Grade 7 SAILON


Online TAAS Release Test: 1999 2000 2001
(1) History. The student understands traditional historical points of reference in Texas history. The student is expected to:	(A) identify the major eras in Texas history and describe their defining characteristics; (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and (C) explain the significance of the following dates: 1519, 1718, 1821, 1836, 1845, and 1861.

(2) History. The student understands how individuals, events, and issues prior to the Texas Revolution shaped the history of Texas. The student is expected to:	(A) compare the cultures of Native Americans in Texas prior to European colonization; (B) identify important individuals, events, and issues related to European exploration and colonization of Texas, including the establishment of Catholic missions; (C) identify the contributions of significant individuals including Moses Austin, Stephen F. Austin, and Juan Seguín during the colonization of Texas; (D) identify the impact of the Mexican federal Constitution of 1824 on events in Texas; (E) trace the development of events that led to the Texas Revolution, including the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin; and (F) contrast Spanish and Anglo purposes for and methods of settlement in Texas.
(A) Clovis Time Machine
(3) History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to:	(A) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, and William B. Travis; and (B) explain the issues surrounding significant events of the Texas Revolution, including the battle of Gonzales, the siege of the Alamo, the convention of 1836, Fannin's surrender at Goliad, and the battle of San Jacinto.
Interactive Student (A, B) Texas History Quiz	Interactive Classroom
(4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to:	(A) identify individuals, events, and issues during the Republic of Texas and early Texas statehood, including annexation, Sam Houston, Anson Jones, Mirabeau B. Lamar, problems of the Republic of Texas, the Texas Rangers, the Mexican War, and the Treaty of Guadalupe-Hidalgo; and (B) analyze the causes of and events leading to Texas statehood.

(5) History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to:	(A) explain reasons for the involvement of Texas in the Civil War; and (B) analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas.

(6) History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. The student is expected to:	(A) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on Native Americans, the development of the cattle industry from its Spanish beginnings, the myth and realities of the cowboy way of life, the effects of the growth of railroads, the buffalo soldiers, James Hogg, Cynthia Parker, and Spindletop; and (B) explain the political, economic, and social impact of the cattle and oil industries and the development of West Texas resulting from the close of the frontier.

(7) History. The student understands how individuals, events, and issues shaped the history of Texas during the 20th century. The student is expected to:	(A) define the impact of "boom and bust" and trace the boom-and-bust cycle of leading Texas industries throughout the 20th century, including farming, oil and gas, cotton, cattle ranching, real estate, and banking; (B) evaluate the Progressive and other reform movements in Texas in the 19th and 20th centuries; (C) trace the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements, including James Farmer, Hector P. García, Oveta Culp Hobby, and Lyndon B. Johnson; (D) analyze the political, economic, and social impact of major wars, including World War I and World War II, on the history of Texas; (E) trace the emergence of the two-party system in Texas during the second half of the 20th century.

(8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:	(A) create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries; and (B) pose and answer questions about geographic distributions and patterns in Texas during the 19th and 20th centuries.

(9) Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:	(A) locate places and regions of importance in Texas during the 19th and 20th centuries; (B) compare places and regions of Texas in terms of physical and human characteristics; and (C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
(A) Beyond History Map
(10) Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th and 20th centuries. The student is expected to:	(A) identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications; and (B) explain ways in which geographic factors have affected the political, economic, and social development of Texas.

(11) Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th and 20th centuries. The student is expected to:	(A) analyze why immigrant groups came to Texas and where they settled; (B) analyze how immigration and migration to Texas in the 19th and 20th centuries have influenced Texas; (C) analyze the effects of the changing population distribution in Texas during the 20th century; and (D) describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution.

(12) Economics. The student understands the factors that caused Texas to change from an agrarian to an urban society. The student is expected to:	(A) explain economic factors that led to the urbanization of Texas; (B) trace the development of major industries that contributed to the urbanization of Texas; and (C) explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas.

(13) Economics. The student understands the interdependence of the Texas economy with the United States and the world. The student is expected to:	(A) analyze the impact of national and international markets and events on the production of goods and services in Texas; (B) analyze the impact of economic phenomena within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Texas; and (C) analyze the impact of significant industries in Texas such as oil and gas, aerospace, and medical technology on local, national, and international markets.

