Texas

4.1 The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.

• 4.1.2 Students understand new vocabulary and use it when reading and writing.

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

    • Determine the meaning of a word with pre-, re-, or mis- (4-Y.2)
    • Determine the meaning of a word with -ful or -less (4-Y.4)
    • Determine the meaning of a word with -ly or -ness (4-Y.5)
    • Determine the meaning of a word with -able or -ment (4-Y.6)
    • Determine the meaning of a word with a suffix: review (4-Y.7)
    • Determine the meanings of words with prefixes and suffixes: review (4-Y.8)
    • Sort words with shared prefixes and suffixes by meaning (4-Y.9)
    • Sort words by shared Greek or Latin roots (4-Z.1)
    • Use Greek and Latin roots as clues to the meanings of words (4-Z.2)
    • Use the meanings of words as clues to the meanings of Greek and Latin roots (4-Z.3)
    • Determine the meanings of Greek and Latin roots (4-Z.4)
    • Determine the meanings of words with Greek and Latin roots (4-Z.5)
    • Match words with Greek and Latin roots to their meanings (4-Z.6)

  • 4.1.2.(B use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;

    • Find synonyms in context (4-CC.3)
    • Find antonyms in context (4-CC.6)
    • Use the correct homophone (4-DD.3)
    • Multiple-meaning words with pictures (4-EE.1)
    • Which definition matches the sentence? (4-EE.2)
    • Which sentence matches the definition? (4-EE.3)
    • Determine the meaning of idioms from context: set 1 (4-FF.1)
    • Determine the meaning of idioms from context: set 2 (4-FF.3)
    • Find words using context (4-HH.1)
    • Determine the meaning of words using synonyms in context (4-HH.2)
    • Use context to identify the meaning of a word (4-HH.3)

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

    • Order alphabetically based on the first letter (4-II.1)
    • Order alphabetically based on the first two letters (4-II.2)
    • Order alphabetically based on the first three letters (4-II.3)
    • Order alphabetically: challenge (4-II.4)
    • Use guide words (4-II.5)
    • Use dictionary entries (4-II.6)
    • Use dictionary definitions (4-II.7)
    • Use thesaurus entries (4-II.8)

• 4.1.7 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.

  • 4.1.7.(A 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.

    • Compare information from two texts (4-G.3)
    • Compare and contrast characters (4-H.2)

• 4.1.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

  • 4.1.Figure 19.(F make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.

    • Compare information from two texts (4-G.3)

4.2 The student will demonstrate an ability to understand and analyze literary texts.

• 4.2.3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

  • 4.2.3.(A summarize and explain the lesson or message of a work of fiction as its theme;

    • Determine the themes of myths, fables, and folktales (4-B.1)

  • 4.2.3.(B compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.

    • Compare and contrast characters (4-H.2)

• 4.2.4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

  • 4.2.4.(A explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

    • Label the rhyme scheme (4-L.1)
    • Identify elements of poetry (4-L.2)
    • Read poetry (4-N.3)

• 4.2.5 Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.

  • 4.2.5.(A describe the structural elements particular to dramatic literature.

    • Identify story elements (4-I.1)

• 4.2.6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

  • 4.2.6.(A sequence and summarize the plot's main events and explain their influence on future events;

    • Identify story elements (4-I.1)
    • Put the sentences in order (4-Q.1)
    • Summarize a story (4-S.1)

  • 4.2.6.(B describe the interaction of characters including their relationships and the changes they undergo;

    • Use actions and dialogue to understand characters (4-H.1)
    • Compare and contrast characters (4-H.2)
    • Identify story elements (4-I.1)
    • Read realistic fiction (4-N.1)

  • 4.2.6.(C identify whether the narrator or speaker of a story is first or third person.

    • Identify the narrative point of view (4-G.1)

• 4.2.8 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.

  • 4.2.8.(A identify the author's use of similes and metaphors to produce imagery.

    • Identify similes and metaphors (4-F.1)
    • Similes and metaphors with pictures (4-F.2)
    • Determine the meanings of similes and metaphors (4-F.3)
    • Analyze the effects of figures of speech on meaning and tone (4-F.5)

• 4.2.14 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

  • Read realistic fiction (4-N.1)

• 4.2.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

  • 4.2.Figure 19.(D make inferences about text and use textual evidence to support understanding;

    • Draw inferences from a text (4-H.3)
    • Read realistic fiction (4-N.1)

  • 4.2.Figure 19.(E summarize information in text, maintaining meaning and logical order.

    • Identify story elements (4-I.1)
    • Put the sentences in order (4-Q.1)
    • Summarize a story (4-S.1)

4.3 The student will demonstrate an ability to understand and analyze informational texts.

• 4.3.10 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.

  • Identify the purpose of a text (4-C.1)

• 4.3.11 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

  • 4.3.11.(A summarize the main idea and supporting details in text in ways that maintain meaning;

    • Use key details to determine the main idea (4-A.1)
    • Determine the main idea of a passage (4-A.2)
    • Identify supporting details in informational texts (4-U.5)

  • 4.3.11.(B distinguish fact from opinion in a text and explain how to verify what is a fact;

    • Distinguish facts from opinions (4-U.1)

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

    • Compare and contrast in informational texts (4-D.2)
    • Match causes and effects in informational texts (4-D.3)
    • Match problems with their solutions (4-D.4)
    • Identify text structures (4-D.5)

  • 4.3.11.(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.

    • Select and use text features (4-K.1)

• 4.3.13 Students understand how to glean and use information in procedural texts and documents.

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

    • Determine the order of events in informational texts (4-D.1)
    • Put the sentences in order (4-Q.1)
    • Identify time-order words (4-T.1)

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

    • Read graphic organizers (4-J.2)

• 4.3.14 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

  • Read about science and nature (4-P.3)

• 4.3.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

  • 4.3.Figure 19.(D make inferences about text and use textual evidence to support understanding;

    • Read about science and nature (4-P.3)

  • 4.3.Figure 19.(E summarize information in text, maintaining meaning and logical order.

    • Put the sentences in order (4-Q.1)
    • Organize information by main idea (4-Q.3)