Formative Assessment Item Bank Texas English Language Arts

Formative Assessment Item Bank

All counts are as of April 1, 2014. Due to the dynamic nature of the bank and ongoing work, totals may shift as additional work is completed.

Texas

English Language Arts Spanish Coverage Report

Grade/Course Standard Code Standard Text Total

Kindergarten RC.A discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language);

7

RC.D make inferences based on the cover, title, illustrations, and plot; 11

RC.E retell or act out important events in stories; and 1

1.G identify different parts of a book (e.g., front and back covers, title page).

2

4.A predict what might happen next in text based on the cover, title, and illustrations; and

6

4.B ask and respond to questions about texts read aloud. 16

6.A identify elements of a story including setting, character, and key events;

21

6.C recognize sensory details; and 1

8.A retell a main event from a story read aloud; and 28

8.B describe characters in a story and the reasons for their actions. 19

9 Students 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. Students are expected to identify the topic of an informational text heard.

1

10.A identify the topic and details in expository text heard or read, referring to the words and/or illustrations;

24

10.B retell important facts in a text, heard or read; 29

11.A follow pictorial directions (e.g., recipes, science experiments); and

8

174Kindergarten Total


First Grade RC.D make inferences about text and use textual evidence to support understanding;

35

1.F identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

3

4.B ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and

4

4.C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

1

9.A describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and

7

9.B describe characters in a story and the reasons for their actions and feelings.

12

13 Students 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. Students are expected to identify the topic and explain the author's purpose in writing about the text.

2

14.A restate the main idea, heard or read; 19

14.B identify important facts or details in text, heard or read; 51

14.C retell the order of events in a text by referring to the words and/or illustrations; and

5

14.D use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

29

15.A follow written multi-step directions with picture cues to assist with understanding; and

30

16.A recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and

2

200First Grade Total


Second Grade RC.A establish purposes for reading selected texts based upon content to enhance comprehension;

1

RC.D make inferences about text using textual evidence to support understanding;

62

RC.E retell important events in stories in logical order; and 6

3.A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

9

3.B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

34

3.C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

6

6.A identify moral lessons as themes in well-known fables, legends, myths, or stories; and

1

9.B describe main characters in works of fiction, including their traits, motivations, and feelings.

20

10 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction.

1

13 Students 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. Students are expected to identify the topic and explain the author's purpose in writing the text.

17

14.A identify the main idea in a text and distinguish it from the topic; 28

14.B locate the facts that are clearly stated in a text; 56

14.D use text features (e.g., table of contents, index, headings) to locate specific information in text.

10

15.A follow written multi-step directions; and 35

25.C record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

2

288Second Grade Total


Third Grade RC.B ask literal, interpretive, and evaluative questions of text; 5

RC.D make inferences about text and use textual evidence to support understanding;

59

RC.E summarize information in text, maintaining meaning and logical order; and

10

1.A.iv using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and

1

1.B.i closed syllable (CVC) (e.g., mag-net, splen-did); 1

2.A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;

7

2.B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

34

4.A identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;

3

4.B use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

22

4.C identify and use antonyms, synonyms, homographs, and homophones;

19

4.E alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.

8

5.A paraphrase the themes and supporting details of fables, legends, myths, or stories; and

21

5.B compare and contrast the settings in myths and traditional folktales.

2

6 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

11

7 Students understand, make inferences and draw conclusions about the structure and elements of drama provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.

1

8.A sequence and summarize the plot's main events and explain their influence on future events;

35

8.B describe the interaction of characters including their relationships and the changes they undergo; and

37

9 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography.

5

12 Students 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. Students are expected to identify the topic and locate the author's stated purposes in writing the text.

22

13.A identify the details or facts that support the main idea; 107

13.B draw conclusions from the facts presented in text and support those assertions with textual evidence;

39

13.C identify explicit cause and effect relationships among ideas in texts; and

11

13.D use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

52

14 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do.

3

15.A follow and explain a set of written multi-step directions; and 34

15.B locate and use specific information in graphic features of text. 16

17.A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

8

17.B develop drafts by categorizing ideas and organizing them into paragraphs;

1

17.C revise drafts for coherence, organization, use of simple and compound sentences, and audience;

12

17.D edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

5

18.A write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

2

20.A.ii include supporting sentences with simple facts, details, and explanations; and

2

20.B write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and

2

22.A.iii adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);

1

22.A.viii time-order transition words and transitions that indicate a conclusion;

1

23.C.ii commas in series and dates; and 1

24.A use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

1

24.C spell high-frequency and compound words from a commonly used list;

1

25.A generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

4

25.B generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

3

26.A.ii data from experts, reference texts, and online searches; and 1

26.C take simple notes and sort evidence into provided categories or an organizer;

11

27 Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).

1

622Third Grade Total


Fourth Grade RC.B ask literal, interpretive, and evaluative questions of text; 5


109

2.B use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;

16

2.E use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.

