Unit of Study/Water Project…

TEKS…

(6.1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to(A) compare and order non-negative rational numbers;(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;(C) use integers to represent real-life situations;(D) write prime factorizations using exponents;(E) identify factors of a positive integer, common factors, and the greatestcommon factor of a set of positive integers; and(F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers. Represents and uses numbers in a variety of forms.

*Represents and uses numbers in a variety of forms.

Level 3Prerequisite skill: identify individual coins by name and value and describerelationships among them

The student will be presented with a collection of pennies, nickels, and dimes orrepresentations of these coins. The student will show the relationship between coins by determining how many pennies equal a nickel and determining how many pennies equal a dime. The student will organize a penny, a nickel, and a dime from greatest to least value.

Predetermined Criteria1. The student will determine how many pennies equal one nickel.2. The student will determine how many pennies equal one dime.3. The student will organize a penny, a nickel, and a dime from greatest to least value.

Level 2Prerequisite skill: identify individual coins by name and value and describerelationships among them

The student will be presented with a collection of pennies and nickels or representations of these coins. The student will match the penny to the value of the penny. The student will match the nickel to the value of the nickel. The student will match how many pennies equal one nickel.

Predetermined Criteria1. The student will match the penny to the value of the penny.2. The student will match the nickel to the value of the nickel.3. The student will match how many pennies equal one nickel.

Level 1

Prerequisite skill: combine, separate, and name “how many” concrete objects

The student will be presented with a set of odd-numbered manipulatives (e.g., five)having at least one differing attribute—for example, color, shape, or size. The student will explore the manipulatives. The student will participate in sorting the set into two unequal groups. The student will acknowledge how many manipulatives are in each group.

(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to(A) use ratios to describe proportional situations;(B) represent ratios and percents with concrete models, fractions, and decimals; and(C) use ratios to make predictions in proportional situations.

*Understands ratios and proportions.

Level 3Prerequisite skill: identify and describe patterns in a table of related number pairsbased on a meaningful problem and extend the table

The student will be presented with a two-column table. The first column will be labeled “Total Cost of Tickets,” and the second column will be labeled “Number of Tickets.” The first and second rows of the table will already be completed. The student will determine the pattern (ratio) between the cost of the tickets and the number of tickets. The student will determine the cost of three and four tickets. The student will record the cost of three and four tickets on the table.

Predetermined Criteria1. The student will determine the pattern (ratio) between the cost of the tickets and thenumber of tickets.2. The student will determine the cost of three and four tickets.3. The student will record the cost of three and four tickets on the table.

Level 2Prerequisite skill: generate a list of paired numbers based on a real-life situation such as number of bicycles related to number of wheels

The student will be presented with a list that shows a representation of a completed task associated with an earned income of one dollar. The student will identify the relationship between the task and the earned income. The teacher will continue the list for two completed tasks. The student will identify how many dollars in total are equal to three completed tasks. The student will complete the list for the third completed task and earned income.

Predetermined Criteria1. The student will identify the relationship between the task and the earned income.2. The student will identify how many dollars in total are equal to three completed tasks.3. The student will complete the list for the third completed task and earned income.

Level 1Prerequisite skill: begin to recognize patterns in their environment (e.g., day follows night, repeated phrases in storybooks, patterns in carpeting or clothing)

The student will be presented with an AB pattern that naturally occurs in his or herenvironment. The student will acknowledge the pattern. The student will participate in replicating the pattern below the existing pattern. The student will participate inextending the pattern by adding another AB unit.

Predetermined Criteria1. The student will acknowledge the pattern.2. The student will participate in replicating the pattern.3. The student will participate in extending the pattern by adding another AB unit.

(6.8) Measurement. The student solves application problems involving estimationand measurement of length, area, time, temperature, volume, weight, and angles.The student is expected to(A) estimate measurements (including circumference) and evaluatereasonableness of results;(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time,temperature, volume, and weight;(C) measure angles; and(D) convert measures within the same measurement system (customary and metric) based on relationships between units.

*Uses estimation, unit conversions, and measurement to solve problems.

Level 3Prerequisite skill: use linear measurement tools to estimate and measure lengthsusing standard units

The student will be presented with a ruler or a representation of a ruler and an object with a straight edge which has a length that is not an even inch. The student will determine how the ruler should be placed for accurate measuring. The student

will measure one side of the object. The student will determine the approximate length of the side to the nearest inch.

Predetermined Criteria1. The student will determine how the ruler should be placed for accurate measuring.2. The student will measure one side of the object.3. The student will determine the approximate length of the side to the nearest inch.

Level 2Prerequisite skill: compare two objects according to weight/mass (heavier than, lighter than, or equal to)

The student will be presented with three objects. The objects will have significantlydifferent weights. The student will examine the weight of the objects. The student will identify the heaviest object. The student will identify the lightest object.

Predetermined Criteria1. The student will examine the weight of the objects.2. The student will identify the heaviest object.3. The student will identify the lightest object.

Level 1Prerequisite skill: begin to use tools to imitate measuring

The student will be presented with two measuring tools—for example, a measuring cup and a ruler or representations of the two measuring tools—in order to solve a particular problem. The student will explore both tools. The student will acknowledge the tool needed in order to solve the problem. The student will participate in using the tool.

Predetermined Criteria1. The student will explore both tools.2. The student will acknowledge the tool needed in order to solve the problem.3. The student will participate in using the tool.

