nd Grade. Communicating Ideas, Information, and Messages.

20102011 First Six Weeks Preview

English Language Arts

20102011 First Six Weeks Preview

English Language Arts

6th Grade. Exploring Literary Nonfiction and Poetry.

7th Grade. Understanding Literary Nonfiction and Poetry.

20102011 First Six Weeks Preview

English Language Arts

8th Grade. Analyzing Fiction and Drama.

English I. Beginning the Journey with Fiction.

English II. Traveling Through World Literature.

20102011 First Six Weeks Preview

English Language Arts

English III. Touring American Literature.

English IV. Exploring British Literature.

20102011 First Six Weeks Preview

English Language Arts

Frequently Asked Questions

English Language Arts

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

Mathematical Models with Applications

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

What's new in Mathematics?

2010-2011 First Six Weeks Preview

2010-2011 First Six Weeks Preview

2010-2011 First Six Weeks Preview

2010-2011 First Six Weeks Preview

2010-2011 First Six Weeks Preview

2010-2011 First Six Weeks Preview

Frequently Asked Questions

Why dont we have new Science Lessons?

Is it ok to use the old Exemplar Lessons?

What are the types of investigations?

Where are the English Language Proficiency Standards?

Frequently Asked Questions

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

the local community was formed (purpose),

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

20102011 First Six Weeks Preview

Have questions? Contact your Education Service Center.