Longview ISD4th Grade ELA Unit 6-1-7

4th Grade TEKS with Specificities
4.1ADetermine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).
Including: (at increasingly difficult levels)
Responds through questions and comments: why/ how are we listening to videos/ speakers/ story/ recordings/ each other/ teacher
4.1BEliminate barriers to effective listening (4-8).
Including:
•Concentrates on the speaker and the message
•Avoids distractions
•Listens and attempts to understand rather than mentally composing a response
•Empathizes
4.1CUnderstand the major ideas and supporting evidence in spoken messages (4-8).
Including:
•Identifies and retells speakers main message/ supporting evidence
4.2AInterpret speaker’s messages (both verbal and nonverbal), purposes, and perspectives (4-8).
Including: (at increasingly difficult levels)
•Infers/Identiify the speakers purpose, point of view, thoughts, and feelings
•Recognizes bias or propaganda
•Identifies and interprets nonverbal cues
4.2CDistinguish between the speaker’s opinion and verifiable fact (4-8).
Including: (at increasingly difficult levels)
Applies the concepts:
A “fact statement” contains no value language.
An “opinion statement” may or may not contain value language (e.g., good, difficult, easy, beautiful, should, always, never etc.)
Note: Fact statements (no value language) and opinion statements (have value language) speak to the form of the statement—not to its truth. Do NOT teach students “if you can prove it, it’s a fact; if you can’t prove it, it’s an opinion. For example there are many opinions for which a mountain of evidence can be assembled as the truth. That is “George Washington was a good president.”
4.2DMonitor his/her own understanding of the spoken message and seek clarification as needed (4-8).
Including:
•What is the speaker’s purpose?
•What is the speaker’s main idea?
•Does the speaker support/elaborate the main idea?
•Is the support fact or opinion?
•Do I agree or disagree?
•What is not clear to me?
•What else do I need to know?
4.5AAdapt spoken language
such as word choice, diction, and usage to the audience, purpose, and occasion (4-8).
Including:
•Uses accurate and appropriate spoken language in individual formal and informal presentations to the class and other audiences / 4.5A continued
•Determines the purpose and use of various oral language experiences (e.g. discussions, conversations, formal and informal presentations)
4.5BDemonstrate effective communications skills that reflect
such demands as interviewing, reporting, requesting, and providing information (4-8).
Including:
•Develop effect questioning techniques
•Paraphrase/summarize information that has been gathered
•Provide accurate oral reports based on data
4.5CPresent dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8).
Including
•oral readings with fluency and expression (with increasing levels of difficulty)
•differentiate expression based on genre
•read a variety of genres with fluency and expression
4.5DUse effective rate, volume, pitch, and tone for the audience and setting (4-8).
Including:
•Identifies the audience and setting in order to determine/adjust the appropriate rate, pitch, volume, and/or tone
4.5EGive precise directions and instructions such as in games and tasks (4-5).
Including:
•Gives increasingly complex oral directions for games and tasks
•Giving logical and sequential directions
4.5FClarify and support spoken ideas with evidence, elaborations, and examples (4-8).
Use a variety of responses to support and expound on the speakers message through methods such as classroom presentations and group discussion
Including:
•Supports ideas through logical reasoning —e.g. data and analogies
•Supports ideas through emotional appeals—e.g. appeals to fear, compassion, loyalty
•Supports through quoting authority figure— e.g. quoting from parents, principal, author
4.13BUse text organizers,
including headings, graphic features, and tables of contents, to locate and organize information (4-8).
Including:
•Uses chapter headings and section headings as guides to reading
•Use graphics to locate and organize information
•Uses a table of contents to locate the author and page number of a story in a book of stories
•Index
•Glossary
•Heading (Chapter headings/ Subheadings)
•Appendix
•Timelines
•Highlighted text
•Bold or italicized print
•Captions/ photos / 4.13CUse multiple sources,
including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8).
Including:
Uses print, and informal interviews to gather information in response to self-, peer-, and teacher generated questions.
4.13DInterpret and use graphic sources of information
such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5).
4.13ESummarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8).
•Develops note-taking and test-taking strategies using multiple sources (e.g., text information, interviews, and Internet, etc.)
•Records his or her own knowledge of a topic in a variety of ways (e.g., by making lists, constructing graphic organizers) and from multiple sources (e.g., text information, interviews, and Internet, etc.)
4.13FProduce research projects and reports in effective formats using visuals to support meaning, as appropriate
Including:
•Determine the audience/ purpose
•Determine format of presentation (oral, written, technology- based, artistic presentation, etc…)
•Choose appropriate resources for investigation such as books, magazines, periodicals, internet/ technology
4.13GDraw conclusions from information gathered from multiple sources (4-8).
Including:
•Infers: take specific information (from text and/or prior experience/learning) in order to draw a conclusion or form a generalization; an inductive process; “reading between the lines.” [The writer implies; the reader infers.]
•Draws and Supports Conclusions With and Without Text Evidence: A statement about an individual person, place, thing, or event that is supported by accurate information [Note: On TAKS, that information must come from the text.] Conclusions are “some” or “sometimes” statements. There are many different kinds of conclusions, e.g.:
a statement about an individual person, place, thing, or event; a statement/conclusion about the future = prediction; and a statement/conclusion about why something happened = cause/effect
4.25ASelect, organize or produce visuals to complement and extend meanings (4-8).
Including selects, organizes, or produces advertisements, age-appropriate political cartoons, comics, an Internet site, informational brochure, etc.
4.25BProduce communications using technology or appropriate media
such as developing a class newspaper, multimedia reports, or video reports (4-8).

8/27/2007DRAFT