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Grade 4 Reading
Correlation Between the Texas Essential Knowledge and Skills
for Language Arts and the eTAP Lessons
Basic Understanding of Written Texts |
Literary Elements |
Analyzing Texts |
Critical Thinking
The TEKS and corresponding student
expectations listed under Objective 1 will help students as they learn to read
for the basic meaning of a text. To develop an initial understanding of what
they read, students must be able to do three things: (1) use context and other
word-identification strategies to help them understand the meaning of the words
they read, (2) recognize important supporting details, and (3) understand the
main idea of a selection. These skills are the building blocks that students
need to develop a deeper understanding of what they read.
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Pre-Test |
Texas Essential Knowledge Skills |
eTAP Lessons |
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Post-Test |
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Outside Link |
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Objective 1.
The student will demonstrate a basic understanding of culturally diverse written texts.
(4.9) Reading/vocabulary development. The student acquires an extensive vocabulary through
reading and systematic word study. The student is expected to |
|
Q&A |
(B) |
draw on experiences to bring meanings to words
in context such as interpreting figurative language and multiple-meaning
words (4–5); and |
Context
Clues
Figurative
and Metaphorical Use of Words |
Nightingale |
Q&A |
http://www.scc.losrios.edu/~langlit/reading/con
textclues/intro1.htm |
| Q&A |
(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-, and un- (4–8). |
Word
Origins |
Pandemonium:
The Italian Job |
Q&A |
http://www.manatee.k12.fl.us/sites/elementary/pal
masola/ps4glepsuf.htm |
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(4.10) Reading/comprehension. The student
comprehends selections using a variety of strategies. The student is expected to |
| Q&A |
(F) |
determine a text’s main (or major) ideas
and how those ideas are supported with details (4–8); and |
Structure
of Informational Materials |
Discovering
Language Arts: Reading (Grades 3-5) |
Q&A |
http://www.harcourtschool.com/activity/book_bu
ddy/rosie/skill_pre.html |
| Q&A |
(G) |
paraphrase and summarize text to recall, inform, or organize ideas
(4–8). |
Inference
Conclusions
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Discovering
Language Arts: Fiction (Grades 6-8) |
Q&A |
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http://www.manatee.k12.fl.us/sites/elementary/palm
asola/rcinf1.htm
http://www.studyzone.org/testprep/ela4/h/inferenc
esp.cfm |
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Objective 2.
The student will apply knowledge of literary elements to understand culturally diverse written
texts.
(4.12) Reading/text
structures/literary concepts. The student analyzes the characteristics of
various types of texts (genres). The student is expected to |
| Q&A |
(H) |
analyze characters, including their traits,
motivations, conflicts, points of view, relationships, and changes they
undergo (4–8); and |
Character
Traits |
Discovering
Language Arts: Fiction (Grades 3-5) |
Q&A |
http://www.mcps.k12.md.us/schools/beverlyfa
rmses/tools/character_traits.htm |
| Q&A |
(I) |
recognize and analyze story plot, setting, and
problem resolution (4–8). |
Plot
Setting
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Henry
Hikes to Fitchburg |
Q&A |
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Objective 3.
The student will use a variety of strategies to analyze culturally diverse
written texts.
(4.10) Reading/comprehension. The student
comprehends selections using a variety of strategies. The student is expected
to |
| Q&A |
(E) |
use the text’s structure or progression of
ideas such as cause and effect or chronology to locate and recall
information (4–8); |
Cause
and Effect Organization of Text |
TLC
Elementary School: Reading Strategies |
Q&A |
http://go.hrw.com/eolang/modbank/mguid
e/mg10-3.htm |
| Q&A |
(I) |
find similarities and differences across texts such as in treatment, scope, or organization
(4–8); and |
Structure
of Informational Materials |
The
Story of the Dancing Frog |
Q&A |
http://www.readwritethink.org/student_mat/in
dex.asp |
| Q&A |
(L) |
represent text information in different ways such as in outline, timeline, or graphic
organizer (4–8). |
Outlines |
Discovering
Language Arts: Research Skills (Grades 3-5) |
Q&A |
http://www.readwritethink.org/student_m
at/index.asp |
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(4.12) Reading/text structures/literary concepts. The student
analyzes the characteristics of various types of texts (genres). The student is expected to |
| Q&A |
(A) |
judge the internal consistency or logic of
stories and texts such as “Would this character do this?”; “Does this make
sense here?” (4–5); |
Character
Traits
Literary
Devices
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Discovering
Language Arts: Fiction (Grades 6-8) |
Q&A |
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http://www.tnellen.com/cybereng/lit_terms/ |
| Q&A |
(C) |
identify the purposes of different types of texts such as to inform, influence, express, or
entertain (4–8); |
Imaginative
Forms of Literature
Multiple-Step
Instructions
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Discovering
Language Arts: Reading (Grades 3-5) |
Q&A |
http://www.bbc.co.uk/skillswise/words/readin
g/typesoftext/game.shtml |
| Q&A |
(E) |
compare communication in different forms such as [contrasting a dramatic performance
with a print version of the same story or] comparing story variants (2–8); and |
Compare
and Contrast Informational
Materials |
Three
Cheers for Catherine the Great! |
Q&A |
http://www.literacymatters.org/18under/cc
activities.htm |
| Q&A |
(J) |
describe how the author’s perspective or
point of view affects the text (4–8). |
Point
of View |
Discovering
Language Arts: Nonfiction (Grades 3-5) |
Q&A |
http://www.learner.org/exhibits/literature/r
ead/pov1.html |
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Objective 4.
The student will apply critical-thinking skills to analyze culturally diverse
written texts.
(4.10) Reading/comprehension. The student
comprehends selections using a variety of strategies. The student is expected to |
| Q&A |
(H) |
draw inferences such as conclusions or
generalizations and support them with text
evidence [and experience] (4–8); and |
Inference
Conclusions
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The
Island Of The Skog |
Q&A |
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http://www.tv411.org/lessons/cfm/reading.cfm?
str=reading&num=11&act=2&que=1
http://www.studyzone.org/testprep/ela
4/h/inferencesp.cfm |
| Q&A |
(J) |
distinguish fact and opinion in various
texts (4–8). |
Respond
to Persuasive Messages |
Discovering
Language Arts: Nonfiction (Grades 6-8) |
Q&A |
http://www.manatee.k12.fl.us/sites/eleme
ntary/palmasola/rcfo1.htm |
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(4.11) Reading/literary response. The student expresses and supports responses to various types of
texts. The student is expected to |
| Q&A |
(C) |
support responses by referring to relevant
aspects of text [and his/her own experiences]
(4–8); and |
Clarify
Spoken Ideas |
Discovering
Language Arts: Research Skills (Grades 3-5) |
Q&A |
http://www.manatee.k12.fl.us/sites/elementa
ry/palmasola/rcdb5_1.htm |
| Q&A |
(D) |
connect, compare, and contrast ideas, themes,
and issues across text (4–8). |
Compare
and Contrast Informational
Materials |
Abel's
Island |
Q&A |
http://www.manatee.k12.fl.us/sites/elementary/p
almasola/rcccon1.htm |
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(4.12) Reading/text structures/literary concepts. The student analyzes the characteristics of
various types of texts (genres). The student is expected to |
| Q&A |
(B) |
recognize that authors organize information in
specific ways (4–5). |
Compare
and Contrast Informational Materials
Cause
and Effect Organization of Text
Technical
Directions |
Discovering
Language Arts: Style, Structure, and Tone (Grades 6-8) |
Q&A |
http://www.tv411.org/lessons/cfm/reading.cfm?str=r
eading&num=3&act=3&que=1 |