ReadiStep Aligned Texas Essential Knowledge And Skills . - Houston ISD
ReadiStep Alignment to Texas Essential Knowledge and Skills (ELA)ReadiStepSkill Category and Description ofSkillsDetermining the Meaning of Words:Understanding of vocabulary and sentencestructure — Student determines the meaning of aword in a sentence or a section of text by usingcontext clues, knowledge of the meaning ofwords, knowledge of root words and affixes, andunderstanding of how the different parts of asentence fit together.Author’s Craft:Understanding of an author’s use of language anddevices — Student understands an author’spurpose in a text. Student recognizes that authorsuse word choice, literary devices and rhetoricaldevices to achieve certain effects.Reasoning and Inferencing:Use of reasoning and critical thinking to extend orelaborate on a text — Student uses reasoning toconnect ideas within a text or across short textsand to draw conclusions about a text or texts.Student makes inferences and recognizesimplications in a text.GradeAligned Texas Essential Knowledge and 2) Reading/Vocabulary Development. Students understandnew vocabulary and use it when reading and writing.2.A2.BEighthGrade(2) Reading/Vocabulary Development. Students understandnew vocabulary and use it when reading and writing.2.A2.BSeventhGrade(6) Reading/Comprehension of Literary Text/Fiction. Studentsunderstand, make inferences and draw conclusions about thestructure and elements of fiction and provide evidence fromtext to support their understanding.(6) Comprehension of Literary Text/Fiction. Studentsunderstand, make inferences and draw conclusions about thestructure and elements of fiction and provide evidence fromtext to support their understanding.(8) Comprehension of Literary Text/Sensory Language.Students understand, make inferences and draw conclusionsabout how an author's sensory language creates imagery inliterary text and provide evidence from text to support theirunderstanding. Students are expected to explain the effectof similes and extended metaphors in literary text.(9) Comprehension of Informational Text/Culture andHistory. Students analyze, make inferences and drawconclusions about the author's purpose in cultural, historical,and contemporary contexts and provide evidence from thetext to support their understanding. Students are expectedto analyze works written on the same topic and comparehow the authors achieved similar or different purposes.Reading/Comprehension Skills. Students use a flexible rangeof metacognitive reading skills in both assigned andindependent reading to understand an author's message.Students will continue to apply earlier standards with greaterdepth in increasingly more complex texts as they becomeself‐directed, critical readers.(7) Reading/Comprehension of Literary Text/LiteraryNonfiction. Students understand, make inferences and drawconclusions about the varied structural patterns and featuresof literary nonfiction and provide evidence from text tosupport their understanding. Students are expected todescribe the structural and substantive differences betweenan autobiography or a diary and a fictional adaptation of it.(8) Reading/Comprehension of Literary Text/SensoryLanguage. Students understand, make inferences and drawconclusions about how an author's sensory language createsimagery in literary text and provide evidence from text tosupport their understanding. Students are expected todetermine the figurative meaning of phrases and analyzehow an author's use of language creates imagery, appeals tothe senses, and suggests mood.(9) Reading/Comprehension of Informational Text/Cultureand History. Students analyze, make inferences and drawconclusions about the author's purpose in cultural, historical,and contemporary contexts and provide evidence from thetext to support their understanding. Students are expectedto explain the difference between the theme of a literarywork and the author's purpose in an expository text.(10) Reading/Comprehension of InformationalText/Expository Text. Students analyze, make inferences anddraw conclusions about expository text and provide evidence6.CEighthGradeSeventhGrade1 of 246.C89RC.DRC.ERC.F78910.D