(14) Government. The student understands the basic principles reflected in the Texas Constitution. The student is expected to:	(A) identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and (B) identify the influence of ideas from the U.S. Constitution on the Texas Constitution.

(15) Government. The student understands the structure and functions of government created by the Texas Constitution. The student is expected to:	(A) describe the structure and functions of government at municipal, county, and state levels; (B) identify major sources of revenue for state and local governments; and (C) describe the structure and governance of Texas public education

(16) Citizenship. The student understands the rights and responsibilities of Texas citizens. The student is expected to:	(A) summarize the rights guaranteed in the Texas Bill of Rights; and (B) identify civic responsibilities of Texas citizens.

(17) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:	(A) identify different points of view of political parties and interest groups on important Texas issues; (B) describe the importance of free speech and press in a democratic society; and (C) express and defend a point of view on an issue of historical or contemporary interest in Texas.

(18) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:	(A) identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been President of the United States; and (B) analyze the contributions of Texas leaders such as Henry B. González, Phil Gramm, Barbara Jordan, and Sam Rayburn.

(19) Culture. The student understands the concept of diversity within unity in Texas. The student is expected to:	(A) explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances; (B) describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture; and (C) identify examples of Spanish influence on place names such as Amarillo and Río Grande and on vocabulary in Texas, including words that originated from the Spanish cattle industry.

(20) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:	(A) compare types and uses of technology, past and present; (B) identify Texas leaders in science and technology such as Roy Bedichek, Walter Cunningham, Michael DeBakey, and C.M. "Dad" Joiner; (C) analyze the effects of scientific discoveries and technological innovations, such as barbed wire, the windmill, and oil, gas, and aerospace industries, on the developments of Texas; (D) evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land; (E) analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world; and (F) make predictions about economic, social, and environmental consequences that may result from future scientific discoveries and technological innovations.

(21) Social studies skills. 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:	(A) 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 Texas; (B) 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; (C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (D) identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants; (E) support a point of view on a social studies issue or event; (F) identify bias in written, oral, and visual material; (G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and (H) use appropriate mathematical skills to interpret social studies information such as maps and graphs.
Interactive Student (B) Texas Ranch House (C) Texas Quiz	Interactive Classroom
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:	(A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information.

(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:	(A) 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 the solution; and (B) 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.
Interactive Student (B) Amazon Interactive	Interactive Classroom

Online TAKS Released Test: 2006 2002
(1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:	(A) compare and order integers and positive rational numbers; (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator; and (C) represent squares and square roots using geometric models.
Interactive Student (A) Builder Ted (Level One) (A) Equivalent Fractions (A) Compare Fractions (B) Rename Fractions (B) Decimal to Fractions Concentration (B) Sets of Numbers (C) Square Root Flashcards	Interactive Classroom (A) Real Number Line - Integers (A) Real Number Line - Rational (B) Percents and Ratios (C) Square Root
(2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:	(A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; (D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio; (E) simplify numerical expressions involving order of operations and exponents; (F) select and use appropriate operations to solve problems and justify the selections; and (G) determine the reasonableness of a solution to a problem.
Interactive Student (A) Exploring Multiplication/Division of Decimals (A) Exploring Division of Fractions (B) Find the Path (B) Addition and Subtraction of Unlike Fractions (B) Mystery Picture (Fractions) (B) Soccer Shootout (B) Multiply Fractions (B) Divide Fractions (C) Math Matcher (C) Modeling Subtraction of Integers (E) Integer Guess (E) Late Delivery (E) Mystery Picture (Order of Operations) (E) Mighty Math Astro Algebra (E, G) Operation Order (E) Order of Operations	Interactive Classroom (A) Adding Real Numbers (A, B) Dividing Fractions (B) Percents and Ratios (B, D, F) Proportions (A,B,C,D) Green Thumb Movie
(3) Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. The student is expected to:	(A) estimate and find solutions to application problems involving percent; and (B) estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.