(7.11) Probability and statistics. The student understands that the way a set ofdata is displayed influences its interpretation. The student is expected to(A) select and use an appropriate representation for presenting anddisplaying relationships among collected data, including line plot, line graph, bar graph, stem and leaf plot, circle graph, and Venn diagrams, and justify the selection; and(B) make inferences and convincing arguments based on an analysis of given or collected data.

*Uses graphs and tables to interpret data.

Level 3Prerequisite skill: interpret information from pictographs and bar graphs

The student will be presented with a completed but untitled pictograph or bar graph. The student will determine the purpose of the graph. The student will determine a conclusion using the data on the graph. The student will justify his or her response with examples from the graph.

Predetermined Criteria1. The student will determine the purpose of the graph.2. The student will determine a conclusion using the data on the graph.3. The student will justify his or her response with examples from the graph.

Level 2Prerequisite skill: construct picture graphs and bar-type graphs

The student will be presented with a graph with squares in which the x-axis is labeled with words and picture icons representing the answer choices on a survey. The y-axis will contain numbers. The student will assist the teacher in polling a predetermined number of people on a preselected topic such as a favorite sport. The student will identify the correct square on the graph each time an answer is given. Each response will be recorded on the graph. The student will answer a question about the results shown on the graph.

Predetermined Criteria1. The student will assist the teacher in polling a predetermined number of people.2. The student will identify the correct square on the graph each time an answer isgiven.3. The student will answer a question about the results shown on the graph.

Level 1Prerequisite skill: construct graphs using real objects or pictures in order to answerQuestions

The student will be presented with a pre-labeled graph. The student will be presented with a container of objects to be used on the graph. The student will explore the objects. The student will be presented with one object at a time. The student will participate in constructing the graph. The student will acknowledge the column of data with the fewest objects.

Predetermined Criteria1. The student will explore the objects in the container.2. The student will participate in constructing the graph.3. The student will acknowledge the column of data with the fewest objects.

7.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences,investigations in other disciplines, and activities in and outside of school. The student is expected to

(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

*Uses mathematics to solve everyday problems.

(8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to(A) identify and apply mathematics to everyday experiences, to activities inand outside of school, with other disciplines, and with other mathematical topics;(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, orworking backwards to solve a problem.

*Uses mathematics to solve everyday problems.

Level 3Prerequisite skill: select or develop an appropriate problem-solving plan or strategy,including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem

The student will be presented with a multi-step problem-solving situation in which he or she needs to stay within a budget. The student will determine a strategy to stay within a budget. The student will solve a problem associated with his or her budget. The student will determine a conclusion about the budget.Predetermined Criteria1. The student will determine a strategy to stay within a budget.2. The student will solve a problem associated with his or her budget.3. The student will determine a conclusion about the budget.

Level 2Prerequisite skill: select or develop an appropriate problem-solving plan or strategyincluding drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem

The student will be presented with a multi-step problem-solving situation in which he or she needs to stay within a budget. The student will be presented with money or representations of money to spend and two possible problem-solving strategies. The student will count how much money he or she has to spend. The student will bepresented with a choice of several items with equal prices. The student will choose a problem-solving strategy. The student will identify how many items he or she can buy without going over budget.

Predetermined Criteria1. The student will count how much money he or she has to spend.2. The student will choose a problem-solving strategy.3. The student will identify how many items he or she can buy without going overbudget.

Level 1Prerequisite skill: identify mathematics in everyday situations

The student will be presented with a one dollar bill or a representation of a one dollar bill. The student will be presented with three items to purchase, each priced at one dollar. The student will indicate one item to purchase. The student will participate in purchasing the item. The student will acknowledge his or her money has been spent.

Predetermined Criteria1. The student will indicate which item to purchase.2. The student will participate in purchasing the item.3. The student will acknowledge his or her money has been spent.

(8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to(A) compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals;(B) select and use appropriate forms of rational numbers to solve reallife problems including those involving proportional relationships;(C) approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations (such as π, 2 ); and(D) express numbers in scientific notation, including negative exponents, in appropriate problem situations.

*Represents and uses numbers in a variety of forms.

Level 3Prerequisite skill: determine the value of a collection of coins up to one dollar

The student will role-play shopping for items that cost less than one dollar. The student will be presented with a variety of representations of items to purchase. Each item will have its price displayed. The student will be presented with a collection of coins or coin representations. The student will determine the total value of the coins. The student will choose an item to purchase. The student will determine the coins needed to purchase the chosen item. The student will determine the amount of money he or she has left.

Predetermined Criteria1. The student will determine the total value of the coins.2. The student will determine the coins needed to purchase the chosen item.3. The student will determine the amount of money he or she has left.

Level 2Prerequisite skill: identify individual coins by name and value and describerelationships among them

The student will be presented with a collection of pennies, nickels, dimes, and quarters or representations of each. The student will identify the coins by name when presented with the values. The student will identify the coin with the highest value. The student will match a combination of coins equivalent to a quarter.

Predetermined Criteria1. The student will identify the coins by name when presented with the values.2. The student will identify the coin with the highest value.3. The student will match a combination of coins equivalent to a quarter.

Level 1Prerequisite skill: recognize and describe the concept of zero (meaning there arenone)

The student will be presented with a set of objects. The student will acknowledge the objects. The student will participate in removing one object at a time. The student will acknowledge when there are zero objects left in the set.

