Texas

$Texas flag$

Skills available for Texas fourth-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Show alignments for:

Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS)
State of Texas Assessments of Academic Readiness Resources (STAAR): Reading State of Texas Assessments of Academic Readiness Resources (STAAR): Reading
State of Texas Assessments of Academic Readiness Resources (STAAR): Writing State of Texas Assessments of Academic Readiness Resources (STAAR): Writing
TEKS for English Language Proficiency: Grades K-12 Cross-curricular Knowledge and Skills TEKS for English Language Proficiency: Grades K-12 Cross-curricular Knowledge and Skills
Texas Essential Knowledge and Skills (TEKS) (2008): Oral and Written Conventions Texas Essential Knowledge and Skills (TEKS) (2008): Oral and Written Conventions
Texas Essential Knowledge and Skills (TEKS) (2008): Reading Texas Essential Knowledge and Skills (TEKS) (2008): Reading

Actions

Print standards

4.1 The student will demonstrate an ability to compose a variety of written texts with a clear, central idea; coherent organization; sufficient development; and effective use of language and conventions.

4.1.15 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
- 4.1.15.B develop drafts by categorizing ideas and organizing them into paragraphs;
  - Organize information by main idea (4-Q.3)
- 4.1.15.C revise drafts for coherence, organization, use of simple and compound sentences, and audience;
- 4.1.15.D edit drafts for grammar, mechanics, and spelling [using a teacher-developed rubric].
4.1.17 Students write about their own experiences.
- 4.1.17.A write about important personal experiences.
4.1.18 Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.
- 4.1.18.A create brief compositions that
  - 4.1.18.A.i establish a central idea in a topic sentence;
    - Choose the best topic sentence (4-R.1)
  - 4.1.18.A.ii include supporting sentences with simple facts, details, and explanations; and
    - Choose reasons to support an opinion (4-U.3)
    - Identify supporting details in informational texts (4-U.5)
  - 4.1.18.A.iii contain a concluding statement.
    - Choose the best concluding sentence (4-R.2)

4.2 The student will demonstrate an ability to revise a variety of written texts.

4.2.15 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
- 4.2.15.C revise drafts for coherence, organization, use of simple and compound sentences, and audience.
4.2.18 Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.
- 4.2.18.A create brief compositions that
  - 4.2.18.A.i establish a central idea in a topic sentence;
    - Choose the best topic sentence (4-R.1)
  - 4.2.18.A.ii include supporting sentences with simple facts, details, and explanations;
    - Choose reasons to support an opinion (4-U.3)
    - Identify supporting details in informational texts (4-U.5)
  - 4.2.18.A.iii contain a concluding statement.
    - Choose the best concluding sentence (4-R.2)

4.3 The student will demonstrate an ability to edit a variety of texts.

4.3.15 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
- 4.3.15.D edit drafts for grammar, mechanics, and spelling [using a teacher-developed rubric].
4.3.20 Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.
- 4.3.20.A use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
  - 4.3.20.A.i verbs (irregular verbs);
  - 4.3.20.A.ii nouns (singular/plural, common/proper);
  - 4.3.20.A.iii adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);
  - 4.3.20.A.iv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);
  - 4.3.20.A.v prepositions and prepositional phrases to convey location, time, direction, or to provide details;
  - 4.3.20.A.vi reflexive pronouns (e.g., myself, ourselves);
    - Choose between personal and reflexive pronouns (4-LL.7)
    - Use reflexive pronouns (4-LL.8)
  - 4.3.20.A.vii correlative conjunctions (e.g., either/or, neither/nor);
  - 4.3.20.A.viii use time-order transition words and transitions that indicate a conclusion;
    - Identify time-order words (4-T.1)
    - Choose the best transition (4-T.4)
- 4.3.20.B use the complete subject and the complete predicate in a sentence;
- 4.3.20.C use complete simple and compound sentences with correct subject-verb agreement.
4.3.21 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
- 4.3.21.B use capitalization for
  - 4.3.21.B.i historical events and documents;
  - 4.3.21.B.ii titles of books, stories, and essays;
  - 4.3.21.B.iii languages, races, and nationalities;
    - Capitalizing proper adjectives, nationalities, and languages (4-VV.5)
    - Capitalization: review (4-VV.6)
- 4.3.21.C recognize and use punctuation marks including
  - 4.3.21.C.i commas in compound sentences;
    - Is the sentence simple or compound? (4-JJ.8)
  - 4.3.21.C.ii quotation marks.
    - Punctuating dialogue (4-XX.6)
4.3.22 Students spell correctly.
- 4.3.22.A spell words with more advanced orthographic patterns rules:
  - 4.3.22.A.i plural rules (e.g., words ending in f as in leaf, leaves; adding -es);
  - 4.3.22.A.ii irregular plurals (e.g., man/men, foot/feet, child/children);
    - Is the noun singular or plural? (4-KK.9)
    - Form and use irregular plurals (4-KK.10)
  - 4.3.22.A.iii double consonants in middle of words;
    - Form and use the regular past tense (4-OO.3)
  - 4.3.22.A.iv other ways to spell sh (e.g., -sion, -tion, -cian);
  - 4.3.22.A.v silent letters (e.g., knee, wring);
- 4.3.22.B spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);
- 4.3.22.C spell commonly used homophones (e.g., there, they're, their; two, too, to);
  - Homophones with pictures (4-DD.1)
  - Use the correct homophone (4-DD.3)
- 4.3.22.D use spelling patterns and rules [and print and electronic resources] to determine and check correct spellings.

