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Using Texas Standards in Instructional Design

Index

What are standards?

The following definitions are taken from the US Department of Education's publication, Improving America's Schools: A Newsletter on Issues in School Reform.

  • Academic content standards describe what every student should know and be able to do in the core academic content areas (e.g., mathematics, science, geography). Content standards should apply equally to students of all races and ethnicities, from all linguistic and cultural backgrounds, both with and without special learning needs.

    The academic content standards for Texas are available at The TEKS Web site.

  • Performance standards answer the question, "How good is good enough?" They define how students demonstrate their proficiency in the skills and knowledge framed by states' content standards.

    Texas school districts have the task of determining local performance standards and proficiencies in meeting the state content standards. This guide discusses the definition and development of performance standards in the assessment section.

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Examples of standards


An Example of Texas's Content Standards in Language Arts

View the Language Arts TEKS Web Site

Elementary Reading Standard 1.12.

Reading/Comprehension. The student uses a variety of strategies to comprehend selections read aloud and sections read independently. The student is expected to:
  1. use prior knowledge to anticipate meaning and make sense of texts (K-3);
  2. establish purposes for reading and listening such as to become informed, to follow directions, to be entertained (K-3);
  3. retell or act out the order of important events in stories (K-3);
  4. monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help (1-3);
  5. draw and discuss visual images based on text descriptions (1-3);
  6. make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); and
  7. identify similarities and differences across texts such as topics, characters, and problems (1-2).

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Some Examples of Texas's Content Standards in Math

View the Math TEKS Web Site

Mathematics, Kindergarten, Standard 12.

Probability and Statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:
  1. construct graphs using real objects or pictures in order to answer questions; and
  2. use information from a graph of real objects or pictures in order to answer questions.

Mathematics, Kindergarten, Standard 13.

Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
  1. identify mathematics in everyday situations;
  2. use a problem-solving model, with guidance, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
  3. select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and
  4. use tools such as real objects, manipulatives, and technology to solve problems.

Mathematics, Kindergarten, Standard 14.

Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to:
  1. explain and record observations using objects, words, pictures, numbers, and technology; and
  2. relate everyday language to mathematical language and symbols.

Mathematics, Kindergarten, Standard 15.

Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology.

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Some Examples of Texas's Content Standards in Social Studies

View the Social Studies TEKS Web Site

Social Studies Standard 8.30

The student applies critical thinking skills to organize and use information acquired from a variety of sources, including electronic technology. The student is expected to:
  1. differentiate between, locate, and use primary and secondary sources, such as computer software, databases, media and news services, biographies, interviews, and artifacts, to acquire information about the United States;
  2. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
  3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
  4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
  5. support a point of view on a social studies issue or event;
  6. identify bias in written, oral, and visual material;
  7. evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and
  8. use appropriate mathematical skills to interpret social studies information such as maps and graphs.

Social Studies Standard 8.31

The student communicates in written, oral, and visual forms. The student is expected to:
  1. use social studies terminology correctly;
  2. use standard grammar, sentence structure, and punctuation;
  3. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
  4. create written, oral, and visual presentations of social studies information.

Social Studies Standard 8.32

the student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
  1. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of a solution; and
  2. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

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Some Examples of Texas's Content Standards in Science

View the Science TEKS Web Site

Science, Kindergarten, Standard 2.

Scientific Processes. The student develops abilities necessary to do science inquiry in both the field and the classroom. The student is expected to:
  1. ask questions about organisms, objects, and events;
  2. plan and conduct simple descriptive investigations;
  3. gather information using simple equipment and tools to extend the senses;
  4. construct reasonable explanations using information; and
  5. communicate findings about simple investigations.

Science, Kindergarten, Standard 9.

Science Concepts. The student knows that living things have basic needs. The student is expected to:
  1. identify basic needs of living organisms;
  2. give examples of how living organisms depend on each other; and
  3. identify ways that the Earth can provide resources for life.

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How to navigate through the TEKS

You need to become familiar with the TEKS in order to effectively use them as teaching objectives. Reading the final versions is a good way to introduce yourself to the Texas standards. This may be a daunting task, especially for elementary school teachers that must teach a section of every content area. If you are looking for a particular content standard as a teaching objective, here are some tips for browsing the TEKS.
  1. You may load each content area and use the find function (Cntl + F) in your Web browser to search for a particular skill (e.g. problem solve, expository writing, oral communication/communicate orally) or teaching mechanism (e.g. journal, poem, speech, oral presentation) that you would like to include as a teaching objective.

  2. You may also take advantage of the TEKS search engine to look for a skill or teaching mechanism across content areas for interdisciplinary lesson development. The TEKS search engine will only point you to the page of the search terms you entered, not the line on that page. Once you load the page, you may have to use the find function (Cntl + F) to find your search terms.

    To use the TEKS search engine, enter the keywords you are interested in, separated by a comma (,). You can use a semicolon (;) to separate search terms that need to be adjacent (to look for a phrase "milk and cookies" or "cookies and milk", you could enter the terms "cookies;and;milk" in the search box).

  3. Other search functions may become available when the TEKS CD-ROM is distributed to Texas schools.

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Teachers' Internet Use Guide
Updated August 25, 2005
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