Predetermined Criteria1. The student will acknowledge the objects.2. The student will participate in removing one object at a time.3. The student will acknowledge when there are zero objects left in the set.

(8.9) Measurement. The student uses indirect measurement to solve problems. The student is expected to(A) use the Pythagorean Theorem to solve real-life problems; and(B) use proportional relationships in similar two-dimensional figures or similar three-dimensional figures to find missing measurements.

*Uses indirect measurement.

Level 3Prerequisite skill: identify concrete models that approximate standard units forcapacity and use them to measure capacity

The student will select a container that approximates a standard measurement forcapacity—for example, a mug. The student will be presented with three more containers of different sizes and shapes. The student will determine the capacity of each container using the measuring container (mug). The student will record how many times the measuring container (mug) was filled to measure the capacity of the other containers. The student will organize the containers from the container that holds the most to the container that holds the least.

Predetermined Criteria1. The student will select a container that approximates a standard measurement for capacity.2. The student will record how many times the measuring container was filled tomeasure the capacity of the other containers.3. The student will organize the containers from the container that holds the most to the container that holds the least.

Level 2Prerequisite skill: compare and order two or more containers according to capacity(from holds the most to holds the least)

The student will be presented with three containers with the same shape but different capacities. The student will examine the containers. The student will identify the container that holds the most. The student will identify the container that holds the least.

Predetermined Criteria1. The student will examine the containers.2. The student will identify the container that holds the most.3. The student will identify the container that holds the least.

Level 1Prerequisite skill: begin to make size comparisons between objects (e.g., taller than, smaller than)

The student will be presented with three objects of significantly different lengths. The student will explore the objects. The student will acknowledge the longest object. The student will acknowledge the shortest object.

Predetermined Criteria1. The student will explore both objects.2. The student will acknowledge the longest object. (“tallest” water bottle)3. The student will acknowledge the shortest object. (“smaller than” water bottle)

(6.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to(B) draw on experiences to bring meanings to words in context such as interpreting [idioms], multiplemeaning words, and analogies;(D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un-; and(F) distinguish denotative and connotative meanings.

*Expands vocabulary.

Level 3Prerequisite skill: demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying, and identifying related words)

The student will be presented with a grade-appropriate text that includes a known word that can be replaced with a synonym. The student will locate the known word in the text when directed by the teacher. The student will locate an appropriate synonym using a resource—for example, a dictionary, thesaurus, or the internet. The student will generate a new sentence using the synonym.

Predetermined Criteria1. The student will locate the known word in the text.2. The student will locate an appropriate synonym.3. The student will generate a new sentence using the synonym.

Level 2Prerequisite skill: use resources and references, such as beginners’ dictionaries,glossaries, available technology, and context to build word meanings and to confirmpronunciation of words

The student will be given one new vocabulary word. The student will assist in locating the word in the dictionary. The dictionary entry will be read and discussed. The student will identify the representation of the word’s meaning from a choice of two options, one that appropriately represents the word’s meaning and one that does not. The student will be presented with two sentences, one in which the word is used appropriately and one in which the word is not used appropriately. The student will identify the sentence in which the word is used appropriately.

Predetermined Criteria1. The student will assist in locating the word in the dictionary.2. The student will identify the representation of the word’s meaning from a choice of two options.3. The student will identify the sentence in which the word is used appropriately.

Level 1

Prerequisite skill: refine and extend understanding of known words

The student will be presented with a representation associated with a familiar word—for example, the word girls. The student will explore the representation. The student will be presented with a new word that is associated with the familiar word—for example, the word women. The teacher will pair the same representation with the new word. The student will acknowledge the representation when paired with the new word. The student will acknowledge that both words correspond to the same representation.

Predetermined Criteria1. The student will explore the representation.2. The student will acknowledge the representation when paired with the new word.3. The student will acknowledge that both words correspond to the same representation.

(7.9) Reading/vocabularydevelopment. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to(B) draw on experiences to bring meanings to words in context such as interpreting [idioms], multiplemeaning words, and analogies;(D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un-; and(F) distinguish denotative and connotative meanings.

*Expands vocabulary.

Level 3Prerequisite skill: determine meanings of derivatives by applying knowledge of themeanings of root words, such as like, pay, or happy and affixes such as dis-, pre-, or un-

The student will be presented a known word and a suffix—for example, -er. The student will review the meaning of the known word and determine the meaning of the suffix. The student will join the suffix to the known word to create a new word. The student will determine the meaning of the new word. The student will generate two words that contain the same suffix and maintain the suffix’s meaning.

Predetermined Criteria1. The student will determine the meaning of the suffix.2. The student will determine the meaning of the new word.3. The student will generate two words that contain the same suffix and maintain the suffix’s meaning.

Level 2Prerequisite skill: demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying, and identifying related words)

The student will be presented with a sentence that includes a known word that can be replaced with a synonym. The teacher will read the sentence. The student will identify the known word. The student will be presented with a synonym for the known word and a second word that is not a synonym. The student will identify the synonym. The known word will be replaced with the synonym, and the sentence will be read. The student will identify whether the meaning of the sentence has changed.

Predetermined Criteria1. The student will identify the known word.2. The student will identify the synonym for the known word.3. The student will identify whether the meaning of the sentence has changed.

