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

GRADE 4 WRITING

TAAS Objectives and Related TEKS

Library Practices

Big6
(incomplete)

Information Power II

State Standards

Recent Research

Technology Application TEKS

DOMAIN: WRITTEN COMMUNICATION

            

TAAS Objective 1 - Grade 4 Writing

The student will respond appropriately in a written composition to the purpose/audience specified in a given topic.

            

(4.15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms.

Provide samples of different forms of writing.

No Big6

  

Read different types of literature in a variety of print, electronic, and on-line information sources for basic needs and integrating information. 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)

Tech. Apps. - 126.3 (b) 10, 11, 12

Lib. Skills - using LRC print resources, reading enrichment

The student is expected to:
(B) write to influence, such as to persuade, argue, and request (4-8)

  

Big6 #5 Ð Synthesis Ð Create product

        

The student is expected to:
(C) write to inform, such as to explain, describe, report, and narrate (4-8)

Research projects.

Big6 #5 Ð Synthesis Ð Create product

        

The student is expected to:
(D) write to entertain, such as to compose [humorous poems or] short stories (4-8)

Share poetry and short stories through read alouds. Discuss.

Big6 #5 Ð Synthesis Ð Create product

        

The student is expected to:
(E) exhibit an identifiable voice in personal narratives and in stories (4-5)

  

No Big6

        

The student is expected to:
(F) choose the appropriate form for his/her own purpose for writing, including [journals,] letters, [reviews, poems,] narratives, and instructions (4-5)

  

Big6 #2 Ð Information Seeking Strategies Ð Select the best sources

Standard III Indicator 4

Produces and communicates information and ideas in appropriate formats.

  

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 - using the LRC computers to create assignments, accessing different forms of writing through LRC print and non-print resources

TAAS Objective 2 - Grade 4 Writing

The student will organize ideas in a written composition on a given topic.

            

(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.

  

Big6 #2 Ð Information Seeking Strategies Ð Select the best sources

Standard IV Indicator 2

Designs, develops and evaluates information products and solutions related to personal interests.

Access information as needed from a variety of sources in multiple formats and integrate information to create meaning that connects prior knowledge and draws conclusions. State Library Standards III B-1,4

  

Lib. Skills - using LRC to access print and non-print resources to create assignments

The student is expected to:
(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8)

Graphic Organizers from NewsBank's Big 6 tools.

Big6 #5 Ð Synthesis Ð Organize information from all sources

Standard VI Indicator 2

Devise strategies for revising, improving, and updating self-generated knowledge.

  

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)

  

The student is expected to:
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8)

  

Big6 #4 Ð Use of Information Ð Take out needed information

        

The student is expected to:
(D) revise drafts for coherence, progression, and logical support of ideas (4-8)

  

Big6 #6 Ð Evaluation Ð Judge the product

. Standard VI Indicator 2

Devises strategies for revising, improving, and updating self-generated knowledge

      

TAAS Objective 3 - Grade 4 Writing
The student will demonstrate control of the English language in a written composition on a given topic.

            

(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, such as capitalization, punctuation, and penmanship, to communicate clearly.

Publication center. House student written work on display in the library.

No Big6

  

Access information as needed from a variety of sources in multiple formats and integrate information to create meaning that connects prior knowledge and draws conclusions. State Library Standards III B-1,4

  

Lib. Skills - using LRC print resources

The student is expected to:
(B) capitalize and punctuate correctly to clarify and enhance meaning, such as capitalizing titles, using possessives, commas in a series, [commas in direct address,] and sentence punctuation (4-5)

  

No Big6

        

(4.17) Writing/spelling. The student spells proficiently.

Dictionary /Thesaurus instruction.

No Big6

        

The student is expected to:
(D) spell accurately in [final ] drafts (4-8)

  

No Big6

        

(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.

Read orally to students.

No Big6

    

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 - using LRC print and non-print resources, using reference resources

The student is expected to:
(A) use regular and irregular plurals correctly (4-6)

Ruth Heller's Books

No Big6

        

The student is expected to:
(B) write in complete sentences, varying the types, such as compound and complex, to match meanings and purposes (4-5)

  

No Big6

        

The student is expected to:
(C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8)

            

The student is expected to:
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8)

            

The student is expected to:
(F) use conjunctions to connect ideas meaningfully (4-5)

            

The student is expected to:
(G) write with increasing accuracy when using apostrophes in contractions, such as it's, and possessives, such as Jan's (4-8)

Share stories that use punctuation correctly with apostrophes such as contractions.

