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Dissecting a TEKS Objective Parallel Teach. Co-Teaching for Highly Qualified Professionals Aldine ISD in Partnership with Region 4. Anatomy of a TEKS Objective. Grade or content level and TEKS number. The big picture. What a student knows by the end of the lesson.

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Dissecting a TEKS Objective Parallel Teach


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    1. Dissecting a TEKS ObjectiveParallel Teach Co-Teaching for Highly Qualified Professionals Aldine ISD in Partnership with Region 4

    2. Anatomy of a TEKS Objective Grade or content level and TEKS number • The big picture. What a student knows by the end of the lesson. • 8.11 Science concepts. The student knows that traits of 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: 1998-Spring 2010 TEKS • Known as the SE or student expectation that is found in the sub objectives

    3. Content and Level Taught and Tested Student expectations are described in the sub-objectives. They describe the learner outcome A identify that change in environmental conditions can affect the survival of individuals and of species B distinguish between inherited traits and other characteristics that result from interactions with the environment C make predictions about possible outcomes of various genetic combinations of inherited characteristics 1998-Spring 2010 TEKS Verbs identify the cognitive rigor. They also describe what a student should do during the lesson.

    4. Learner Outcome • Learner outcome is what a student should know and be able to do by the end of the lesson

    5. Complex TEKS • Bio(4)  Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (C)  compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and 1998-Spring 2010 TEKS Complex TEKS must be broken down into smaller content pieces

    6. Look at the verbs and objects • (C)  compare the (1)structures and (2)functions of viruses to cells and describethe role of viruses in causing diseases and conditionssuch as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and 1. Compare structures of viruses to cells 2. Compare functions of viruses to cells 3. Describe the role of viruses in causing diseases and conditions 1998-Spring 2010 TEKS The teacher is charged with designing a lesson is aligned to the objectives at the appropriate level of cognitive rigor, and use strategies that ensure differentiated instruction for all learners.

    7. “Such as” and “Including” • “Such as” infers examples that support the content and concept of the TEKS. The teacher may choose to include or exclude those examples from the lesson. • “Including” indicates examples that are required as a lesson component

    8. TEKS Review • Numbers and letters denote the landmarks for each grade level and content area • Numbers and letters denote concept and content descriptors • The student is expected to: describes theSE • Verbs describe the level of teaching/testing • Objects provide content descriptors and focus • “Such as” = suitable examples • “Including” = mandatory part of curriculum