4

3.A summarize and explain the lesson or message of a work of fiction as its theme; and

13

3.B compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.

15

4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

4

5 Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to describe the structural elements particular to dramatic literature.

2

6.A sequence and summarize the plot's main events and explain their influence on future events;

44

6.B describe the interaction of characters including their relationships and the changes they undergo; and

29

6.C identify whether the narrator or speaker of a story is first or third person.

5

8 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. Students are expected to identify the author's use of similes and metaphors to produce imagery.

5

10 Students 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. Students are expected to explain the difference between a stated and an implied purpose for an expository text.

27

11.A summarize the main idea and supporting details in text in ways that maintain meaning;

132

11.B distinguish fact from opinion in a text and explain how to verify what is a fact;

21

11.C describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and

20

11.D use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.

38

13.A determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and

28

13.B explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).

11

15.B develop drafts by categorizing ideas and organizing them into paragraphs;

1

15.C revise drafts for coherence, organization, use of simple and compound sentences, and audience;

8

15.D edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

1

23.A generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

1

23.B generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

1

24.A.iii visual sources of information (e.g., maps, timelines, graphs) where appropriate;

1

24.C take simple notes and sort evidence into provided categories or an organizer;

11

552Fourth Grade Total


Fifth Grade RC.B ask literal, interpretive, evaluative, and universal questions of text;

6


44

RC.E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts; and

6

2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

2

6.A describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;

5

6.B explain the roles and functions of characters in various plots, including their relationships and conflicts; and

21

6.C explain different forms of third-person points of view in stories. 1

7 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

3

8 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. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text.

1

10 Students 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. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

12

11.A summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;

67

11.B determine the facts in text and verify them through established methods;

8

11.C analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;

32

11.D use multiple text features and graphics to gain an overview of the contents of text and to locate information; and

22

11.E synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

37

12.A identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and

7

12.B recognize exaggerated, contradictory, or misleading statements in text.

4

13.A interpret details from procedural text to complete a task, solve a problem, or perform procedures; and

43

13.B interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

23

23.B generate a research plan for gathering relevant information about the major research question.

3

347Fifth Grade Total

2,183English Language Arts Total



Texas

Mathematics Spanish Coverage Report


Kindergarten 2.A count forward and backward to at least 20 with and without objects;

3

2.B read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;

13

2.C count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;

13

2.E generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

1

2.F generate a number that is one more than or one less than another number up to at least 20;

10

2.G compare sets of objects up to at least 20 in each set using comparative language;

6

2.H use comparative language to describe two numbers up to 20 presented as written numerals; and

12

2.I compose and decompose numbers up to 10 with objects and pictures.

5

3.A model the action of joining to represent addition and the action of separating to represent subtraction;

4

3.B solve word problems using objects and drawings to find sums up to 10 and differences within 10; and

1

3.C explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

4

6.A identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles;

5

6.B identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world;

1

6.C identify two-dimensional components of three-dimensional objects;

1

6.D identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably;

3

6.E classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and

3

7.B compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

16

101Kindergarten Total


Grade 1 2.B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

4

2.C use objects, pictures, and expanded and standard forms to represent numbers up to 120;

4

2.G represent the comparison of two numbers to 100 using the symbols >, <, or =.

9

3.B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3;

6

3.D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;

29

4.C use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.

4

5.A recite numbers forward and backward from any given number between 1 and 120;

2

5.C use relationships to determine the number that is 10 more and 10 less than a given number up to 120;

14

5.D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;

14

5.F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation; and

4

5.G apply properties of operations to add and subtract two or three numbers.

4

6.A classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;

2

6.D identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;

7

6.E identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;

14

6.F compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;

2

6.H identify examples and non-examples of halves and fourths. 4

7.A use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;

11

7.B illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other;

10

7.D describe a length to the nearest whole unit using a number and a unit; and

4

7.E tell time to the hour and half hour using analog and digital clocks. 11

8.A collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;

1

8.B use data to create picture and bar-type graphs; and 1

8.C draw conclusions and generate and answer questions using information from picture and bar-type graphs.

7

168Grade 1 Total


Grade 2 2.A use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;

1

2.B use standard, word, and expanded forms to represent numbers up to 1,200;

28

2.D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);

10

2.E locate the position of a given whole number on an open number line; and

3

2.F name the whole number that corresponds to a specific point on a number line.

6

3.A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;

1

3.C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and

3

4.A recall basic facts to add and subtract within 20 with automaticity; 5

4.B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations;

14

4.C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and

42

5.A determine the value of a collection of coins up to one dollar; and 2

5.B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.

6

7.A determine whether a number up to 40 is even or odd using pairings of objects to represent the number;

4

8.D compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and

4

8.E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.