(4) Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is expected to:	(A) generate formulas involving unit conversions, perimeter, area, circumference, volume, and scaling; (B) graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and (C) use words and symbols to describe the relationship between the terms in an arithmetic sequence with a fixed rate of change and their positions in the sequence
	(A) Spheres (A) Volume and Area (A) Water Supply Movie
(5) Patterns, relationships, and algebraic thinking. The student uses equations to solve problems. The student is expected to:	(A) use concrete and pictorial models to solve equations and use symbols to record the actions; and (B) formulate problem situations when given a simple equation.
Interactive Student (A) Solving One-Step Equations (A) Exploring Two-Step Equations (A) Equation Match (A) Models and Like Terms (B) Weighing the Wangdoodles	Interactive Classroom
(6) Geometry and spatial reasoning. The student compares and classifies shapes and solids using geometric vocabulary and properties. The student is expected to:	(A) use angle measurements to classify pairs of angles as complementary or supplementary; (B) use properties to classify triangles and quadrilaterals; (C) use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders; and (D) use critical attributes to define similarity.
Interactive Student (A) Name That Angle (B) Polygon Angle Sum (B) Parallelogram Conditions (B) Special Quadrilaterals (C) Geo-Matho	Interactive Classroom (A) Supplementary Angles (A, B) Flexigons (Measure angles with protractors) (B) Shadows (B) Polypaint (Draw polygons/Measure sides and angles)
(7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:	(A) locate and name points on a coordinate plane using ordered pairs of integers; and (B) graph translations on a coordinate plane.
Interactive Student (A) What's the Point? (A) Dancing Robot (A) Bug Coordinates (B) Transformations and Tangrams (B) Coordinate Plane	Interactive Classroom (A) Coordinate Planes (A) Coordinates (A, B) Shape and Space in Geometry (A,B) Coordinate Systems Movies
(8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:	(A) sketch three-dimensional figures when given the top, side, and front views; (B) make a net (two-dimensional model) of the surface area of a three-dimensional figure; and (C) use geometric concepts and properties to solve problems in fields such as art and architecture.
Interactive Student (B) Area of Parallelogram (C) Plot Plan	Interactive Classroom (B) Comparing Nets and Solids (C) Cutting Solid Figures
(9) Measurement. The student solves application problems involving estimation and measurement.	(A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.
Interactive Student (A) Area Explorer	Interactive Classroom Geometry Flexigons (Measurement with ruler and protractor) Measurement Estimator
(10) Probability and statistics. The student recognizes that a physical or mathematical model can be used to describe the experimental and theoretical probability of real-life events. The student is expected to:	(A) construct sample spaces for simple or composite experiments ; and (B) find the approximate probability
Interactive Student (A) Fish Tank	Interactive Classroom
(11) Probability and statistics. The student understands that the way a set of data is displayed influences its interpretation. The student is expected to:	(A) select and use an appropriate representation for presenting collected data and justify the selection; and (B) make inferences and convincing arguments based on an analysis of given or collected data.
Interactive Student (A) Data Picker	Interactive Classroom (A) Make a Graph
(12) Probability and statistics. The student uses measures of central tendency and range to describe a set of data. The student is expected to:	(A) describe a set of data using mean, median, mode, and range; and (B) choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation.
Interactive Student (A) Train Race (A) Mean, Median, Mode (A) Landmark Sharks	Interactive Classroom (A) Statistics
(13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:	(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.
Interactive Student (A)Stock Market (B) Integer Guess (B) Small Blueprinter (B, C, D) Power Lines (B, C, D) Guess the Number (B, C, D) Guess the Number (Word Problems)	Interactive Classroom (A,B,C,D) Math Playground
(14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models. The student is expected to:	(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and (B) evaluate the effectiveness of different representations to communicate ideas.
Interactive Student (A) Logo Park (A) Small Blueprinter	Interactive Classroom (A) Make a Graph (A, B) Circumference & Diameter
(15) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to:	(A) make conjectures from patterns or sets of examples and nonexamples; and (B) validate his/her conclusions using mathematical properties and relationships.
(A) Golf Number Patterns