ReadiStep Alignment to Texas Essential Knowledge and Skills (ELA)ReadiStepSkill Category and Description ofSkillsReasoning and Inferencing:Use of reasoning and critical thinking to extend orelaborate on a text — Student uses reasoning toconnect ideas within a text or across short textsand to draw conclusions about a text or texts.Student makes inferences and recognizesimplications in a text.Organization and Ideas:Understanding of ideas and recognition of a text’sorganization — Student understands, connectsand compares ideas within a text or across shorttexts. Student understands how a text isorganized and recognizes the functions ofdifferent parts of a d Texas Essential Knowledge and SkillsStandardPerformanceExpectationsfrom text to support their understanding.Reading/Comprehension Skills. Students use a flexible rangeof metacognitive reading skills in both assigned andindependent reading to understand an author's message.Students will continue to apply earlier standards with greaterdepth in increasingly more complex texts as they becomeself‐directed, critical readers.(7) Comprehension of Literary Text/Literary Nonfiction.Students understand, make inferences and draw conclusionsabout the varied structural patterns and features of literarynonfiction and provide evidence from text to support theirunderstanding. Students are expected to analyze passages inwell‐known speeches for the author's use of literary devicesand word and phrase choice (e.g., aphorisms, epigraphs) toappeal to the audience.(8) Comprehension of Literary Text/Sensory Language.Students understand, make inferences and draw conclusionsabout how an author's sensory language creates imagery inliterary text and provide evidence from text to support theirunderstanding. Students are expected to explain the effectof similes and extended metaphors in literary text.(9) Comprehension of Informational Text/Culture andHistory. Students analyze, make inferences and drawconclusions about the author's purpose in cultural, historical,and contemporary contexts and provide evidence from thetext to support their understanding. Students are expectedto analyze works written on the same topic and comparehow the authors achieved similar or different purposes.(10) Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusionsabout expository text and provide evidence from text tosupport their understanding.(11) Comprehension of Informational Text/Persuasive Text.Students analyze, make inferences and draw conclusionsabout persuasive text and provide evidence from text tosupport their analysis.Reading/Comprehension Skills. Students use a flexible rangeof metacognitive reading skills in both assigned andindependent reading to understand an author's message.Students will continue to apply earlier standards with greaterdepth in increasingly more complex texts as they becomeself‐directed, critical readers.(7) Reading/Comprehension of Literary Text/LiteraryNonfiction. Students understand, make inferences and drawconclusions about the varied structural patterns and featuresof literary nonfiction and provide evidence from text tosupport their understanding. Students are expected todescribe the structural and substantive differences betweenan autobiography or a diary and a fictional adaptation of it.(8) Reading/Comprehension of Literary Text/SensoryLanguage. Students understand, make inferences and drawconclusions about how an author's sensory language createsimagery in literary text and provide evidence from text tosupport their understanding. Students are expected todetermine the figurative meaning of phrases and analyzehow an author's use of language creates imagery, appeals tothe senses, and suggests mood.(10) Reading/Comprehension of InformationalText/Expository Text. Students analyze, make inferences anddraw conclusions about expository text and provide evidencefrom text to support their understanding.Reading/Comprehension Skills. Students use a flexible rangeof metacognitive reading skills in both assigned and2 of F
ReadiStep Alignment to Texas Essential Knowledge and Skills (ELA)ReadiStepSkill Category and Description ofSkillsGradeOrganization and Ideas:Understanding of ideas and recognition of a text’sorganization — Student understands, connectsand compares ideas within a text or across shorttexts. Student understands how a text isorganized and recognizes the functions ofdifferent parts of a text.Understanding Literary Elements:Use of knowledge of literary elements — Studentuses understanding of setting, plot,characterization, theme and narrative perspective(point of view) when analyzing a literary text.SeventhGradeEighthGradeManage Word Choice and GrammaticalRelationships Between Words:Student knows parts of speech and how theyagree in a well‐formed sentence (for example,subject‐verb‐object agreement; pronoun case,reference and agreement; verb form and tense;consistency of voice and person). Student correctserrors in grammatical relationships between andamong words in a sentence in order tocommunicate ideas clearly and concisely.Manage Grammatical Structures Used to Modifyor Compare:Student manages modifiers and objects (forSeventhGradeEighthGradeSeventhGradeAligned Texas Essential Knowledge and SkillsStandardPerformanceExpectationsindependent reading to understand an author's message.Students will continue to apply earlier standards with greaterdepth in increasingly more complex texts as they becomeself‐directed, critical readers.