The Curious World of Calpurnia Tate: TEKS (Texas Essential Knowledge and Skills) Connections Grade Level Language Arts Social Studies Science

4 2. Reading/ Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 4.2A. determine the meaning of grade­level academic English words derived from Latin, Greek, or other linguistic roots and affixes; 4.2B. use the context of the sentence (e.g., in­sentence example or definition) to determine or clarify the meaning of unfamiliar or multiple meaning words; 4.2D. identify the meaning of common idioms 3. Reading/ Comprehension of Literary Text/ Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 4.3A. summarize and explain the lesson or message of a work of fiction as its theme 6. Reading/ Comprehension of Literary Text/ Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 4.6A. sequence and summarize the plot’s main events and explain their influence on future events;

4. History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. 4.4A. describe the impact of the Civil War and Reconstruction on Texas; 4.4B. explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson; 4.4C. identify the impact of railroads on life in Texas, including changes to cities and major industries 6. Geography. The student uses geographic tools to collect, analyze, and interpret data. 4.6A. apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; 4.6B. translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. 7. Geography. The student understands the concept of regions.

4.2: Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 4.2A: plan and implement descriptive investigations, including asking well­defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions. 4.2B: collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps. 4.8: Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: 4.8A: measure and record changes in weather and make predictions using weather maps,

4.6B. describe the interaction of characters including their relationships and the changes they undergo 8. Reading/ Comprehension of Literary Text/ Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 4.8A. identify the author’s use of similes and metaphors to produce imagery 10. Comprehension of Informational Text/Culture and History. Analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. ELAR Figure 19. Reading Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self­directed, critical readers. Fig. 19A. establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; Fig. 19B. ask literal, interpretive, and evaluative questions of text;

4.7A. describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity; 4.7B. identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation 19. Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. 4.19A. identify the similarities and differences among various racial, ethnic, and religious groups in Texas; 4.19B. identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas… 4.19C. summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas… 20. Science, Technology, and Society. The student understands the impact of science and technology on life in Texas. 4.20A. identify famous inventors and scientists… and their contributions;

weather symbols, and a map key. 4.10: Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to: 4.10A: explore how adaptations enable organisms to survive in their environment such as comparing birds’ beaks and leaves on plants. 4.10B: demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses.

Fig. 19C. monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion; Fig. 19D. make inferences about text and use textual evidence to support understanding; Fig. 19E. summarize information in text, maintaining meaning and logical order; Fig. 19F. make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. 16. Writing/ Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. 4.16A. write imaginative stories that build the plot to a climax and contain details about the characters and setting; 4.16B. write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). 17. Writing. Students write about their own experiences. 4.17A. write about important personal experiences 18. Writing/ Expository and Procedural Texts. Students write expository and procedural or work­related texts to communicate ideas and information to specific audiences for specific purposes.

4.20B. describe how scientific discoveries and innovations… have benefited individuals, businesses, and society in Texas; 4.20C. predict how future scientific discoveries and technological innovations might affect life in Texas 21. Social Studies Skills. The student applies critical­thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. 4.21A. differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; 4.21B. analyze information by sequencing, categorizing, identifying cause­and­effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 4.21C. organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4.21D. identify different points of view

4.18A. create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; (iii) contain a concluding statement; 4.18C. write responses to literary or expository texts and provide evidence from the text to demonstrate understanding

about an issue, topic, historical event, or current event; 4.21E. use appropriate mathematical skills to interpret social studies information such as maps and graphs 22. Social Studies Skills. The student communicates in written, oral, and visual forms. 4.22A. use social studies terminology correctly; 4.22B. incorporate main and supporting ideas in verbal and written communication; 4.22C. express ideas orally based on research and experiences; 4.22D. create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; 4.22E. use standard grammar, spelling, sentence structure, and punctuation

5

2. Reading/ Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 5.2A. determine the meaning of grade­level academic English words derived from Latin, Greek, or other linguistic roots and affixes; 5.2B. use context (e.g., in­sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

4. History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. 5.4E. identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th,

5.2: Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2A: describe, plan, and implement simple experimental investigations testing one variable.