Level 1Prerequisite skill: identify words that name persons, places, or things and words that name actions

The student will be presented with two labeled representations. One representation will be of the student. The other representation will be of an action verb. The student will explore the representations. The student will participate in the action. The student will acknowledge the action verb in a sentence composed by the teacher.

Predetermined Criteria1. The student will explore the representations.2. The student will participate in the action.3. The student will acknowledge the action verb in a sentence.

(8.10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to(F) determine a text’s main (or major) ideas and how those ideas aresupported with details; and(G) paraphrase and summarize text to recall, inform, or organize ideas.

*Uses strategies to comprehend texts for basic understanding.

Level 3Prerequisite skill: determine a text’s main (or major) ideas and how those ideas aresupported with details

A grade-appropriate text will be read. The student will determine the text’s main idea. The student will determine two details from the text that support the main idea. The student will generate a summary using the main idea and supporting details.

Predetermined Criteria

1. The student will determine the text’s main idea.2. The student will determine two details from the text that support the main idea.3. The student will generate a summary using the main idea and supporting details.

Level 2Prerequisite skill: produce summaries of text selections

The student will be presented with a grade-appropriate text. The text will be read. The student will identify one event that happened in the text. The student will identify one important detail related to the event. The student will identify the best summary of the events in the text.

Predetermined Criteria1. The student will identify one event that happened in the text.2. The student will identify one important detail related to the event.3. The student will identify the best summary of the events in the text.

Level 1Prerequisite skill: understand and follow simple oral directions

A how-to informational text will be read to the student. The text will include directions that if followed will result in a product. The student will be presented with a representation for each step of the directions. The student will explore therepresentations. The student will acknowledge the representation when each direction is reread. The student will participate in the completion of the directions. The student will acknowledge the resulting product.

Predetermined Criteria1. The student will acknowledge the representation when each direction is reread.2. The student will participate in the completion of the directions.3. The student will acknowledge the resulting product.

(6.12) Reading/text structures/literary concepts. The student analyzes thecharacteristics of various types of texts (genres). The student is expected to(F) analyze characters, including their traits, motivations, conflicts, pointsof view, relationships, and changes they undergo;(G) recognize and analyze story plot, setting, and problem resolution; and(J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism.

*Understands literary elements of texts.

Level 3Prerequisite skill: recognize and analyze story plot, setting, and problem resolution

A grade-appropriate story will be read. The student will determine the setting in the

story. The student will answer one question about the setting of the story. The student will determine how the setting was important to the story.

Predetermined Criteria1. The student will determine the setting in the story.2. The student will answer one question about the setting of the story.3. The student will determine how the setting was important to the story.

Level 2Prerequisite skill: identify the importance of the setting to a story’s meaningA grade-appropriate text will be read. The student will identify the main character. The student will identify the setting. The student will identify a connection between the character and the setting.

Predetermined Criteria1. The student will identify the main character.2. The student will identify the setting.3. The student will identify a connection between the character and the setting.

Level 1Prerequisite skill: become increasingly familiar with narrative form and its elements by identifying characters and predicting events, plot, and the resolution of a story

The student will indicate a preferred location in the school. The student will participate in creating a narrative about himself or herself at the preferred setting in the school. The student will acknowledge himself or herself as the main character in the narrative. The student will acknowledge the setting in the narrative.

Predetermined Criteria1. The student will participate in creating a narrative about himself or herself at thepreferred setting in the school.2. The student will acknowledge himself or herself as the main character in thenarrative.3. The student will acknowledge the setting in the narrative.

(7.12) Reading/text structures/literary concepts. The student analyzes thecharacteristics of various types of texts (genres). The student is expected to(F) analyze characters, including their traits, motivations, conflicts, pointsof view, relationships, and changes they undergo;(G) recognize and analyze story plot, setting, and problem resolution; and(J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism.

*Understands literary elements of texts.

Level 3

Prerequisite skill: recognize and analyze story plot, setting, and problem resolutionA grade-appropriate text will be read.

The student will determine what the conflict (problem) is in the story. The student will determine what caused the conflict. The student will determine how the conflict was resolved.

Predetermined Criteria1. The student will determine what the conflict is in the story.2. The student will determine what caused the conflict.3. The student will determine how the conflict was resolved.

Level 2Prerequisite skill: recognize the story problem(s) or plot

A grade-appropriate text will be read. The student will identify the main character. The student will identify the conflict (problem). The student will identify what happens to the character.

Predetermined Criteria1. The student will identify the main character.2. The student will identify the conflict.3. The student will identify what happens to the character.

Level 1Prerequisite skill: become increasingly familiar with narrative form and its elements by identifying characters and predicting events, plot, and the resolution of a story

A grade-appropriate text will be read. The teacher will pair a representation with the character’s name and pair a second representation with one feeling the character experiences during the text. The student will explore the representations. The student will acknowledge the character as the story is read. The student will acknowledge the feeling the character experiences.

Predetermined Criteria1. The student will explore the representations.2. The student will acknowledge the character as the story is read.3. The student will acknowledge the feeling the character experiences.

(8.12) Reading/text structures/literary concepts. The student analyzes thecharacteristics of various types of texts (genres). The student is expected to(F) analyze characters, including their traits, motivations, conflicts, pointsof view, relationships, and changes they undergo;(G) recognize and analyze story plot, setting, and problem resolution; and(J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism.

*Understands literary elements of texts.