(7) Comprehension of Literary Text/Literary Nonfiction.Students understand, make inferences and draw conclusionsabout the varied structural patterns and features of literarynonfiction and provide evidence from text to support theirunderstanding. Students are expected to analyze passages inwell‐known speeches for the author's use of literary devicesand word and phrase choice (e.g., aphorisms, epigraphs) toappeal to the audience.(9) Comprehension of Informational Text/Culture andHistory. Students analyze, make inferences and drawconclusions about the author's purpose in cultural, historical,and contemporary contexts and provide evidence from thetext to support their understanding. Students are expectedto analyze works written on the same topic and comparehow the authors achieved similar or different purposes.(10) Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusionsabout expository text and provide evidence from text tosupport their understanding.(11) Comprehension of Informational Text/Persuasive Text.Students analyze, make inferences and draw conclusionsabout persuasive text and provide evidence from text tosupport their analysis.(3) Reading/Comprehension of Literary Text/Theme andGenre. Students analyze, make inferences and drawconclusions about theme and genre in different cultural,historical, and contemporary contexts and provide evidencefrom the text to support their understanding.(6) Reading/Comprehension of Literary Text/Fiction. Studentsunderstand, make inferences and draw conclusions about thestructure and elements of fiction and provide evidence fromtext to support their understanding.(3) Comprehension of Literary Text/Theme and Genre.Students analyze, make inferences and draw conclusionsabout theme and genre in different cultural, historical, andcontemporary contexts and provide evidence from the textto support their understanding.(6) Comprehension of Literary Text/Fiction. Studentsunderstand, make inferences and draw conclusions about thestructure and elements of fiction and provide evidence fromtext to support their understanding.(14) Writing/Writing Process. Students use elements of thewriting process (planning, drafting, revising, editing, andpublishing) to compose text.(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater complexity.(14) Writing/Writing Process. Students use elements of thewriting process (planning, drafting, revising, editing, andpublishing) to compose text.(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater complexity.(14) Writing/Writing Process. Students use elements of thewriting process (planning, drafting, revising, editing, andpublishing) to compose text.3 of 19.A.v19.A.vi14.D19.A.i19.A.iv14.D
ReadiStep Alignment to Texas Essential Knowledge and Skills (ELA)ReadiStepSkill Category and Description ofSkillsexample, adjectives and nouns, adverbs and verbsor adjectives, modifying clauses and their objects)to ensure that the modifier‐object references areclear, logical and correctly formed. Studentcorrects errors in modifier‐object references,comparative structures and superlative structuresin a sentence to communicate ideas clearly andconcisely.Manage Phrases and Clauses in a Sentence:Student uses well‐formed sentence structures (forexample, subordinate, coordinate and relativeclauses; parallelism; and proper connectives) toindicate relations between and among elements ofa sentence. Student recognizes when clauses areformed correctly using appropriate subjects andverb forms (for example, infinitives, gerunds andparticiples). Student corrects errors in howphrases and clauses are structures in a sentence tocommunicate ideas clearly and concisely.Recognize Correctly‐Formed Sentences:Student knows parts of speech and understandshow they agree in well‐formed sentences.Student understands the function of modifyingwords and phrases and recognizes when they areused correctly. Student understands therelationships between phrases and clauses in well‐formed sentences and recognizes when clausesare formed correctly using appropriate subjectsand verb forms.Manage Order and Relationships of Sentencesand Paragraphs:Student recognizes that a clear organization and asmooth progression of ideas improve coherenceboth within and among the paragraphs in anessay. Student signals the main point or theme,uses effective transitions to signal development,and uses rhetorical conventions to structure ideas.Student corrects errors in organization anddevelopment to improve the focus and flow of aparagraphs or paragraphs in an thGradeAligned Texas Essential Knowledge and SkillsStandardPerformanceExpectations(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater complexity.(14) Writing/Writing Process. Students use elements of thewriting process (planning, drafting, revising, editing, andpublishing) to compose text.(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater complexity.(14) Writing/Writing Process. Students use elements of thewriting process (planning, drafting, revising, editing, andpublishing) to compose text.(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater complexity.