          

The student is expected to:
(H) write with increasing accuracy when using objective case pronouns such as "Dan cooked for you and me." (4-5)

            

(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing

Student writing center.

  

Standard IX Indicator 1

The student shares knowledge and information with others.

      

The student is expected to:
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8)

    

Standard VI Indicator 2

Devises strategies for revising, improving, and updating self-generated knowledge

  

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)

Tech. Apps. - 126.3 (b) 10, 11, 12

Lib. Skills - using LRC print and non-print reference resources

The student is expected to:
(H) proofread his/her own writing and that of others (4-8)

Dictionary /Thesaurus skill lessons

  

Standard VI Indicator 2

Devises strategies for revising, improving, and updating self-generated knowledge

      

TAAS Objective 4 - Grade 4 Writing
The student will generate a written composition that develops/supports/elaborates the central idea stated in a given topic.

            

(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.

Hyperstudio project.

    

Offer library resources and collaborate regularly with teachers to cooperatively plan curriculum and learning experiences. State Library Standards II A-1

  

Lib. Skills - using LRC print and non-print reference resources

The student is expected to:
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8)

Share stories that use adjectives and adverbs, Ruth Heller books, to help tell the story. Have students identify these parts of speech and discuss how they could use them in their writing.

          

The student is expected to:
(E) use prepositional phrases to elaborate written ideas (4-8)

            

(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing

    

Standard III Indicator 4

Produces and communicates information and ideas in appropriate formats.

  

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)

Lib. Skills - using LRC print and non-print reference resources

The student is expected to:
(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8)

Graphic Organizers.

  

Standard III Indicator 1

Organizes information for practical application.

      

The student is expected to:
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8)

            

The student is expected to:
(D) revise drafts for coherence, progression, and logical support of ideas (4-8)

            

TAAS Objective 5 - Grade 4 Writing
The student will recognize appropriate sentence construction within the context of a written passage.

            

(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.

      

Offer library resources and collaborate regularly with teachers to cooperatively plan curriculum and learning experiences. State Library Standards II A-1

    

The student is expected to:
(B) write in complete sentences, varying the types, such as compound and complex, to match meanings and purposes (4-5)

            

The student is expected to:
(F) use conjunctions to connect ideas meaningfully (4-5)

            

(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.

          

Lib. Skills - using LRC print and non-print reference resources

The student is expected to:
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8)

            

TAAS Objective 6 - Grade 4 Writing
The student will recognize appropriate English usage within the context of a written passage.

            

(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.

      

Offer library resources and collaborate regularly with teachers to cooperatively plan curriculum and learning experiences. State Library Standards II A-1

  

Lib. Skills - using LRC print and non-print reference resources

The student is expected to:
(C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8)

            

The student is expected to:
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8)

            

The student is expected to:
(H) write with increasing accuracy when using objective case pronouns, such as "Dan cooked for you and me." (4-5)

            

TAAS Objective 7 - Grade 4 Writing
The student will proofread for spelling, capitalization, and punctuation errors within the context of a written passage.

            

(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, such as capitalization, punctuation, and penmanship, to communicate clearly.

Publishing center.

Student writing center.

    

Offer library resources and collaborate regularly with teachers to cooperatively plan curriculum and learning experiences. State Library Standards II A-1

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)

  

The student is expected to:
(B) capitalize and punctuate correctly to clarify and enhance meaning, such as capitalizing titles, using possessives, commas in a series, [commas in direct address,] and sentence punctuation (4-5)

            

(4.17) Writing/spelling. The student spells proficiently.

            

The student is expected to:
(A) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6)

        

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)

  

The student is expected to:
(B) write with accurate spelling of roots, such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (4-6)

            

The student is expected to:
(D) spell accurately [in final drafts] (4-8)

            

(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing

            

The student is expected to:
(G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's (4-8)

            

(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.

    

Standard III Indicator 4

Produces and communicates information and ideas in appropriate formats.

      

The student is expected to:
(H) proofread his/her own writing and that of others (4-8)

    

Standard VI Indicator 2

Devises strategies for revising, improving, and updating self-generated knowledge.

      

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.

C. [Italicized, bracketed text]
Although the entire student expectation has been provided for reference, text in bracketed italics indicates that this portion of the student expectation will not be tested on TAAS.

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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