Level 3Prerequisite skill: recognize and analyze story plot, setting, and problem resolution

A grade-appropriate text will be read. The student will determine the conflict (problem) in the text. The student will determine what caused the conflict. The student will determine how the conflict affected the characters.

Predetermined Criteria1. The student will determine the conflict in the text.2. The student will determine what caused the conflict.3. The student will determine how the conflict affected the characters.

Level 2Prerequisite skill: recognize the story problem(s) or plot

A grade-appropriate text that has a clearly defined conflict (problem) will be read. The student will identify the conflict. The student will identify how the conflict is resolved. The student will answer a question about the conflict resolution.

Predetermined Criteria1. The student will identify the conflict.2. The student will identify how the conflict is resolved.3. The student will answer a question about the conflict resolution.

Level 1Prerequisite skill: understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures

The student will participate in writing a story with himself or herself as the maincharacter of the story. The student will acknowledge his or her name as the maincharacter. The student will acknowledge that he or she is the co-author of the story. The teacher will read the story to the student.

Predetermined Criteria1. The student will participate in writing a story about himself or herself.2. The student will acknowledge his or her name as the main character.3. The student will acknowledge that he or she is the co-author of the story.

(6.11) Reading/literary response. The student expresses and supports responsesto various types of texts. The student is expected to(C) support responses by referring to relevant aspects of text [and his/herown experiences]; and(D) connect, compare, and contrast ideas, themes, and issues across text.

*Uses text evidence to support responses.

Level 3Prerequisite skill: support interpretations or conclusions with examples drawn fromText

A grade-appropriate text will be read. The student will determine the conflict. Thestudent will determine what caused the conflict. The student will justify his or herresponse with text evidence.

Predetermined Criteria1. The student will determine the conflict.2. The student will determine what caused the conflict.3. The student will justify his or her response with text evidence.

Level 2Prerequisite skill: demonstrate understanding of informational text in various wayssuch as through writing, illustrating, developing demonstrations, and using available technology

A how-to informational text will be read. The text will include directions that if followed will result in a final product. The student will identify the final product. The student will identify the steps in the directions. The student will assist in demonstrating the steps.

Predetermined Criteria1. The student will identify the final product.2. The student will identify the steps in the directions.3. The student will assist in demonstrating the steps.

Level 1Prerequisite skill: ask questions and make comments about the information andevents from books

The student will be presented with a representation reflecting a possible comment to a grade-appropriate text. The student will explore the representation. The teacher will read the text aloud, allowing time for student comment. The student will acknowledge the representation to comment on the text. After the text is read, the student will respond to a comment the teacher makes about the text as a whole.

Predetermined Criteria1. The student will explore the representation.2. The student will acknowledge the representation to comment on the text.3. The student will respond to a comment the teacher makes about the text as a whole. (7.10) Reading/comprehension. The student uses a variety of strategies tocomprehend a wide range of texts of increasing levels of difficulty. The student isexpected to

(E) use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information;(I) find similarities and differences across texts such as in treatment, scope, or organization; and(L) represent text information in different ways such as in outline, time line, or graphic organizer.

*Uses strategies to comprehend texts by organizing information.

Level 3Prerequisite skill: produce summaries of text selections

A grade-appropriate text will be read for the purpose of critiquing the text. As the text is reread, the student will determine and record the parts of the text he or she likes and dislikes on a student-generated chart. The student will generate a summary of the information in the chart to determine whether he or she would recommend the text to a peer.

Predetermined Criteria1. The student will determine the parts he or she likes and dislikes about the text.2. The student will record the parts of the text he or she likes and dislikes on a student generated chart.3. The student will generate a summary of the information in the chart.

Level 2Prerequisite skill: represent text information in different ways, including story maps, graphs, and charts

A grade-appropriate text will be read. The student will be presented a partiallycompleted story map. The student will review the story map. The student will complete the last two parts of the story map. The student will answer one question about information contained in the story map.

Predetermined Criteria1. The student will review the story map.2. The student will complete the last two parts of the story map.3. The student will answer one question about information contained in the story map.

Level 1Prerequisite skill: establish purposes for reading or listening, such as to be informed, to follow directions, and to be entertained

The student will be presented with written directions for completing a multi-step task and representations paired with each step. The student will explore the representations. The student will acknowledge the representations associated with each step as the directions are read by the teacher. The student will acknowledge what he or she will do first.

Predetermined Criteria

1. The student will explore the representations.2. The student will acknowledge the representations associated with each step as the directions are read.3. The student will acknowledge what he or she will do first.

(8.10) Reading/comprehension. The student comprehends selections using avariety of strategies. The student is expected to(E) use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information;(I) find similarities and differences across texts such as in treatment, scope, or organization; and(L) represent text information in different ways such as in outline, time line, or graphic organizer.

*Uses strategies to comprehend texts by organizing information.

Level 3Prerequisite skill: establish and adjust purposes for reading such as reading to findout, to understand, to interpret, to enjoy, and to solve problems

The student will select between reading a grade-appropriate fictional text or anexpository text. The student will determine his or her purpose for reading based on the chosen text. The text will be read. The student will determine three important ideas from the text. The student will organize the ideas in a graphic organizer.

Predetermined Criteria1. The student will determine his or her purpose for reading based on the chosen text.2. The student will determine three important ideas from the text.3. The student will organize the ideas in a graphic organizer.

