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4_ELAR

Page history last edited by Judi Moreillon 5 years, 6 months ago

4th Grade English Language Arts and Reading TEKS 

 

Contributor: Suzanne Lyons / slyons1@houstonisd.org (7/20/10)

 

TEKS #

Description                                                                                                                                                                        

AASL

Standards Indicator #

§110.15.b.(1)

Reading/Fluency. 

1.1.6,

4.1.2

§110.15.b.(2)

Reading/Vocabulary Development.

 

 

(A)  determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

1.1.4

 

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

1.1.4

§110.15.b.(3)

Reading/Comprehension of Literary Text/Theme and Genre.

 

Lesson Plan Link 

(A)  summarize and explain the lesson or message of a work of fiction as its theme

1.1.6,

4.1.2,

4.1.3

Lesson Plan Link 

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

4.1.2,

4.1.3

§110.15.b.(4)

Reading/Comprehension of Literary Text/Poetry.

4.1.3

§110.15.b.(5)

Reading/Comprehension of Literary Text/Drama.

4.1.3

§110.15.b.(6)

Reading/Comprehension of Literary Text/Fiction.  

 

 

(A)  sequence and summarize the plot's main events and explain their influence on future events

1.1.6,

2.1.3,

4.1.3

Lesson Plan Link 

(B)  describe the interaction of characters including their relationships and the changes they undergo

1.1.6,

2.1.3,

4.1.3

§110.15.b.(7)

Reading/Comprehension of Literary Text/Literary Nonfiction.

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 similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.

1.1.7,

2.1.1,

4.1.2

§110.15.b.(8)

Reading/Comprehension of Literary Text/Sensory Language.

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.

4.1.3

§110.15.b.(9)

Reading/Comprehension of Text/Independent Reading. 

Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

3.1.3,

4.1.1,

4.1.2,

4.1.8

§110.15.b.(10)

Reading/Comprehension of Informational Text/Culture and History.

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.

1.1.6,

4.1.2

§110.15.b.(11)

Reading/Comprehension of Informational Text/Expository Text.

 

 

(A)  summarize the main idea and supporting details in text in ways that maintain meaning

1.1.7

 

(B)  distinguish fact from opinion in a text and explain how to verify what is a fact

1.1.7,

2.1.1

 

(C)  describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison

2.1.1

 

(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

1.1.6

§110.15.b.(12)

Reading/Comprehension of Informational Text/Persuasive Text.

Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to explain how an author uses language to present information to influence what the reader thinks or does.

1.1.6,

2.1.1

§110.15.b.(13)

Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

 

 

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

2.1.2

 

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

2.1.4

§110.15.b.(14)

 Reading/Media Literacy

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

 
 

(A)  explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior

2.3.1,

4.3.2

 

(B)  explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and

4.3.2

 

(C)  compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article).

4.3.2

§110.15.b.(15)

Writing/Writing Process. 

 

 

(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);

2.1.6,

3.1.4

 

(B)  develop drafts by categorizing ideas and organizing them into paragraphs;

2.1.6

 

(C)  revise drafts for coherence, organization, use of simple and compound sentences, and audience;

2.1.6

 

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

2.1.6

 

(E)  revise final draft in response to feedback from peers and teacher and publish written work for a specific audience.

2.1.6,

3.3.1,

4.3.2

§110.15.b.(16)

Writing/Literary Texts.

 

 

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

4.1.3

 

(B)  write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

4.1.3

§110.15.b.(17)

Writing.

3.3.4,

4.1.5

§110.15.b.(18)

Writing/Expository and Procedural Texts.

 

 

(A)  create brief compositions that: (i)  establish a central idea in a topic sentence; (ii)  include supporting sentences with simple facts, details, and explanations; and (iii)  contain a concluding statement;

3.1.3

 

(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); 

3.1.3

 

(C)  write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

3.1.3

§110.15.b.(19)

Writing/Persuasive Texts.

3.1.3

§110.15.b.(22)

Oral and Written Conventions/Spelling.

 

 

(D)  use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

1.1.4,

1.1.8

§110.15.b.(23)

Research/Research Plan.

 

 

(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;

1.1.1,

1.1.2,

2.1.5,

3.2.3

 

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

1.1.1,

1.1.4

§110.15.b.(24)

Research/Gathering Sources. 

 

 

(A)  follow the research plan to collect information from multiple sources of information, both oral and written, including: (i)  student-initiated surveys, on-site inspections, and interviews; (ii)  data from experts, reference texts, and online searches; and (iii)  visual sources of information (e.g., maps, timelines, graphs) where appropriate;

1.1.4,

1.2.3,

2.2.1

 

(B)   use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics);

1.1.4

 

(C)  take simple notes and sort evidence into provided categories or an organizer;

1.1.6,

2.1.2

 

(E)  differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

3.1.6

§110.15.b.(25)

Research/Synthesizing Information. 

2.1.1,  

2.2.1

§110.15.b.(26)

Research/Organizing and Presenting Ideas. 

2.1.6,

2.3.2

§110.15.b.(27)

Listening and Speaking/Listening.

 

 

(A)  listen attentively to speakers, ask relevant questions, and make pertinent comments; 

1.1.9

§110.15.b.(28)

Listening and Speaking/Speaking.

3.1.3

§110.15.b.(29)

Listening and Speaking/Teamwork. 

1.1.9,

2.1.5,

3.1.2

 

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