Analyze your TEKS
Use the evidence below, follow the routine, then make an independent response.
Look closely
Texas Declaration drafted on March 1.
Texas Declaration adopted on March 2.
Historical fact cards — paraphrased from the linked sources.
Your challenge
- Open the current grade/course TEKS. Select one expectation; separate the verb from the required content.
- Use your available curriculum, including TCMPC if your district provides access. Match sources, vocabulary, and a student product to the expectation.
- Add an ELPS language goal and UDL access options. Decide what separate evidence will show content and language learning.
Exact standard, grade/course, and school year
What thinking does the verb require?
Required content and source choices
Teacher notes & alignment
Look for an accurate detail, a clear connection, and a limit when the task asks for one. Ask students to revise after specific feedback.
Read aloud, enlarge the evidence, rehearse in a home language, and offer pointing or drawing when it preserves the content goal. Assess the selected English language domain separately.
Representative skill connections: Grade 2, Grade 4, Grade 8, and U.S. History Since 1877. Match the exact grade and course before teaching.
- K–2 · §113.13(c)(16)(A)–(C)
- Grades 3–5 · §113.15(c)(19)(C)–(D)
- Grades 6–8 · §113.20(c)(29)(B)–(C)
- Grades 9–12 · §113.41(d)(28)(B)
Current ELPS: K–3 uses §120.20; Grades 4–12 use §120.21. Grade 3 keeps the K–3 codes even in the 3–5 band.
ELPS §120.20(d)(2)(E), (4)(F) · §120.21(d)(2)(E), (4)(F)
Describe and explain with a partner; write with supporting details when writing is the target.
These are selected skill connections, not a complete course curriculum. Practice scenarios rehearse the skill; historical investigations need authentic, course-appropriate sources.
Standards checked September 30, 2026