Level 2Prerequisite skill: represent text information in different ways, including story maps, graphs, and charts

A grade-appropriate text will be read. The student will be presented with a partiallycompleted time line. The student will identify two important events from the text that are not already on the time line. The student will identify where the first newly identified event goes on the time line. The student will identify where the second newly identified event goes on the time line.

Predetermined Criteria1. The student will identify two important events from the text that are not already on the time line.2. The student will identify where the first newly identified event goes on the time line.3. The student will identify where the second newly identified event goes on the time line.

Level 1Prerequisite skill: establish purposes for reading or listening such as to be informed, to follow directions, and to be entertainedThe student will be presented with a representation of a place to visit. The student will explore the representation. The teacher will place the representation in the center of a web graphic organizer. A text that provides information about the place to visit will be presented to the student. As the text is read, the student will be presented with representations of activities that can be experienced at the place. The student will acknowledge each representation of activities that can be experienced at the place. The student will acknowledge that the representations need to be added to the web.

Predetermined Criteria1. The student will explore the representation of a place to visit.2. The student will acknowledge each representation of activities that can beexperienced at the place.3. The student will acknowledge that the representations need to be added to the web.

(7.10) Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. The student isexpected to(H) draw inferences such as conclusions or generalizations and support themwith text evidence [and experience]; and(J) distinguish fact and opinion in various texts.

*Uses strategies to comprehend texts beyond the literal meaning.

Level 3Prerequisite skill: make and explain inferences from texts such as determiningimportant ideas and causes and effects, making predictions, and drawing conclusions

A grade-appropriate text will be read in two parts. After the first part is read, the student will generate a summary for the first part of the text. After the second part is read, the student will generate a summary for the second part of the text. The student will determine a conclusion by using the summaries.

Predetermined Criteria1. The student will generate a summary for the first part of the text.2. The student will generate a summary for the second part of the text.3. The student will determine a conclusion by using the summaries.

Level 2Prerequisite skill: use prior knowledge to anticipate meaning and make sense of texts

The student will be presented with a KWL chart and a grade-appropriate text on a topic that is familiar to the student. The chart’s columns will be titled “What I

Know,” “What I Want to Know,” and “What I Learned.” The student will identify one piece of information he or she already knows about the topic. The student will identify one piece of information he or she would like to learn about the topic. The student’s responses will be recorded on the chart. The text on the topic will be read. The student will identify whether the text contained the piece of information he or she wanted to learn about the topic. The chart will be completed.

Predetermined Criteria1. The student will identify one piece of information he or she already knows about the topic.2. The student will identify one piece of information he or she would like to learn about the topic.3. The student will identify whether the text contained the piece of information he or she wanted to learn about the topic.

Level 1Prerequisite skill: begin to predict what will happen next in a story

The student will be presented with a representation depicting a strong emotion that a character experiences in response to an event in a grade-appropriate text. The student will explore the representation. The teacher will read the text, pairing the representation with the event in the text. The student will acknowledge the pairing of the emotion with the event. The teacher will reread the text, stopping before the character shows the emotion. When the teacher stops reading and asks how the character might feel, the student will acknowledge the representation.

Predetermined Criteria1. The student will explore the representation.2. The student will acknowledge the pairing of the emotion with the event.3. The student will acknowledge the representation.

(8.10) Geography. The student uses geographic tools to collect, analyze, andinterpret data. The student is expected to(B) [pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases].

*Uses geographic tools.

Level 3Prerequisite skill: use symbols, find locations, and determine directions on maps and globes

The student will be presented with a map that has a legend representing specificlocations. The student will locate the map’s legend. The student will select a place he or she would like to go by referencing the legend. The student will locate the place on the map.

Predetermined Criteria1. The student will locate the map’s legend.2. The student will select a place he or she would like to go by referencing the legend.3. The student will locate the place on the map.

Level 2Prerequisite skill: locate places on the school campus and describe their relativeLocations

The student will choose a prominent figure or specific place within the school to visit. The student will review a map that corresponds to various points along a route leading to the person or specific place within the school. The student will assist in using the map to locate the person or specific place.

Predetermined Criteria1. The student will choose a prominent figure or specific place within the school to visit.2. The student will review the map.3. The student will assist in using the map to locate the person or specific place.

Level 1Prerequisite skill: begin to use words to indicate relative location (e.g., “front,” “back,” “near,” “far”)

The student will be presented with a map that includes the location of the student and two possible destinations. The student will acknowledge the destination that is near on the map. The student will acknowledge the destination that is far on the map. The student will experience near and far using the map.

Predetermined Criteria1. The student will acknowledge the destination that is near on the map.2. The student will acknowledge the destination that is far on the map.3. The student will experience near and far using the map.

(8.20) Citizenship. The student understands the rights and responsibilitiesof citizens of the United States. The student is expected to(A) define and give examples of unalienable rights; and(B) summarize rights guaranteed in the Bill of Rights.

*Understands the rights and responsibilities of U.S. citizens.

Level 3Prerequisite skill: identify ordinary people who exemplify good citizenshipThe student will determine two acts of good citizenship. The student will role-play one of the acts of good citizenship. The student will determine how his or her act benefits the community.

Predetermined Criteria1. The student will determine two acts of good citizenship.

2. The student will role-play one of the acts of good citizenship.3. The student will determine how his or her act benefits the community.