(14) Writing/Writing Process. Students use elements of thewriting process (planning, drafting, revising, editing, andpublishing) to compose text.(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater complexity.(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater vi19.A.viiEighthGrade(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater (14) Writing/Writing Process. Students use elements of thewriting process (planning, drafting, revising, editing, andpublishing) to compose text.(19) Oral and Written Conventions/Conventions. Studentsunderstand the function of and use the conventions ofacademic language when speaking and writing. Students willcontinue to apply earlier standards with greater complexity.(14) Writing/Writing Process. Students use elements of thewriting process (planning, drafting, revising, editing, andpublishing) to compose text.14.CEighthGrade4 of 2419.A.iv19.A.viii14.C
English Language Arts Side-By-Side Alignment Tables:ReadiStep – Texas Essential Knowledge and SkillsTexas Essential Knowledge and SkillsGradeStandardPE IDPerformance ExpectationAligned ReadiStepSkill CategorySeventh GradeReading/Comprehension Skills.: Students use a flexible range of(A) establish purposes for reading selected textsmetacognitive reading skills in both assigned and independent reading based upon own or others' desired outcome toto understand an author's message. Students will continue to applyenhance comprehension;earlier standards with greater depth in increasingly more complex textsas they become self-directed, critical readers.RC.ASeventh GradeReading/Comprehension Skills.: Students use a flexible range of(B) ask literal, interpretive, evaluative, andmetacognitive reading skills in both assigned and independent reading universal questions of text;to understand an author's message. Students will continue to applyearlier standards with greater depth in increasingly more complex textsas they become self-directed, critical readers.RC.BSeventh GradeReading/Comprehension Skills.: Students use a flexible range ofmetacognitive reading skills in both assigned and independent readingto understand an author's message. Students will continue to applyearlier standards with greater depth in increasingly more complex textsas they become self-directed, critical readers.(C) reflect on understanding to monitorcomprehension (e.g., summarizing andsynthesizing; making textual, personal, and worldconnections; creating sensory images);RC.CSeventh GradeReading/Comprehension Skills.: Students use a flexible range of(D) make complex inferences about text and usemetacognitive reading skills in both assigned and independent reading textual evidence to support understanding;to understand an author's message. Students will continue to applyearlier standards with greater depth in increasingly more complex textsas they become self-directed, critical readers.RC.DReasoning and InferencingSeventh GradeReading/Comprehension Skills.: Students use a flexible range of(E) summarize, paraphrase, and synthesize textsmetacognitive reading skills in both assigned and independent reading in ways that maintain meaning and logical orderto understand an author's message. Students will continue to applywithin a text and across texts; andearlier standards with greater depth in increasingly more complex textsas they become self-directed, critical readers.RC.EReasoning and InferencingSeventh GradeReading/Comprehension Skills.: Students use a flexible range of(F) make connections between and across texts,metacognitive reading skills in both assigned and independent reading including other media (e.g., film, play), andto understand an author's message. Students will continue to applyprovide textual evidence.earlier standards with greater depth in increasingly more complex textsas they become self-directed, critical readers.RC.FReasoning and InferencingSeventh Grade(1) Reading/Fluency.: Students read grade-level text with fluency andcomprehension. Students are expected to adjust fluency when readingaloud grade-level text based on the reading purpose and the nature ofthe text.1Seventh Grade(2) Reading/Vocabulary Development.: Students understand newvocabulary and use it when reading and writing.(A) determine the meaning of grade-levelacademic English words derived from Latin,Greek, or other linguistic roots and affixes;2.ADetermining the Meaning ofWordsSeventh Grade(2) Reading/Vocabulary Development.: Students understand newvocabulary and use it when reading and writing.(B) use context (within a sentence and in largersections of text) to determine or clarify themeaning of unfamiliar or ambiguous words;2.BDetermining the Meaning ofWordsOrganization and Ideas5 of 24
