How We organize OURSELVES 

(5) The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time. 

(6) The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. 

The student is expected to: (A) establish purpose for reading assigned and self-selected texts; (B) generate questions about text before, during, and after reading; (C) make predictions using text features, characteristics of genre, and structures; (D) create mental images to deepen understanding; (E) make connections to personal experiences, ideas in other texts, and society; (F) make inferences and use evidence to support understanding; (G) evaluate details read to determine key ideas; (H) synthesize information; and (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. 

(7) The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. 

The student is expected to: (A) describe personal connections; (B) write responses that demonstrate understanding of texts; (C) use text evidence to support an appropriate response; (D) retell, paraphrase, or summarize texts; (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating; (F) respond using newly acquired vocabulary; and (G) discuss specific ideas in the text that are important to the meaning.

(9) The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. 

The student is expected to: (D) recognize characteristics and structures of informational text; (E) recognize characteristics and structures of argumentative text by: (i) identifying the claim; (ii) explaining how the author has used facts for an argument; and (iii) identifying the intended audience or reader; and (F) recognize characteristics of multimodal and digital texts.

(12) The student uses genre characteristics and craft to compose multiple texts that are meaningful. 

The student is expected to: (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

(2) The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. 

The student is expected to: (A) interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left; (B) represent the value of the digit through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals; (C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =; (D) round whole numbers to a given place value through the hundred thousands place; (E) represent decimals, including tenths and hundredths, using concrete and visual models and money; (F) compare and order decimals using concrete and visual models to the hundredths; (G) relate decimals to fractions that name tenths and hundredths; and (H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

(4) The student applies mathematical process standards to develop strategies for whole number computations and decimal sums and differences in order to solve problems. 

The student is expected to; (B) determine products of a number times 10 or 100 using properties of operations and place value understandings; (G) round to the nearest 10, 100, or 1,000.

Celebrating Freedom Week:

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. 

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. 

The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. 

(B) Each school district shall require that, during Celebrate Freedom Week, students in Grades 3-12 study and recite the following text from the Declaration of Independence: 

"We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." 

(8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.

(13 The student understands important ideas in historical documents of Texas and the United States. 

The student is expected to: (A) identify the purposes and explain the importance of the Texas Declaration of Independence and the Texas Constitution; (B) identify and explain the basic functions of the three branches of government according to the Texas Constitution; and (C) identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. 

(15) The student understands the importance of active individual participation in the democratic process. 

The student is expected to: (A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll; (B) explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as respectfully holding public officials to their word, writing letters, and participating in historic preservation and service projects; (C) explain the duty of the individual in state and local elections such as being informed and voting; (D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Henry B. González, Wallace Jefferson, and other local individuals; and (E) explain how to contact elected and appointed leaders in state and local governments. 

(16) The student understands the importance of effective leadership in a constitutional republic. 

The student is expected to: (A) identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States; and (B) identify leadership qualities of state and local leaders, past and present.

(20) The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A) apply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps; and (B) interpret geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.

(1) The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions. 

The student is expected to: (C) demonstrate safe practices of safety equipment during classroom and field investigations as outlined in Texas Education Agency‐approved safety standards.  

(5) The student understands that recurring themes and concepts provide a framework for making connections across disciplines. 

The student is expected to: (D) examine and model the parts of a system and their interdependence in the function of the system; (F) explain the relationship between the structure and function of objects, organisms, and systems

(6) The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. 

The student is expected to: (A) classify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas) (B) investigate and compare a variety of mixtures, including solutions that are composed of liquids in liquids and solids in liquids (C) demonstrate that matter is conserved when mixtures such as soil and water or oil and water are formed