Level 2Prerequisite skill: identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness

The student will be presented with an article from a print or media source that contains an example of good citizenship. The student will identify the person who exemplifies good citizenship. The student will identify the act of good citizenship. The student will identify the positive effects of the act.

Predetermined Criteria1. The student will identify a person who exemplifies good citizenship.2. The student will identify the act of good citizenship.3. The student will identify the positive effects of the act.

Level 1Prerequisite skill: identify the flags of the United States and Texas

The student will be presented with the flag of the United States and the flag of Texas. The student will acknowledge each flag. The student will acknowledge that flags represent countries and states.

Predetermined Criteria1. The student will acknowledge the flag of the United States.2. The student will acknowledge the flag of Texas.3. The student will acknowledge that flags represent countries and states.(for this I would 1) set up a recycling center and have the child acknowledge the bottle of water…and get a drink out of it, 2) acknowledge the empty bottle of water, 3) acknowledge the recycling container and the trash can…then throw the empty bottle in the recycling container

(8.30) Social studies skills. The student applies critical-thinking skills to organizeand use information acquired from a variety of sources including electronic technology.The student is expected to(A) [differentiate between, locate, and] use primary and secondary sources[such as computer software, databases, media and news services,biographies, interviews, and artifacts] to acquire informationabout the United States;(B) analyze information by sequencing, categorizing, identifying cause-and effectrelationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawinginferences and conclusions;(C) [organize and] interpret information from [outlines, reports, databases, and] visuals including graphs, charts, time lines, and maps;(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; and(F) identify bias in written, [oral], and visual material.

(8.30) Social studies skills. The student applies critical-thinking skills to organizeand use information acquired from a variety of sources including electronic technology.The student is expected to(A) [differentiate between, locate, and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information about the United States;(B) analyze information by sequencing, categorizing, identifying cause-and effectrelationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions;(C) [organize and] interpret information from [outlines, reports, databases,and] visuals including graphs, charts, time lines, and maps;(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; and(F) identify bias in written, [oral], and visual material.

*Interprets and uses information from various sources.

Level 3Prerequisite skill: obtain information, including historical and geographic data aboutthe community, using a variety of print, oral, visual, and computer sources

The student will select a topic of interest about the history of his or her community. The student will locate three facts about the topic from two different sources. The student will generate a presentation—for example, a poster or a brochure on his or her topic—using these facts.

Predetermined Criteria1. The student will select a topic of interest about the history of his or her community.2. The student will locate three facts about the topic from two different sources.3. The student will generate a presentation on his or her topic using these facts.

Level 2Prerequisite skill: sequence and categorize information

The student will be presented with representations that show the history of his or her community. Two or more representations will be of the community long ago, and the others will be of the community today—for example, a covered wagon, a car, a quill, and a computer. The student will examine the representations while the teacher discusses their significance. The student will identify a representation of his or her community long ago. The student will identify a representation of his or her community today.

Predetermined Criteria1. The student will examine the representations.2. The student will identify a representation of his or her community long ago.3. The student will identify a representation of his or her community today.

Level 1Prerequisite skill: identify main ideas from oral, visual, and print sources

The student will be presented with different sources of information about his or hercommunity—for example, a travel brochure, a website, and a video. The student will explore the sources. The student will indicate which source he or she is interested in. The student will acknowledge that the information is about his or her community.

Predetermined Criteria1. The student will explore the sources.2. The student will indicate which source he or she is interested in.3. The student will acknowledge that the information is about his or her community.

(6.7, 7.7, 8.9) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to(B) classify substances by their physical and chemical properties (6.7);(C) recognize that compounds are composed of elements (7.7);(A) demonstrate that substances may react chemically to form new substances (8.9);(B) interpret information on the periodic table to understand that [physical] properties are used to group elements (8.9); and(C) recognize the importance of formulas and equations to express what happens in a chemical reaction (8.9).

*Understands the physical properties of matter and how matter will react chemically.

Level 3Prerequisite skill: identify matter as liquids, solids, and gases

The student will be presented with solids and liquids. The student will investigate the solids and liquids. The student will determine a property of a solid. The student will determine a property of a liquid. The student will determine whether each of sixmaterials is a solid or a liquid based on its physical properties.

Predetermined Criteria1. The student will determine a property of a solid.2. The student will determine a property of a liquid.3. The student will determine whether each of six materials is a solid or a liquid based on its physical properties.

Level 2Prerequisite skill: classify and sequence organisms, objects, and events based onproperties and patterns

The student will be presented with two solids and two liquids. The student will examine the solids and liquids. The student will identify one solid. The student will identify one liquid.

Predetermined Criteria1. The student will examine the solids and liquids.2. The student will identify one solid.3. The student will identify one liquid.

Level 1Prerequisite skill: identify similarities and differences among objects and organisms

The student will be presented with a liquid and a solid. The student will explore the solid and the liquid. The student will acknowledge the solid. The student will acknowledge the liquid.

Predetermined Criteria1. The student will explore the solid and the liquid.2. The student will acknowledge the solid.3. The student will acknowledge the liquid.

(7.15) Writing/purposes. The student writes for a variety of audiences andpurposes and in a variety of forms. The student is expected to(A) write to express, [discover, record,] develop, reflect on ideas, and to problem solve;(B) write to influence such as to persuade, argue, and request;(C) write to inform such as to explain, describe, report, and narrate;(D) write to entertain such as to compose [humorous poems or] short stories;(E) select and use voice and style appropriate to audience and purpose;(G) use literary devices effectively such as suspense, dialogue, and figurative language; and(H) produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording.

