4th Grade ELAR Unit 3

Big Idea:

Exposing students to the entire writing process with a focus on idea generation, pre-writing strategies, and initial drafting of a composition.

Student Expectations:

Priority TEKS

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

4.11(A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

4.11(B) develop drafts into a focused, structured, and coherent piece of writing by:

4.11(C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

4.11(D) edit drafts using standard English conventions, including:

4.11(D)(i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

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

Focus TEKS

4.11(B)(i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and

4.11(B)(ii) developing an engaging idea with relevant details;

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)(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; and

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

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

Learning Targets:

Essential Questions:

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center