(7.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:	(A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.
Interactive Student (B) Dumptown Game (B) Salmon Challenge (B) It's not all garbage	Interactive Classroom
(7.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:	(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect data by observing and measuring; (C) organize, analyze, make inferences, and predict trends from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
Interactive Student (A) Scientific Method (B) Dolphin Game (C) It Takes A Lickin' (E) Kids Graphing Page (E) Pie Chart (C) Stream Summary	Interactive Classroom (E) Graphing Newquay Climate
(7.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:	(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on data related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and (F) connect Grade 7 science concepts with the history of science and contributions of scientists.
Interactive Student	Interactive Classroom (D) Amazon Interactive
(7.4) Scientific processes. The student knows how to use tools and methods to conduct science inquiry. The student is expected to:	(A) collect, analyze, and record information to explain a phenomenon using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, timing devices, magnets, and compasses; and (B) collect and analyze information to recognize patterns such as rates of change.
Interactive Student (A) Hair Detective (A)Frog Dissection (A)Fish Dissection	Interactive Classroom (A) Barometric Pressure Changes
(7.5) Science concepts. The student knows that an equilibrium of a system may change. The student is expected to:	(A) describe how systems may reach an equilibrium such as when a volcano erupts; and (B) observe and describe the role of ecological succession in maintaining an equilibrium in an ecosystem.
Interactive Student	Interactive Classroom
(7.6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:	(A) demonstrate basic relationships between force and motion using simple machines including pulleys and levers; (B) demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not being subjected to an unbalanced force; and (C) relate forces to basic processes in living organisms including the flow of blood and the emergence of seedlings.
Interactive Student (A) Levers (A) Simple Machines (A) Simple Machine Quiz (B) Shoot the Cannonball	Interactive Classroom (A) Odd Machine
(7.7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:	(A) identify and demonstrate everyday examples of chemical phenomena such as rusting and tarnishing of metals and burning of wood; (B) describe physical properties of elements and identify how they are used to position an element on the periodic table; and (C) recognize that compounds are composed of elements.
Interactive Student (A) Plastics	Interactive Classroom (B) Visual Elements
(7.8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:	(A) illustrate examples of potential and kinetic energy in everyday life such as objects at rest, movement of geologic faults, and falling water; and (B) identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis.
Interactive Student	Interactive Classroom
(7.9) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:	(A) identify the systems of the human organism and describe their functions; and (B) describe how organisms maintain stable internal conditions while living in changing external environments.
Interactive Student (A) Frog Dissection (A) Fish Dissection (A) Build a Human Skeleton (A) Skeleton - Interactive Body (A) Muscles - Interactive Body (A) Organs - Interactive Body (A) Organ Systems (A) Millionaire Game on the Brain (A) Body System Quiz (A) Body Parts & System Quiz (A) Inner Body	Interactive Classroom (A) Organ Systems (A) Coronary Bypass Surgery Video
(7.10) Science concepts. The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:	(A) identify that sexual reproduction results in more diverse offspring and asexual reproduction results in more uniform offspring; (B) compare traits of organisms of different species that enhance their survival and reproduction; and (C) distinguish between dominant and recessive traits and recognize that inherited traits of an individual are contained in genetic material.
Interactive Student (B) eSkeleton (C) The Gene Machine	Interactive Classroom (C) Dominant Genes (C) DNA & Proteins
(7.11) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:	(A) analyze changes in organisms such as a fever or vomiting that may result from internal stimuli; and (B) identify responses in organisms to external stimuli found in the environment such as the presence or absence of light.

(7.12) Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to:	(A) identify components of an ecosystem; (B) observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources; (C) describe how different environments support different varieties of organisms; and (D) observe and describe the role of ecological succession in ecosystems.
Interactive Student (C) Animal Attraction (B,D) Fun With Food Webs	Interactive Classroom (B,D)Interactive Food Web
(7.13) Science concepts. The student knows components of our solar system. The student is expected to:	(A) identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and the length of a day; and (B) relate the Earth's movement and the moon's orbit to the observed cyclical phases of the moon.
Interactive Student (B) Earth's Rotation & Revolution	Interactive Classroom (A) Seasons (A) Earth's Motion Producing Seasons- Video (B) Phases of the Moon (B) Phases of the Moon2 (B) Moon Phase (B) Moon Phase Animation (B) Moon Phase Animation2
(7.14) Science concepts. The student knows that natural events and human activity can alter Earth systems. The student is expected to:	(A) describe and predict the impact of different catastrophic events on the Earth; (B) analyze effects of regional erosional deposition and weathering; and (C) make inferences and draw conclusions about effects of human activity on Earth's renewable, non-renewable, and inexhaustible resources.
Interactive Student (A) Plate Tectonics (A) Plate Tectonic Crossword (A) Aim a Hurricane (A) How Hurricanes Destroy (A) Make a Quake	Interactive Classroom (A) Plate Tectonics (A) Hurricanes (A) Hurricane (A) How Hurricanes Work