*Writes for a variety of audiences and purposes.

Level 3Prerequisite skill: write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain

The student will select an individual in the school community to whom he or she would like to send a letter. The student will generate an appropriate salutation. The student will generate two sentences for the body of the letter. The student will generate a closing.

Predetermined Criteria1. The student will generate an appropriate salutation.2. The student will generate two sentences for the body of the letter.3. The student will generate a closing.

Level 2Prerequisite skill: write labels, notes, and captions for illustrations, possessions,charts, and centers

After attending a school event, the student will identify three positive words thatdescribe the experience and that would encourage others to attend the event. Thestudent’s responses will be recorded. The student will reproduce the recorded responses to construct a poster about the event. The student will share the poster with another person.

Predetermined Criteria1. The student will identify three positive words that describe the experience.2. The student will reproduce the recorded responses to construct a poster.3. The student will share the poster.

Level 1Prerequisite skill: understand that writing is used to communicate ideas andInformation

After attending a school event, the student will be presented with representations of activities experienced during the event. The student will explore the representations. The student will indicate the activity that he or she enjoyed most during the event. A brief sentence will be written about the student-selected activity. The sentence will be read. The student will participate in sharing the activity description with another person.

Predetermined Criteria1. The student will explore the representations.2. The student will indicate the activity that he or she enjoyed most during the event.3. The student will participate in sharing the activity description.

(7.17) Writing/grammar/usage. The student applies standard grammar andusage to communicate clearly and effectively in writing. The student is expected to(A) write in complete sentences, varying the types such as compound andcomplex sentences, and use appropriately punctuated independent and dependentclauses;(B) use conjunctions to connect ideas meaningfully; and(E) use prepositional phrases to elaborate written ideas.

*Communicates clearly and effectively in writing.

Level 3Prerequisite skill: use singular and plural forms of regular nouns and adjust verbs for agreement

The student will be presented with three cloze sentences. One sentence will contain a singular subject. The student will complete the sentence using a singular verb. The second sentence will contain a plural subject. The student will complete the second sentence using a plural verb. The third sentence will not contain the subject or the verb. The student will determine a subject and a verb that agree in order to complete the third sentence.

Predetermined Criteria

1. The student will determine a singular verb in order to complete the first sentence.2. The student will determine a plural verb in order to complete the second sentence.3. The student will determine a subject and verb that agree in order to complete the third sentence.

Level 2Prerequisite skill: use nouns and verbs in sentencesThe student will identify a noun that is meaningful within the context of a cloze sentence.The student will identify a verb that is meaningful within the context of a cloze sentence.The student will identify a noun and a verb that are meaningful within the context of acloze sentence.

Predetermined Criteria1. The student will identify a noun that is meaningful within the context of a clozesentence.2. The student will identify a verb that is meaningful within the context of a clozesentence.3. The student will identify a noun and a verb that are meaningful within the context of acloze sentence.

Level 1Prerequisite skill: use nouns and verbs in sentences

The student will participate in two different activities involving an enjoyable action. A sentence will be written describing what the student likes to do. The teacher will read the sentence and stop before the action word is read. The student will indicate which action he or she prefers. The teacher will complete the sentence with the selected verb while the student participates in the action. The student will acknowledge that the completed sentence reflects his or her preferred action.

Predetermined Criteria1. The student will participate in two different activities.2. The student will indicate which action he or she prefers.3. The student will acknowledge that the completed sentence reflects the student’spreferred action.

(7.18) Writing/writing processes. The student selects and uses writing processesfor self-initiated and assigned writing. The student is expected to(E) edit drafts for specific purposes such as to ensure standard usage, variedsentence structure, and appropriate word choice; and(H) proofread his/her own writing and that of others.

*Uses writing processes to revise and edit grammar and usage in text.

Level 3Prerequisite skill: revise selected drafts for varied purposes, including to achieve asense of audience, precise word choices, and vivid images

The student will be presented with a short paragraph that does not include adjectives. The paragraph will be read. The student will locate the nouns in the paragraph. The student will generate an adjective for each noun. The revised paragraph will be read. The student will determine whether he or she needs to edit any of the word choices.

Predetermined Criteria1. The student will locate the nouns in the paragraph.2. The student will generate an adjective for each noun.3. The student will determine whether he or she needs to edit any of the word choices.

Level 2Prerequisite skill: develop drafts

The student will examine the attributes of an object. The student will construct a list of attributes describing the object. The list will be shared with another person who will attempt to identify the object based on the description. The student will review the effectiveness of the list and revise if needed.

Predetermined Criteria1. The student will examine the attributes of an object.2. The student will construct a list of attributes describing the object.3. The student will review the effectiveness of the list and revise if needed.

Level 1Prerequisite skill: use available technology to compose text

The student will acknowledge a source of available technology used to compose text—for example, interactive software, adaptive equipment, or communication devices. The student will participate in composing text using the technology. The text will be read. The teacher will improve the text by revising it. The revised text will be read. The student will acknowledge that a revision was made to the text.

Predetermined Criteria1. The student will acknowledge a source of available technology used to compose text.2. The student will participate in composing text using the technology.3. The student will acknowledge that a revision was made to the text.