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TEKS Reading 4th grade         (scroll >>>>)

TAAS Objectives and Related TEKS

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Big6

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State Standards

Recent Research

Technology Applications TEKS

DOMAIN: READING COMPREHENSION

TAAS Objective 1 - Grade 4 Reading
The student will determine the meaning of words in a variety of written texts.

(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.

Read different types of literature and use a variety of information resources for pleasure, learning, and problem-solving. State Library Standards II B-1

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

Lib. Skills Ð reading enrichment, circulation of print material, use of periodicals for research

(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

Utilizing the web and other on-line resources provides experiences for students to draw from. Time working with teachers and students to utilize these sources impact student achievement. Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.42)

(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

TAAS Objective 2 - Grade 4 Reading
The student will identify supporting ideas in a variety of written texts.

(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies.

Notetaking; outlining.

Offer student instruction in the use of the library for completion of teacher developed activities and direct the student(s))) in extensive problem driven research. State Library Standards II A-1, 2

Lib. Skills Ð use of the on-line catalog, use of the library resources page, using print reference material.

(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.

4.2 Extract relevant information from a source. Create a story map or other type of graphic organizer.

(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8)

Storytime.

4.2 Extract relevant information from a source. Create a story map or other type of graphic organizer

(4.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

Different kinds of fiction.

4.2 Extract relevant information from a source. Create a graphic organizer too present information.

(I) recognize and analyze story plot, setting, and problem resolution (4-8)

Discussion.

(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.

Actually select appropriate sources

Derives meaning from information presented creatively in a variety of formats.

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

(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

Create graphs and charts

Integrates new information into one's own knowledge

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

TAAS Objective 3 - Grade 4 Reading
The student will summarize a variety of written texts.

(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies.

Notetaking.

Integrates new information into one's own knowledge

Read different types of literature and use a variety of information resources for pleasure, learning, and problem solving. State Library Standards II B-1

Lib. Skills Ð reading enrichment, evaluating LRC sources for use.

(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8)

Book talks; book reports.

Organize information in a graphic organizer

(G) paraphrase and summarize text to recall, inform, or organize ideas (4-8)

Book talks; book reports.

Organize information in a graphic organizer

Integrates new information into one's own knowledge

TAAS Objective 4 - Grade 4 Reading
The student will perceive relationships and recognize outcomes in a variety of written texts.

(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies.

Graphic organizers to help students interpret stories. (NewsBank Big 6 tools)

Read different types of literature and use a variety of information resources for pleasure, learning, and problem solving. State Library Standards II B-1

"Test scores increase as school librarians spend more time: teaching cooperatively with teachers; teaching information literacy skills independently; providing ins-service to teachers; serving on standards committees, serving on curriculum committees; and managing information technology." (Measuring Up to Standards, Pennsylvania Department of Education, p. 7)

Lib. Skills Ð use of print and non-print LRC materials for research and reading enrichment.

(E) use the text's structure or progression of ideas, such as cause and effect or chronology, to locate and recall information (4-8)

(4.11) Reading/literary response. The student expresses and supports responses to various types of texts.

Student directed book talks

Students effectively judge the selections made and provide support from examples from the selection.

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8)

http://infoweb10.newsbank.com/
correlationbank/StateCorrelations/
Texas/lang/tklang/tkel410.htm

Integrates new information into one's own knowledge.

(D) connect, compare, and contrast ideas, themes, and issues across text (4-8)

http://connections10.newsbank.com/
big6/teacher/

Create graphic organizer to compare and contrast themes and characters.

Integrates new information into one's own knowledge

TAAS Objective 5 - Grade 4 Reading
The student will analyze information in a variety of written texts in order to make inferences and generalizations.

(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies.

Read different types of literature and use a variety of information resources for problem-solving, accessing, retrieving and using relevant information. State Library Standards II A-2 & II B-1

Lib. Skills Ð use of LRC resources for research and reading enrichment.

(H) draw inferences, such as conclusions or generalizations, and support them with text evidence and experience (4-8)

Summarize articles.

Selects information appropriate to the problem or question at hand.

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

(4.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

Different kinds of fiction.

Create a graphic organizer for the different genres.

(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8)

http://connections10.newsbank.com/
big6/teacher/

Write a paragraph to explain point of view and relationships between characters.

(I) recognize and analyze story plot, setting, and problem resolution (4-8)

Storymaps during story time.

Create a story map.

(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.

Actually select appropriate sources

Develops and uses successful strategies for locating information.

The collection of a library can make a difference on student learning by the type and variety of materials and on-line services, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

(D) interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams, to address research questions (4-5)

http://connections10.newsbank.com/
big6/teacher/

Create graphs and charts

The collection of a library can make a difference on student learning by the type and variety of materials and on-line services, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

(G) draw conclusions from information gathered from multiple sources (4-8)

http://connections10.newsbank.com/
big6/teacher/

Selects information appropriate to the problem or question at hand.

TAAS Objective 6 - Grade 4 Reading
The student will recognize points of view, propaganda, and/or statements of fact and opinion in a variety of written texts.

(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies.

Organize a t-chart of fact and opinion from various articles.

Lib. Skills Ð selecting and using LRC sources.

(J) distinguish fact and opinion in various texts (4-8)

Use newspaper and magazine articles.

Create a database of various genres and include specific titles, which fall under each category.

Distinguishes among fact, point of view, and opinion.

Read different types of literature and use a variety of information resources for problem-solving, accessing, retrieving and using relevant information. State Library Standards II A Ð2 & II B-1

(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.

The collection of a library can make a difference on student learning by the type and variety of materials and on-line services, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

(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.

(J) describe how the author's perspective or point of view affects the text (4-8)

http://connections10.newsbank.com/
big6/teacher/

Distinguishes among fact, point of view, and opinion

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.

D. Underlined text
Underlined text indicates that this portion of the student expectation is not tested in this objective but is tested in another objective.

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Page edited - 11/18/2007

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