4

9.B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;

3

9.D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;

6

9.E determine a solution to a problem involving length, including estimating lengths;

12

9.F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and

7

9.G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

7

10.B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;

4

10.D draw conclusions and make predictions from information in a graph.

8

180Grade 2 Total


Grade 3 2.A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;

6

2.B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;

11

2.C represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and

27

2.D compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.

14

3.A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

25

3.B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;

10

3.C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;

4

3.F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;

9

3.G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and

6

3.H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

7

4.A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;

32

4.B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;

27

4.C determine the value of a collection of coins and bills; 4

4.D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;

4

4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;

1

4.F recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;

5

4.G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

27

4.H determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;

5

4.J determine a quotient using the relationship between multiplication and division; and

16

4.K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

46

5.A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;

16

5.B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;

11

5.D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and

14

5.E represent real-world relationships using number pairs in a table and verbal descriptions.

2

6.A classify and sort two- and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;

3

6.B use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;

5

6.C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;

31

6.D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and

11

7.B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;

41

7.C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;

1

7.E determine liquid volume (capacity) or weight using appropriate units and tools.

25

8.A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and

5

8.B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

24

475Grade 3 Total


Grade 4 2.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;

3

2.B represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;

22

2.C compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =;

2

2.D round whole numbers to a given place value through the hundred thousands place;

6

2.E represent decimals, including tenths and hundredths, using concrete and visual models and money;

5

2.F compare and order decimals using concrete and visual models to the hundredths;

2

2.G relate decimals to fractions that name tenths and hundredths; and

9

2.H determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

3

3.C determine if two given fractions are equivalent using a variety of methods;

10

3.D compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;

13

3.E represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;

12

4.A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;

5

4.D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

16

4.E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;

2

4.F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor;

3

4.G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and

2

4.H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

20

5.D solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

28

6.A identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;

9

6.B identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;

18

6.C apply knowledge of right angles to identify acute, right, and obtuse triangles; and

9

7.B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers;

1

7.C determine the approximate measures of angles in degrees to the nearest whole number using a protractor;

10

7.E determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.

4

8.B convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and

2

8.C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

39

255Grade 4 Total


Grade 5 2.B compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and

13

2.C round decimals to tenths or hundredths. 11

3.A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division;

18

3.B multiply with fluency a three-digit number by a two-digit number using the standard algorithm;

3

3.C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;

6

3.E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;

1

3.G solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm;

1

3.H represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;

10

3.I represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models;

8

3.J represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models;

5

3.K add and subtract positive rational numbers fluently; and 43

3.L divide whole numbers by unit fractions and unit fractions by whole numbers.

1

4.A identify prime and composite numbers; 2

4.C generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph;

4

4.F simplify numerical expressions that do not involve exponents, including up to two levels of grouping;

6

4.H represent and solve problems related to perimeter and/or area and related to volume.

4

5 The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.

15

6.A recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and

12

6.B determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.

14

7 The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.

46

8.C graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.

26

9.C solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.

1

250Grade 5 Total


Grade 6 2.C locate, compare, and order integers and rational numbers using a number line;

13

2.D order a set of rational numbers arising from mathematical and real-world contexts; and

26

3.A recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values;

3

3.B determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one;

10

3.D add, subtract, multiply, and divide integers fluently; and 4

3.E multiply and divide positive rational numbers fluently. 16

4.C give examples of ratios as multiplicative comparisons of two quantities describing the same attribute;

10

4.H convert units within a measurement system, including the use of proportions and unit rates.

8

5.A represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;

1

6.B write an equation that represents the relationship between independent and dependent quantities from a table; and

3

6.C represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.

1

7.A generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization;

3

7.D generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.

10

8.C write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers; and

3

8.D determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.

26

9.A write one-variable, one-step equations and inequalities to represent constraints or conditions within problems;

18

9.B represent solutions for one-variable, one-step equations and inequalities on number lines; and

1

10.A model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; and

1

11 The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers.

2

12.B use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;

7

12.C summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution; and

5

171Grade 6 Total


Grade 7 3.B apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.

24

4.B calculate unit rates from rates in mathematical and real-world problems;

1

4.D solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems; and

9

9.A solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids;

7

9.C determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles; and

3

9.D solve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net.

1

45Grade 7 Total

1,645Mathematics Total



Texas

Science Spanish Coverage Report


Grade 3 2.A plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world;

4

2.B collect data by observing and measuring using the metric system and recognize differences between observed and measured data;

3

2.C construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data;

2

2.D analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations;

4

2.E demonstrate that repeated investigations may increase the reliability of results; and

4

3.C represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials; and

9

3.D connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

5

4.A collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and

18

4.B use safety equipment as appropriate, including safety goggles and gloves.