5.2D. identify and explain the meaning of common idioms, adages, and other sayings 3. Reading/ Comprehension of Literary Text/ Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 5.3A. compare and contrast the themes or moral lessons of several works of fiction from various cultures 5.3C. explain the effect of a historical event or movement on the theme of a work of literature; 6. Reading/ Comprehension of Literary Text/ Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 5.6A. describe incidents that advance the story or novel , explaining how each incident gives rise to or foreshadows future events; 5.6B. explain the roles and functions of characters in various plots, including their relationships and conflicts; 8. Reading/ Comprehension of Literary Text/ Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.

and 15th amendments to the U.S. Constitution; 5.4F. explain how industry and the mechanization of agriculture changed the American way of life; 5.4G. identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups 5. History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. 5.5A. analyze various issues and events of the 20th century such as industrialization, urbanization… 6. Geography. The student uses geographic tools to collect, analyze, and interpret data. 5.6A. apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps 8. Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live 5.8A. identify and describe the types of settlement and patterns of land

5.2B: ask well­defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology. 5.2C: collect information by detailed observations and accurate measuring. 5.7: Earth and space. The student knows Earth’s surface is constantly changing and consists of useful resources. The student is expected to: 5.7B: recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice. 5.8: Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: 5.8B: explain how the Sun and the ocean interact in the water cycle. 5.10: Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their

5.8A. evaluate the impact of sensory details, imagery, and figurative language in literary text; 9. Reading/ Comprehension of Text/ Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. 5.9A. read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). 10. Comprehension of Informational Text/Culture and History. Analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 5.10A. draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved. ELAR Figure 19. Reading Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self­directed, critical readers. 5.Fig. 19A. establish purposes for reading

use in the United States; 5.8B. explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present; 5.8C. analyze the reasons for the location of cities in the United States, including capital cities, and explain their distribution, past and present 23. Science, Technology, and Society. The student understands the impact of science and technology on society in the United States. 5.23A. identify the accomplishments of notable individuals in the fields of science and technology… 5.23B. identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States… 5.23C. explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States; 5.23D. predict how future scientific discoveries and technological innovations could affect society in the United States

environments. The student is expected to: 5.10A: compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals. 5.10B: differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle.

selected texts based upon own or others’ desired outcome to enhance comprehension; 5.Fig. 19B. ask literal, interpretive, evaluative questions of text; 5.Fig. 19C. monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion; 5.Fig. 19D. make inferences about text and use textual evidence to support understanding; 5.Fig. 19E. summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts; 5.Fig. 19F. make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. 16. Writing/ Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. 5.16A. write imaginative stories that include: (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; (iii) dialogue that develops the story; 5.16B. write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia); (ii) figurative language (e.g., similes, metaphors) 17. Writing. Students write about their own

24. Social Studies Skills. The student applies critical­thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. 5.24A. differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States; 5.24B. analyze information by sequencing, categorizing, identifying cause­and­effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 5.24C. organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 5.24D. identify different points of view about an issue, topic, or current event; 5.24E. identify the historical context of an event 25. Social Studies Skills. The student communicates in written,

experiences. 5.17A. write a personal narrative that conveys thoughts and feelings about an experience. 18. Writing/ Expository and Procedural Texts. Students write expository and procedural or work­related texts to communicate ideas and information to specific audiences for specific purposes. 5.18A. create multi­paragraph essays to convey information about the topic that: (i) present effective introductions and concluding paragraphs; (iii) include specific facts, details, and examples in an appropriately organized structure; (iv) use a variety of sentence structures and transitions to link paragraphs; 5.18C. write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

oral, and visual forms. 5.25A. use social studies terminology correctly; 5.25B. incorporate main and supporting ideas in verbal and written communication; 5.25C. express ideas orally based on research and experiences; 5.25D. create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; 5.25E. use standard grammar, spelling, sentence structure, and punctuation