Texas

Show alignments for:

Actions

4.1 The student will demonstrate an ability to compose a variety of written texts with a clear, central idea; coherent organization; sufficient development; and effective use of language and conventions.

4.1.15 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

4.1.15.B develop drafts by categorizing ideas and organizing them into paragraphs;

4.1.15.C revise drafts for coherence, organization, use of simple and compound sentences, and audience;

4.1.15.D edit drafts for grammar, mechanics, and spelling [using a teacher-developed rubric].

4.1.17 Students write about their own experiences.

4.1.17.A write about important personal experiences.

4.1.18 Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.

4.1.18.A create brief compositions that

4.1.18.A.i establish a central idea in a topic sentence;

4.1.18.A.ii include supporting sentences with simple facts, details, and explanations; and

4.1.18.A.iii contain a concluding statement.

4.2 The student will demonstrate an ability to revise a variety of written texts.

4.2.15 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

4.2.15.C revise drafts for coherence, organization, use of simple and compound sentences, and audience.

4.2.18 Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.

4.2.18.A create brief compositions that

4.2.18.A.i establish a central idea in a topic sentence;

4.2.18.A.ii include supporting sentences with simple facts, details, and explanations;

4.2.18.A.iii contain a concluding statement.

4.3 The student will demonstrate an ability to edit a variety of texts.

4.3.15 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

4.3.15.D edit drafts for grammar, mechanics, and spelling [using a teacher-developed rubric].

4.3.20 Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.

4.3.20.A use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

4.3.20.A.i verbs (irregular verbs);

4.3.20.A.ii nouns (singular/plural, common/proper);

4.3.20.A.iii adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);

4.3.20.A.iv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

4.3.20.A.v prepositions and prepositional phrases to convey location, time, direction, or to provide details;

4.3.20.A.vi reflexive pronouns (e.g., myself, ourselves);

4.3.20.A.vii correlative conjunctions (e.g., either/or, neither/nor);

4.3.20.A.viii use time-order transition words and transitions that indicate a conclusion;

4.3.20.B use the complete subject and the complete predicate in a sentence;

4.3.20.C use complete simple and compound sentences with correct subject-verb agreement.

4.3.21 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

4.3.21.B use capitalization for

4.3.21.B.i historical events and documents;

4.3.21.B.ii titles of books, stories, and essays;

4.3.21.B.iii languages, races, and nationalities;

4.3.21.C recognize and use punctuation marks including

4.3.21.C.i commas in compound sentences;

4.3.21.C.ii quotation marks.

4.3.22 Students spell correctly.

4.3.22.A spell words with more advanced orthographic patterns rules:

4.3.22.A.i plural rules (e.g., words ending in f as in leaf, leaves; adding -es);

4.3.22.A.ii irregular plurals (e.g., man/men, foot/feet, child/children);

4.3.22.A.iii double consonants in middle of words;

4.3.22.A.iv other ways to spell sh (e.g., -sion, -tion, -cian);

4.3.22.A.v silent letters (e.g., knee, wring);

4.3.22.B spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);

4.3.22.C spell commonly used homophones (e.g., there, they're, their; two, too, to);

4.3.22.D use spelling patterns and rules [and print and electronic resources] to determine and check correct spellings.