4th Grade ELAR Unit 15

Big Idea:

Using comprehension skills with increasingly more complex texts to analyze how words, images, graphics and sound work together in various forms to impact meaning.

Student Expectations:

Priority TEKS

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

Focus TEKS

4.9(F) recognize characteristics of multimodal and digital texts

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

4.12(C) compose argumentative texts, including opinion essays, using genre characteristics and craft

4.12(D) compose correspondence that requests information

4.13(A) generate and clarify questions on a topic for formal and informal inquiry;

4.13(B) develop and follow a research plan with adult assistance;

4.13(C) identify and gather relevant information from a variety of sources;

4.13(D) identify primary and secondary sources;

4.13(E) demonstrate understanding of information gathered;

4.13(F) recognize the difference between paraphrasing and plagiarism when using source materials;

4.13(G) develop a bibliography; and

4.13(H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

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

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

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

Learning Targets:

Essential Questions:

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center