Online TAAS Reading Released Test: 1999 2000 2001
(1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to:	(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); (B) eliminate barriers to effective listening (4-8); (C) understand the major ideas and supporting evidence in spoken messages (4-8); and (D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8).
Interactive Student (C)Listen to learn- Wolf and Crane (C)Listen to learn- The Kingdom of the Lion	Interactive Classroom
(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to:	(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8); (B) identify and analyze a speaker's persuasive techniques such as selling, convincing, and using propaganda (6); (C) distinguish between the speaker's opinion and verifiable fact (4-8); (D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8); (E) compare his/her own perception of a spoken message with the perception of others (6-8); and (F) evaluate a spoken message in terms of its content, credibility, and delivery (6-8).
Interactive Student (A-F) Listening Skills	Interactive Classroom (A-F) Listening Skills
(3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. The student is expected to:	(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8); (B) analyze oral interpretations of literature for effects on the listener (6-8); and (C) analyze the use of aesthetic language for its effects (6-8).
Interactive Student (A, C) Listening Skills	Interactive Classroom
(4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:	(A) connect his/her own experiences, information, insights, and ideas with experiences of others through speaking and listening (4-8); (B) compare oral traditions across regions and cultures (4-8); and (C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:	(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8); (D) generate criteria to evaluate his/her own oral presentations and the presentations of others (6-8); (E) use effective rate, volume, pitch, and tone for the audience and setting (4-8); and (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).

(6) Reading/word identification. The student uses a variety of word recognition strategies. The student is expected to:	(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural analysis to identify root words with prefixes such as dis-, non-, in-, and suffixes such as -ness, -tion, and -able (4-6); and (C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8).
Interactive Student (A) Vocabulary Drill (C)Root Words	Interactive Classroom
(7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to:	(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (6); (B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader) (6); (C) demonstrate characteristics of fluent and effective readers (4-6); (D) adjust reading rate based on purposes for reading (4-8); (E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and (F) read silently with increasing ease for longer periods (4-8).

(8) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to:	(A) read classic and contemporary works (2-8); (B) select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8); (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8); and (D) read to take action such as to complete forms, make informed recommendations, and write a response (6-8).

(9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:	(A) develop vocabulary by listening to selections read aloud (4-8); (B) draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies (6-8); (C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8); (D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay or happy and affixes such as dis-, pre- or un- (4-8); (E) study word meanings systematically such as across curricular content areas and through current events (4-8); (F) distinguish denotative and connotative meanings (6-8); and (G) use word origins as an aid to understanding historical influences on English word meanings (6-8).
Interactive Student (A) Listening Skills (B)Paint by Idioms (B) Eye on Idioms (E) Word Meanings	Interactive Classroom (C) Visuwords
(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to	(A) use his/her own knowledge and experience to comprehend (4-8); (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8); (C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8); (D) describe mental images that text descriptions evoke (4-8); (E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); (F) determine a text's main (or major ideas) and how those ideas are supported with details (4-8); (G) paraphrase and summarize text to recall, inform, or organize ideas (4-8); (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); (I) find similarities and differences across texts such as in treatment, scope, or organization (4-8); (J) distinguish fact and opinion in various texts (4-8); (K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8); (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and (M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).
Interactive Student (A,B) Types of Text	Interactive Classroom
(11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:	(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); (B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8); (C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and (D) connect, compare, and contrast ideas, themes, and issues across text (4-8).
(D) Compare and Contrast Map
(12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:	(A) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8); (B) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8); (C) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); (D) understand and identify literary terms such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts) (6-7); (E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7); (F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); (G) recognize and analyze story plot, setting, and problem resolution (4-8); (H) describe how the author's perspective or point of view affects the text (4-8); (I) analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8); (J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and (K) recognize how style, tone, and mood contribute to the effect of the text (6-8).
(F,G) Drama Map (G) Plot Diagram
(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:	(A) form and revise questions for investigations, including questions arising from readings, assignments, and units of study (6-8); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions (4-8); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8); (F) produce research projects and reports in effective formats for various audiences (6-8); (G) draw conclusions from information gathered from multiple sources (4-8); (H) use compiled information and knowledge to raise additional, unanswered questions (3-8); and (I) present organized statements, reports, and speeches using visuals or media to support meaning, as appropriate (6-8),
Interactive Student (C, G) RainForest Identification	Interactive Classroom
(14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:	(A) compare text events with his/her own and other readers' experiences (4-8); (B) determine distinctive and common characteristics of cultures through wide reading (4-8); and (C) articulate and discuss themes and connections that cross cultures (4-8).

