(9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. 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: (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales; (B) explain figurative language such as simile, metaphor, and personification that the poet uses to create images; (C) explain structure in drama such as character tags, acts, scenes, and stage directions;

(12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: (A) compose literary texts such as personal narratives and poetry using genre characteristics and craft;

(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: (A) generate and clarify questions on a topic for formal and informal inquiry; (B) develop and follow a research plan with adult assistance; (C) identify and gather relevant information from a variety of sources; (D) identify primary and secondary sources; (E) demonstrate understanding of information gathered; (F) recognize the difference between paraphrasing and plagiarism when using source materials; (G) develop a bibliography; and (H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. 

(9) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: (A) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and (B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

(14) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the Alamo, and the San Jacinto Monument; (B) sing or recite "Texas, Our Texas"; (C) recite and explain the meaning of the Pledge to the Texas Flag; and (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.

(18) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to: (A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions; and (B) describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.

(4) Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: (A) explain how scientific discoveries and innovative solutions to problems impact science and society (B) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers

(12) Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to: (A) investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter (B) describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers (C) identify and describe past environments based on fossil evidence, including common Texas fossils