6 2. Reading/ Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 6.2A. determine the meaning of grade­level academic English words derived from Latin, Greek, or other linguistic roots and affixes. 6.2B. use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; 6.2D. explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera);

3. Geography. The student uses geographic tools to answer geographic questions. 6.3A. pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?; 6.3B. pose and answer questions about geographic distributions and patterns for various world regions

3. Reading/ Comprehension of Literary Text/ Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 6.3A. infer the implicit theme of a work of fiction, distinguishing theme from the topic; 6.3C. compare and contrast the historical and cultural settings of two literary works; 6. Reading/ Comprehension of Literary Text/ Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 6.6A. summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; 6.6B. recognize dialect and conversational voice and explain how authors use dialect to convey character; 8. Reading/ Comprehension of Literary Text/ Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 6.8A. explain how authors create meaning through stylistic elements and figurative

and countries shown on maps, graphs, charts, models, and databases 21. Social Studies Skills. The student applies critical­thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. 6.21A. differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures; 6.21B. analyze information by sequencing, categorizing, identifying cause­and­effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 6.21C. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 6.21D. identify different points of view about an issue or current topic; 6.21E. identify the elements of frame of reference that influenced

language emphasizing the use of personification, hyperbole, and refrains; ELAR Figure 19. Reading Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self­directed, critical readers. 6.Fig. 19A. establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; 6.Fig. 19B. ask literal, interpretive, evaluative, and universal questions of text; 6.Fig. 19C. monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions); 6.Fig. 19D. make inferences about text and use textual evidence to support understanding; 6.Fig. 19E. summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; 6.Fig. 19F. make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. 14. Writing/ Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to

participants in an event; 6.21F. use appropriate mathematical skills to interpret social studies information such as maps and graphs 22. Social Studies Skills. The student communicates in written, oral, and visual forms. 6.22A. use social studies terminology correctly; 6.22B. incorporate main and supporting ideas in verbal and written communication based on research; 6.22C. express ideas orally based on research and experiences; 6.22D. create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research; 6.22E. use standard grammar, spelling, sentence structure, and punctuation; 6.22F. use proper citations to avoid plagiarism

compose text. 6.14A. plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling ideas; 14. Writing/ Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 6.14A. plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling ideas; 6.14B. develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause­effect, compare­contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 6.14C. revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

6.14D. edit drafts for grammar, mechanics, and spelling; 6.14E. revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences; 15. Writing/ Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. 6.15A. write imaginative stories that include: (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; (iii) dialogue that develops the story; 16. Writing. Students write about their own experiences. 6.16A. write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences. 17. Writing/ Expository and Procedural Texts. Students write expository and procedural or work­related texts to communicate ideas and information to specific audiences for specific purposes. 6.17A. create multi­paragraph essays to convey information about the topic that: (i) present effective introductions and concluding paragraphs; (iii) include specific facts, details, and examples in an appropriately organized

structure; (iv) use a variety of sentence structures and transitions to link paragraphs; 6.17C. write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

7 2. Reading/ Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 7.2A. determine the meaning of grade­level academic English words derived from Latin, Greek, or other linguistic roots and affixes; 7.2B. use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words; 7.2D. identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis); 3. Reading/ Comprehension of Literary Text/ Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 7.3A. describe multiple themes in a work of fiction; 7.3C. analyze how place and time influence the theme or message of a literary work; 6. Reading/ Comprehension of Literary Text/ Fiction. Students understand, make inferences

5. History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. 7.5A. explain reasons for the involvement of Texas in the Civil War such as states' rights, slavery, sectionalism, and tariffs; 7.5B. analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas 8. Geography. The student uses geographic tools to collect, analyze, and interpret data. 7.8A. create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries; 7.8B. analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries 9. Geography. The student understands the location and