1

5.A measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float;

8

5.B describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container;

7

5.C predict, observe, and record changes in the state of matter caused by heating or cooling; and

6

5.D explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips.

7

6.A explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life;

14

6.B demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons; and

10

6.C observe forces such as magnetism and gravity acting on objects. 9

7.A explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains;

10

7.B investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides;

15

7.C identify and compare different landforms, including mountains, hills, valleys, and plains; and

9

7.D explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.

11

8.A observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation;

5

8.B describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle;

15

8.C construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and

15

8.D identify the planets in Earth's solar system and their position in relation to the Sun.

14

9.A observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;

14

9.B identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and

13

9.C describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.

16

10.A explore how structures and functions of plants and animals allow them to survive in a particular environment;

8

10.B explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food; and

15

10.C investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs.

7

278Grade 3 Total


Grade 4 1.A demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

15

2.A plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;

11

2.B 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;

15

2.C construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;

7

2.D analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured;

10

2.E perform repeated investigations to increase the reliability of results; and

8

2.F communicate valid, oral, and written results supported by data. 1

3.A 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;

2

3.B draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen;

2

3.C represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size; and

6


18

4.A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and

9

4.B use safety equipment as appropriate, including safety goggles and gloves.

5

5.A measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float;

10

5.B predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water; and

10

5.C compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water.

3

6.A differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal;

12

6.B differentiate between conductors and insulators; 13

6.C demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field; and

19

6.D design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.

4

7.A examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants;

12

7.B observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and

21

7.C identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.

15

8.A measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key;

9

8.B describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and

18

8.C collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.

18

9.A investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and

14

9.B describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.

8

10.A explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants;

15

10.B 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; and

15

10.C explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans.

15

340Grade 4 Total


Grade 5 1.A demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

8

1.B make informed choices in the conservation, disposal, and recycling of materials.

2

2.A describe, plan, and implement simple experimental investigations testing one variable;

19

2.B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology;

16

2.C collect information by detailed observations and accurate measuring;

12

2.D analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence;

20

2.E demonstrate that repeated investigations may increase the reliability of results;

15

2.F communicate valid conclusions in both written and verbal forms; and

3

2.G construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

11


3


12

4.A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums; and

13

4.B use safety equipment, including safety goggles and gloves. 5

5.A classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;

15

5.B identify the boiling and freezing/melting points of water on the Celsius scale;

8

5.C demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and

15

5.D identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

12

6.A explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;

12

6.B demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;

14

6.C demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and

16

6.D design an experiment that tests the effect of force on an object. 8

7.A explore the processes that led to the formation of sedimentary rocks and fossil fuels;

15

7.B recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice;

11

7.C identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and

9

7.D identify fossils as evidence of past living organisms and the nature of the environments at the time using models.

14

8.A differentiate between weather and climate; 14

8.B explain how the Sun and the ocean interact in the water cycle; 10

8.C demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and

11

8.D identify and compare the physical characteristics of the Sun, Earth, and Moon.

18

9.A observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;

10

9.B describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;

14

9.C predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and

11

9.D identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

9

10.A 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;

8

10.B 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; and

14

10.C describe the differences between complete and incomplete metamorphosis of insects.

15

422Grade 5 Total


Grade 6 1.A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

1

2.A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

2

2.B design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

4

2.C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

2

2.D construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

8

2.E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

4


4

3.B use models to represent aspects of the natural world such as a model of Earth's layers;

1

3.D relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

7

4.A use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; and

13

4.B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

1

5.A know that an element is a pure substance represented by chemical symbols;

9

5.B recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere;

4

5.C differentiate between elements and compounds on the most basic level; and

1

5.D identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

14

6.A compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability;

4

6.B calculate density to identify an unknown substance; and 3

6.C test the physical properties of minerals, including hardness, color, luster, and streak.

3

7.A research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and

11

7.B design a logical plan to manage energy resources in the home, school, or community.

9

8.A compare and contrast potential and kinetic energy; 13

8.B identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;

3

8.C calculate average speed using distance and time measurements; 7

8.E investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

3

9.A investigate methods of thermal energy transfer, including conduction, convection, and radiation;

15

9.B verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; and

4

9.C demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

13

10.A build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;

5

10.B classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;

10

10.C identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and

8

10.D describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

6

11.A describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;

10

11.B understand that gravity is the force that governs the motion of our solar system; and

11

12.A understand that all organisms are composed of one or more cells;

9

12.B recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic;

8

12.C recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains;

9

12.D identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;

10

12.E describe biotic and abiotic parts of an ecosystem in which organisms interact; and

3

12.F diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

10

262Grade 6 Total

1,302Science Total

Documents

Formative Assessment Item Bank Texas English Language Arts