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TEKS Reading 4th grade |
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GRADE 4 READING TAAS Objectives and Related TEKS |
Library Support |
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DOMAIN: READING COMPREHENSION |
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TAAS Objective 1 - Grade 4 Reading |
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(4.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. |
Provide extensive collection of materials at various levels of ability. |
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The student is expected to: (B) [draw on experiences to] bring meanings to words in context, such as interpreting figurative language and multiple-meaning words (4-5) |
Storytime; dictionary usage |
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The student is expected to: (D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un- (4-8) |
Storytime; dictionary usage |
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TAAS Objective 2 - Grade 4 Reading |
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(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
Notetaking; outlining. |
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The student is expected to: (E) use the text's structure or progression of ideas, such as cause and effect or chronology, to locate and recall information (4-8) |
Discussion of Read Alouds. |
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The student is expected to: (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8) |
Storytime. |
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(4.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). |
Different kinds of fiction. |
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The student is expected to: (I) recognize and analyze story plot, setting, and problem resolution (4-8) |
Discussion. |
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(4.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. |
Provide instruction for use of print/electronic sources and ability to locate them. |
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The student is expected to: (D) interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams, to address research questions (4-5) |
Support through print/electronic resources; Big 6 strategies |
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TAAS Objective 3 - Grade 4 Reading |
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(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
Notetaking. |
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The student is expected to: (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8) |
Book talks; book reports. |
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The student is expected to: (G) paraphrase and summarize text to recall, inform, or organize ideas (4-8) |
Book talks; book reports. |
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TAAS Objective 4 - Grade 4 Reading |
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(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
Graphic organizers to help students interpret stories. (NewsBank Big 6 tools) |
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The student is expected to: (E) use the text's structure or progression of ideas, such as cause and effect or chronology, to locate and recall information (4-8) |
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(4.11) Reading/literary response. The student expresses and supports responses to various types of texts. |
Student directed book talks |
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The student is expected to: (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8) |
If you were just learning to swim, what are some of the things you would need to know? http://infoweb10.newsbank.com/correlationbank/StateCorrelations/Texas/lang/tklang/tkel410.htm |
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The student is expected to: (D) connect, compare, and contrast ideas, themes, and issues across text (4-8) |
Research; graphic organizers. |
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TAAS Objective 5 - Grade 4 Reading |
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(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
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The student is expected to: (H) draw inferences, such as conclusions or generalizations, and support them with text evidence and experience (4-8) |
Summarize articles. |
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(4.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). |
Different kinds of fiction. |
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The student is expected to: (H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8) |
Character Tree Graphic Organizers |
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The student is expected to: (I) recognize and analyze story plot, setting, and problem resolution (4-8) |
Storymaps during story time. |
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(4.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. |
Research strategies using internet as well as print format. Big 6 tools. |
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The student is expected to: (D) interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams, to address research questions (4-5) |
Graphic organizers, big 6 tools. |
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The student is expected to: (G) draw conclusions from information gathered from multiple sources (4-8) |
Graphic organizers, collaboration with classroom teacher on research strategies. |
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TAAS Objective 6 - Grade 4 Reading |
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(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
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The student is expected to: (J) distinguish fact and opinion in various texts (4-8) |
Use newspaper and magazine articles. |
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(4.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). |
Compare and contrast sources; discuss difference of fiction and nonfiction. |
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The student is expected to: (C) identify the purposes of different types of texts, such as to inform, influence, express, or entertain (4-8) |
Use newspaper as a source of various texts. |
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The student is expected to: (J) describe how the author's perspective or point of view affects the text (4-8) |
Share stories with different points of view. Fill in graphic organizers such as a T-Chart. |
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TEKS-based TAAS and end-of-course tests are criterion-referenced assessments that measure student's mastery of the statewide curriculum. All test formats are multiple-choice except for the written composition in each TAAS writing test. C. [Italicized, bracketed text] D. Underlined text |