(15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to:	(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); (B) write to influence such as to persuade, argue, and request (4-8); (C) write to inform such as to explain, describe, report, and narrate (4-8); (D) write to entertain such as to compose humorous poems or short stories (4-8); (E) select and use voice and style appropriate to audience and purpose (6-8); (F) choose the appropriate form for his/her own purpose for writing, including journals, letters, editorials, reiews, poems, presentations, narratives, reports, and instructions (6); (G) use literary devices effectively such as suspense, dialogue, and figurative language (5-8); and (H) produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8).
Interactive Student (B) Persuasion Map (D) Comic Creator (F) Letter Generator	Interactive Classroom
(16) Writing/penmanship/capitalization/ punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly. The student is expected to:	(A) write legibly by selecting cursive or manuscript as appropriate (4-8); (B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8); (C) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6); (D) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (4-6); (E) use resources to find correct spellings (4-8); (F) spell accurately in final drafts (4-8); and (G) understand the influence of other languages and cultures on the spelling of English words (6-8).
Interactive Student (B) Punctuation Paintball (F)Spelling (F)Spelling	Interactive Classroom
(17) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to:	(A) use regular and irregular plurals correctly (4-6); (B) write in complete sentences, varying the types such as compound and complex, and use of appropriately punctuated dependent clauses (6); (C) use conjunctions to connect ideas meaningfully (4-8); (D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8); (E) use prepositional phrases to elaborate written ideas (4-8); (F) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8); (G) use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8); (H) write with increasing accuracy when using apostrophes in contractions such as doesn't and possessives such as Maria's (4-8); and (I) write with increasing accuracy when using pronoun case such as "He and they joined him." (6-8).
Interactive Student (A)Plurals (G)Verb Tense 5 (G)Verb Tense 4 (G)Verb Tense 3 (G)Verb Tense 2 (G)Verb Tense 1 (B&C)Comma Splices (B&C) Fused Sentences (B&C) Fused Sentences-Comma Splices (B&C) Fused Sentences-Comma Splices (B&C) Fused Sentences-Comma Splices (A) Grammar Skills (F) Sentence Structure	Interactive Classroom
(18) Writing/writing process. The student selects and uses writing processes	(A) generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8); (B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8); (C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8); (D) revise drafts for coherence, progression, and logical support of ideas (4-8); (E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8); (F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8); (G) refine selected pieces frequently to "publish" for general and specific audiences (4-8); (H) proofread his/her own writing and that of others (4-8); and (I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).
Interactive Student (A) Story Mapping (A) Graphic Map (H) Power Proofreading (H)Writing Skills	Interactive Classroom
(19) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:	(A) apply criteria to evaluate writing (4-8); (B) respond in constructive ways to others' writings (4-8); (C) evaluate how well his/her own writing achieves its purposes (4-8); (D) analyze published examples as models for writing (4-8); and (E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).

(20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:	(A) frame questions to direct research (4-8); (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8); (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8); (D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8); (E) present information in various forms using available technology (4-8); (F) evaluate his/her own research and raise new questions for further investigation (4-8); and (G) follow accepted formats for writing research, including documenting sources (6-8).

(21) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to:	(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and (B) correspond with peers or others via e-mail or conventional mail (4-8).

(22) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to:	(A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8); (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and (C) use media to compare ideas and points of view (4-8).

(23) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to:	(A) interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8); (B) compare and contrast print, visual, and electronic media such as film with written story (4-8); (C) evaluate the purposes and effects of varying media such as film, print, and technology presentations (6-8); and (D) evaluate how different media forms influence and inform (6-8).

(24) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to:	(A) select, organize, or produce visuals to complement and extend meanings (4-8); (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8); and (C) assess how language, medium, and presentation contribute to the message (6-8).