English Language Arts Side-By-Side Alignment Tables:ReadiStep – Texas Essential Knowledge and SkillsTexas Essential Knowledge and SkillsGradeSeventh GradeStandardPE IDPerformance ExpectationAligned ReadiStepSkill Category(2) Reading/Vocabulary Development.: Students understand newvocabulary and use it when reading and writing.(2) Reading/Vocabulary Development.: Students understand newvocabulary and use it when reading and writing.(C) complete analogies that describe part towhole or whole to part;(D) identify the meaning of foreign wordscommonly used in written English with emphasison Latin and Greek words (e.g., habeus corpus,e pluribus unum, bona fide, nemesis); and2.CSeventh Grade(2) Reading/Vocabulary Development.: Students understand newvocabulary and use it when reading and writing.(E) use a dictionary, a glossary, or a thesaurus(printed or electronic) to determine the meanings,syllabication, pronunciations, alternate wordchoices, and parts of speech of words.2.ESeventh Grade(A) describe multiple themes in a work of fiction;(3) Reading/Comprehension of Literary Text/Theme and Genre.:Students analyze, make inferences and draw conclusions about themeand genre in different cultural, historical, and contemporary contexts andprovide evidence from the text to support their understanding.3.ASeventh Grade(B) describe conventions in myths and epic tales(3) Reading/Comprehension of Literary Text/Theme and Genre.:Students analyze, make inferences and draw conclusions about theme (e.g., extended simile, the quest, the hero'sand genre in different cultural, historical, and contemporary contexts and tasks, circle stories); andprovide evidence from the text to support their understanding.3.BSeventh Grade(C) analyze how place and time influence the(3) Reading/Comprehension of Literary Text/Theme and Genre.:Students analyze, make inferences and draw conclusions about theme theme or message of a literary work.and genre in different cultural, historical, and contemporary contexts andprovide evidence from the text to support their understanding.3.CSeventh Grade(4) Reading/Comprehension of Literary Text/Poetry.: Studentsunderstand, make inferences and draw conclusions about the structureand elements of poetry and provide evidence from text to support theirunderstanding. Students are expected to analyze the importance ofgraphical elements (e.g., capital letters, line length, word position) on themeaning of a poem.4Seventh Grade(5) Reading/Comprehension of Literary Text/Drama.: Studentsunderstand, make inferences and draw conclusions about the structureand elements of drama and provide evidence from text to support theirunderstanding. Students are expected to explain a playwright's use ofdialogue and stage directions.5Seventh Grade(6) Reading/Comprehension of Literary Text/Fiction.: Students(A) explain the influence of the setting on plotunderstand, make inferences and draw conclusions about the structure development;and elements of fiction and provide evidence from text to support theirunderstanding.6.AUnderstanding Literary ElementsSeventh Grade(6) Reading/Comprehension of Literary Text/Fiction.: Studentsunderstand, make inferences and draw conclusions about the structureand elements of fiction and provide evidence from text to support theirunderstanding.6.BUnderstanding Literary ElementsSeventh Grade(B) analyze the development of the plot throughthe internal and external responses of thecharacters, including their motivations andconflicts; and6 of 242.DUnderstanding Literary Elements
English Language Arts Side-By-Side Alignment Tables:ReadiStep – Texas Essential Knowledge and SkillsTexas Essential Knowledge and SkillsGradeSeventh GradeStandardPE IDPerformance Expectation(6) Reading/Comprehension of Literary Text/Fiction.: Students(C) analyze different forms of point of view,understand, make inferences and draw conclusions about the structure including first-person, third-person omniscient,and elements of fiction and provide evidence from text to support their and third-person limited.understanding.6.CAligned ReadiStepSkill CategoryAuthor’s CraftUnderstanding Literary ElementsSeventh Grade(7) Reading/Comprehension of Literary Text/Literary Nonfiction.:Students understand, make inferences and draw conclusions about thevaried structural patterns and features of literary nonfiction and provideevidence from text to support their understanding. Students areexpected to describe the structural and substantive differences betweenan autobiography or a diary and a fictional adaptation of it.7Reasoning and InferencingSeventh Grade(8) Reading/Comprehension of Literary Text/Sensory Language.:Students understand, make inferences and draw conclusions about howan author's sensory language creates imagery in literary text andprovide evidence from text to support their understanding. Students areexpected to determine the figurative meaning of phrases and analyzehow an author's use of language creates imagery, appeals to thesenses, and suggests mood.8Seventh Grade(9) Reading/Comprehension of Informational Text/Culture and History.:Students analyze, make inferences and draw conclusions about theauthor's purpose in cultural, historical, and contemporary contexts andprovide evidence from the text to support their understanding. Studentsare expected to explain the difference between the theme of a literarywork and the author's purpose in an expository text.9Seventh Grade(10) Reading/Comprehension of Informational Text/Expository Text.:Students analyze, make inferences and draw conclusions aboutexpository text and provide evidence from text to support theirunderstanding.