Longview ISD4th Grade ELA Unit 4-1-6
4th Grade TEKS with Specificities4.10Reading/Comprehension. The student comprehends selections using a variety of strategies.
4.10AUse his/her own knowledge and experience to comprehend (4-8).
Including:
•Predicts outcomes and actions in fiction selections and narrative poems, based on context clues and personal experiences
•Uses personal experience and knowledge to understand texts
4.10EUse the text s structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8).
Including:
•Recognizes what text structure an author used for the entire text (e.g., compare/contrast, cause/effect, and chronological ordering).
•Recognizes how an author organized a portion of the text, e.g., a single significant event in the plot and then asking, “Why did that happen?”.
TAKS Note: The rationale for recognizing how the author organized a portion of the text/a single significant event in the plot is that the plot of narrative text generally progresses through a series of cause-and-effect relationships. Many of these cause/effect questions are identical to questions that assess motivation of characters—why a character did something? The vast majority of TAKS questions reflect this approach: the questions are cause/effect questions
4.10JDistinguish fact and opinion in various texts (4-8).
Including applies the concepts:
•A “fact statement” contains no value language.
•An “opinion statement” may contain value language (e.g., good, difficult, easy, beautiful, should, 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. There are many opinions for which mountains of evidence could be assembled as “proof,” e.g. “George Washington was a good President.”
4.10LRepresent text information in different ways such as in outline, timeline, or graphic organizer (4-8).
Including:
•Identifies similarities and differences
•Draws conclusions
•Identifies main idea
•Sequences of events
•Analyzes characters and events / And uses
•Chart—sequence of events
•Venn diagram: comparison/contrast of traits/characteristics of two characters/concepts
•Chart: characteristics of an “Activity/Event”
•Chart: characteristics/subsets
•Chart: classification of events
•Chart: chronology of events
•Chart: main idea (missing main idea or missing supporting detail)
•Chart: obtaining information
•Chart: cause/effect
•Outline: process steps/chronology (single capital letter plus numbers 1-4)
•Web: Chronology of events
•Web: Characteristics of a character/concept
•Web: causes of a character’s actions
•Map: Using a key
4.11Reading/Literary Response. The student expresses and supports responses to various types of texts.
4.11AOffer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8).
•Participates constructively in classroom discussions
•Creates questions at the literal, interpretive, and evaluative levels to assess his or her comprehension of complex information in fiction and nonfiction poetry selections
•Speculates/predicts based on text evidence and personal experience
•Draws conclusions (both fact and opinion) based on text evidence and personal experience
•Makes connections (compares/contrasts) between the text and personal experience, and real-world situations
•Makes connections between the text and other texts
4.12Reading/Text Structures/Literary Concepts. The student analyzes the characteristics of various types of texts (genres)
4.12AJudge the internal consistency or logic of stories and texts (4-5).
Including such “backward thinking” as:
•which statement would not be reasonable?
•which statement does not make sense?
•which of the following would a character probably do?
•which of the following represents something a character probably would not have done?
TAKS Note: In a multiple choice item, there are three answers that could have happened, which are consistent with the plot/character. There is one answer that is not plausible given the facts in the plot of the story
4.12BRecognize that authors organize information in specific ways (4-5).
Including identifying:
•Text structure (within a text, between two texts or an event or series of events within a text).
•Why author chose a particular text structure.
•Why the author chose to include information.
•To entertain
•To convince/persuade / 4.12CIdentify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8).
Including: Identifies texts for the following purposes:
•To tell about
•To tell a story
•To describe
•To entertain
•To convince/persuade
TAKS Note: All of the released test items assess the writer's motive/intent for writing a text. The items available for analysis generally ask, "Why did the author write the passage?" The student is then expected to find text evidence of the writer's purpose.
4.12JDescribe how the author s perspective or point of view affects the text (4-8). Including:
•describes why the author included certain pieces of text (e.g., introduction),
•describes why the author chose to tell thestory from a narrator’s point of view
•describes why the author wrote the text (e.g., to inform, to persuade, to entertain)
And including the traditional literary concept of point of view:
Point of View: The author’s perspective/attitude/stance toward an event, issue, another character
4.13Reading/Inquiry/Research. The student inquires and conducts research using a variety of sources.
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
NOTES
8/27/2007DRAFT