7.3: Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 7.3A: in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 7.8: Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to: 7.8A: predict and describe how different types of catastrophic events impact ecosystems such as

and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 7.6A. explain the influence of the setting on plot development; 7.6B. analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts; 8. Reading/ Comprehension of Literary Text/ Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 7.8A. determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood; ELAR Figure 19. Reading Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self­directed, critical readers. 7.Fig. 19A. establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; 7.Fig. 19B. ask literal, interpretive, evaluative,

characteristics of places and regions of Texas. 7.9A. locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest; 7.9B. compare places and regions of Texas in terms of physical and human characteristics; 7.9C. analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas 10. Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. 7.10A. identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of the modifications; 7.10B. explain ways in which geographic factors such as the Galveston Hurricane of 1900,… have

floods, hurricanes, or tornadoes. 7.8B: analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas. 7.10: Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to: 7.10A: observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms. 7.10B: describe how biodiversity contributes to the sustainability of an ecosystem. 7.11: Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to: 7.11A: examine organisms or their structures such as insects or leaves and use dichotomous keys for identification.

and universal questions of text; 7.Fig. 19C. reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images); 7.Fig. 19D. make complex inferences about text and use textual evidence to support understanding; 7.Fig. 19E. summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; 7.Fig. 19F. make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. 15. Writing/ Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. 7.15A. write imaginative stories that: (i) sustains reader interest; (ii) includes well­paced action and an engaging story line; (iii) creates a specific, believable setting through the use of sensory details; (iv) develops interesting characters; (v) uses a range of literary strategies and devices to enhance the style and tone: 14. Writing/ Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 7.14A. plan a first draft by selecting a genre

affected the political, economic, and social development of Texas 12. Economics. The student understands the factors that caused Texas to change from an agrarian to an urban society. 7.12A. explain economic factors that led to the urbanization of Texas; 7.12B. trace the development of major industries that contributed to the urbanization of Texas such as transportation, oil and gas, and manufacturing; 7.12C. explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas 20. Science, Technology, and Society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. 7.20A. compare types and uses of technology, past and present; 7.20B. identify Texas leaders in science and technology… 7.20C. analyze the effects of various scientific discoveries and technological innovations on the development of Texas…

7.14: Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to: 7.14A: define heredity as the passage of genetic instructions from one generation to the next generation.

appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling ideas; 14. Writing/ Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 7.14A. plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling ideas; 7.14B. develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause­effect, compare­contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 7.14C. revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; 7.14D. edit drafts for grammar, mechanics, and spelling;

7.20D. evaluate the effects of scientific discoveries and technological innovations… 21. Social Studies Skills. The student applies critical­thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. 7.21A. differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; 7.21B. analyze information by sequencing, categorizing, identifying cause­and­effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 7.21C. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 7.21D. identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants; 7.21E. support a point of view on a

7.14E. revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences; 15. Writing/ Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. 7.15A. write imaginative stories that: (i) sustains reader interest; (ii) includes well­paced action and an engaging story line; (iii) creates a specific, believable setting through the use of sensory details; (iv) develops interesting characters; (v) uses a range of literary strategies and devices to enhance the style and tone: 16. Writing. Students write about their own experiences. 7.16A. write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences. 17. Writing/ Expository and Procedural Texts. Students write expository and procedural or work­related texts to communicate ideas and information to specific audiences for specific purposes. 7.17A. write a multi­paragraph essay to convey information about a topic that: (i) presents effective introductions and concluding paragraphs; (ii) contains a clearly stated purpose or controlling idea; (iii) is logically

social studies issue or event; 7.21F. identify bias in written, oral, and visual material; 7.21G. evaluate the validity of a source based on language, corroboration with other sources, and information about the author; 7.21H. use appropriate mathematical skills to interpret social studies information such as maps and graphs 22. Social Studies Skills. The student communicates in written, oral, and visual forms. 7.22A. use social studies terminology correctly; 7.22B. use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources; 7.22C. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; 7.22D. create written, oral, and visual presentations of social studies information

organized with appropriate facts and details and includes no extraneous information or inconsistencies; (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs 7.17C. write responses to literary or expository texts that demonstrate the writing skills for multi­paragraph essays and provide sustained evidence from the text using quotations when appropriate

