4th Grade ELAR Unit 11

Big Idea:

Understanding similarities and differences in structure, organization, and message or theme when reading various genres.

Student Expectations:

Priority TEKS

4.6(C) make, correct, or confirm predictions using text features, characteristics of genre, and structures

4.8(B) explain the interactions of the characters and the changes they undergo

4.10(A) explain the author’s purpose and message within a text

4.9(D)(i) recognize characteristics and structures of informational text including the central idea with supporting evidence

Focus TEKS

4.12(A) compose literary texts such as personal narratives and poetry using genre characteristics and craft

4.12(B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;

Ongoing TEKS

4.1(A) listen actively, ask relevant questions to clarify information, and make pertinent comments;

4.1(B) follow, restate, and give oral instructions that involve a series of related sequences of action;

4.1(C) express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and

4.1(D) work collaboratively with others to develop a plan of shared responsibilities.

4.2(A)(i) decoding words with specific orthographic patterns and rules, including regular and irregular plurals

4.2(A)(ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

4.2(A)(iii) decoding words using advanced knowledge of syllable division patterns such as VV;

4.2(A)(iv) decoding words using knowledge of prefixes;

4.2(A)(v) decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

4.2(B)(i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

4.2(B)(ii) spelling homophones;

4.2(B)(iii) spelling multisyllabic words with multiple sound-spelling patterns;

4.2(B)(iv) spelling words using advanced knowledge of syllable division patterns;

4.2(B)(v) spelling words using knowledge of prefixes; and

4.2(B)(vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

4.2(C) write legibly in cursive to complete assignments

4.3(A) use print or digital resources to determine meaning, syllabication, and pronunciation

4.3(B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words

4.3(C) determine the meaning of and use words with affixes such as as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter

4.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

4.5 Developing and sustaining foundational language skills:listening, speaking, writing, and thinking --self sustained reading. The student reads grade-appropriate texts independently. The student is expected to self select text and read independently for a sustained period of time.

4.6(A) establish a purpose for reading assigned and self selected texts

4.6(B) generate questions about text before, during, and after reading to deepen understanding and gain information

4.6(D) create mental images to deepen understanding

4.6(E) make connections to personal experiences, ideas in other texts, and society

4.6(F) make inferences and use evidence to support understanding

4.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding break downs

4.7(A) describe personal connections to a variety of sources, including self-selected texts

4.7(C) use text evidence to support an appropriate response

4.7(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating

4.7(F) respond using newly acquired vocabulary as appropriate

4.7(G) discuss specific ideas in the text that are important to the meaning

4.10(C) analyze the author’s use of print and graphic features to achieve a specific purpose

4.10(E) identify and understand the use of literary devices, including first -or third person point of view

4.11(D)(ii) past tense of irregular verbs;

4.11(D)(iii) singular, plural, common, and proper nouns;

4.11(D)(iv) adjectives, including their comparative and superlative forms;

4.11(D)(v) adverbs that convey frequency and adverbs that convey degree;

4.11(D)(vi) prepositions and prepositional phrases;

4.11(D)(vii) pronouns, including reflexive;

4.11(D)(viii) coordinating conjunctions to form compound subjects, predicates, and sentences;

4.11(D)(ix) capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities;

4.11(D)(x) punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; and

4.11(D)(xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words;

4.9(E)(ii) explaining how the author has used facts for an argument

Learning Targets:

Essential Questions:

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center