(A) evaluate a summary of the original text foraccuracy of the main ideas, supporting details,and overall meaning;10.ASeventh Grade(10) Reading/Comprehension of Informational Text/Expository Text.:Students analyze, make inferences and draw conclusions aboutexpository text and provide evidence from text to support theirunderstanding.(B) distinguish factual claims from commonplaceassertions and opinions;10.BSeventh Grade(10) Reading/Comprehension of Informational Text/Expository Text.:Students analyze, make inferences and draw conclusions aboutexpository text and provide evidence from text to support theirunderstanding.(C) use different organizational patterns asguides for summarizing and forming an overviewof different kinds of expository text; and10.COrganization and IdeasSeventh Grade(10) Reading/Comprehension of Informational Text/Expository Text.:Students analyze, make inferences and draw conclusions aboutexpository text and provide evidence from text to support theirunderstanding.(D) synthesize and make logical connectionsbetween ideas within a text and across two orthree texts representing similar or differentgenres, and support those findings with textualevidence.10.DReasoning and InferencingOrganization and IdeasReasoning and InferencingOrganization and IdeasReasoning and InferencingOrganization and Ideas7 of 24
English Language Arts Side-By-Side Alignment Tables:ReadiStep – Texas Essential Knowledge and SkillsTexas Essential Knowledge and SkillsGradeStandardPerformance ExpectationPE IDSeventh Grade(11) Reading/Comprehension of Informational Text/Persuasive Text.:(A) analyze the structure of the central argumentStudents analyze, make inferences and draw conclusions aboutin contemporary policy speeches (e.g., argumentpersuasive text and provide evidence from text to support their analysis. by cause and effect, analogy, authority) andidentify the different types of evidence used tosupport the argument; and11.ASeventh Grade(11) Reading/Comprehension of Informational Text/Persuasive Text.:(B) identify such rhetorical fallacies as adStudents analyze, make inferences and draw conclusions abouthominem, exaggeration, stereotyping, orpersuasive text and provide evidence from text to support their analysis. categorical claims in persuasive texts.11.BSeventh Grade(12) Reading/Comprehension of Informational Text/Procedural Texts.:Students understand how to glean and use information in proceduraltexts and documents.(A) follow multi-dimensional instructions from textto complete a task, solve a problem, or performprocedures; and12.ASeventh Grade(12) Reading/Comprehension of Informational Text/Procedural Texts.:Students understand how to glean and use information in proceduraltexts and documents.(B) explain the function of the graphicalcomponents of a text.12.BSeventh Grade(13) Reading/Media Literacy.: Students use comprehension skills to(A) interpret both explicit and implicit messagesanalyze how words, images, graphics, and sounds work together inin various forms of media;various forms to impact meaning. Students will continue to apply earlierstandards with greater depth in increasingly more complex texts.13.
understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 6.A 6.B 6.C Eighth Grade (3) Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions
Texas Alignment . 2012 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency. Standards List with Aligned Product Skills The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade and the product skills aligned to those .
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World Geography Studies (One Credit), Beginning with School Year 2011-2012. Proclamation 2015 Page 1 of 119 Publisher Name: Program ISBN Student Material Subject Subchapter Course Texas Essential Knowledge and Skills (TEKS) Breakouts. Chapter 113. Texas Essential Knowledge and Skills for Social Studies: Subchapter C. High School §113.43. World Geography Studies (One Credit), Beginning with .
Texas Essential Knowledge and Skills (TEKS) Fine Arts, Middle School Music Prepared by the State Board of Education (SBOE) TEKS Review Committees Final Recommendations, September 2012 These proposed revisions reflect the recommended changes to the fine arts Texas Essential Knowledge and Skills (TEKS) for music that have been made by the SBOE-
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