8 2. Reading/ Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 8.2A. determine the meaning of grade­level academic English words derived from Latin, Greek, or other linguistic roots and affixes; 8.2B. use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings; 8.2D. identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora, fauna); 3. Reading/ Comprehension of Literary Text/ Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 8.3A. analyze literary works that share similar

8. History. The student understands individuals, issues, and events of the Civil War. 8.8B. explain the causes of the Civil War… and significant events of the Civil War… 10. Geography. The student understands the location and characteristics of places and regions of the United States, past and present. 8.10A. locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries; 8.10B. compare places and regions of the United States in terms of physical and human characteristics; 8.10C. analyze the effects of physical and human geographic factors on major historical and contemporary

8.3: Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 8.3D: relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. 8.11: Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: 8.11C: explore how short­ and

themes across cultures; 8.3C. explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work; 6. Reading/ Comprehension of Literary Text/ Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 8.6A. analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; 8.6B. analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict; 8. Reading/ Comprehension of Literary Text/ Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 8.8A. explain the effect of similes and extended metaphors in literary text; ELAR Figure 19. Reading Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in

events in the United States 27. Science, Technology, and Society. The student understands the impact of science and technology on the economic development of the United States. 8.27A. explain the effects of technological and scientific innovations… 8.27B. analyze the impact of transportation and communication systems on the growth, development, and urbanization… 8.27D. explain how technological innovations brought about economic growth … 28. Science, Technology, and Society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. 8.28A. compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods… 29. Social Studies Skills.The student applies critical­thinking skills to organize and use information acquired through established

long­term environmental changes affect organisms and traits in subsequent populations. 8.11D: recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.

increasingly more complex texts as they become self­directed, critical readers. 8.Fig. 19A. establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; 8.Fig. 19B. ask literal, interpretive, evaluative, and universal questions of text; 8.Fig. 19C. reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images); 8.Fig. 19D. make complex inferences about text and use textual evidence to support understanding; 8.Fig. 19E. summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; 8.Fig. 19F. make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence. 14. Writing/ Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 8.14A. plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling ideas;

research methodologies from a variety of valid sources, including electronic technology. 8.29A. differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; 8.29B.analyze information by sequencing, categorizing, identifying cause­and­effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 8.29C. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 8.29D. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 8.29E.support a point of view on a social studies issue or event; 8.29F. identify bias in written, oral, and visual material; 8.29G. evaluate the validity of a source based on language, corroboration with other sources, and information about the author;

14. Writing/ Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 8.14A. plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling ideas; 8.14B. develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause­effect, compare­contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 8.14C. revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; 8.14D. edit drafts for grammar, mechanics, and spelling; 8.14E. revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences; 15. Writing/ Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and

8.29H. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 8.29I.create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; 8.29J. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases 30. Social Studies Skills.The student communicates in written, oral, and visual forms. 8.30A. use social studies terminology correctly; 8.30B. use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources; 8.30C. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; 8.30D. create written, oral, and visual presentations of social studies information

ideas. 18.5A. write imaginative stories that: (i) sustains reader interest; (ii) includes well­paced action and an engaging story line; (iii) creates a specific, believable setting through the use of sensory details; (iv) develops interesting characters; (v) uses a range of literary strategies and devices to enhance the style and tone: 16. Writing. Students write about their own experiences. 8.16A. write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions and/or consequences. 17. Writing/ Expository and Procedural Texts. Students write expository and procedural or work­related texts to communicate ideas and information to specific audiences for specific purposes. 8.17A. write a multi­paragraph essay to convey information about a topic that: (i) presents effective introductions and concluding paragraphs; (ii) contains a clearly stated purpose or controlling idea; (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies; (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs 8.17C. write responses to literary or expository texts that demonstrate the writing skills for multi­paragraph essays and provide sustained

evidence from the text using quotations when appropriate