Standardized Test Preparation
TEKS (Texas Essential Knowledge and Skills)
References: Texas Education Agency : STAAR Released Tests |
Language Arts - Grade 4
Assessment Exam - TEKS Grade 4 Language Arts - Reading| Reading/Fluency | eTAP Lesson |
|---|---|
| Students read grade-level text with fluency and comprehension | |
| Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
TX.ELA.110.15.1 |
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| Reading/Vocabulary Development | eTAP Lesson |
| Students understand new vocabulary and use it when reading and writing | |
| Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
TX.ELA.110.15.2.A |
Prefixes & Suffixes Prefixes & Suffixes Gr 4 |
| Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words
TX.ELA.110.15.2.B |
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| Complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____)
TX.ELA.110.15.2.C |
Antonyms, Synonyms, Homophones & Homographs Antonyms, Synonyms, Homophones & Homographs Gr 4 |
| Identify the meaning of common idioms
TX.ELA.110.15.2.D |
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| Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words
TX.ELA.110.15.2.E |
Dictionary |
| Reading/Comprehension of Literary Text/Theme and Genre | eTAP Lesson |
| Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding | |
| Summarize and explain the lesson or message of a work of fiction as its theme
TX.ELA.110.15.3.A |
Imaginative Forms of Literature |
| Compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature
TX.ELA.110.15.3.B |
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| Reading/Comprehension of Literary Text/Poetry | eTAP Lesson |
| Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding | |
| Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse)
TX.ELA.110.15.4 |
Poetry |
| Reading/Comprehension of Literary Text/Drama | eTAP Lesson |
| Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding | |
| Describe the structural elements particular to dramatic literature
TX.ELA.110.15.5 |
Setting |
| Reading/Comprehension of Literary Text/Fiction | eTAP Lesson |
| Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding | |
| Sequence and summarize the plot's main events and explain their influence on future events
TX.ELA.110.15.6.A |
Plot Main Idea and Key Details |
| Describe the interaction of characters including their relationships and the changes they undergo
TX.ELA.110.15.6.B |
Character Traits |
| Identify whether the narrator or speaker of a story is first or third person
TX.ELA.110.15.6.C |
Plot Structure and Point of View |
| Reading/Comprehension of Literary Text/Literary Nonfiction | eTAP Lesson |
| Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding | |
| Identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography
TX.ELA.110.15.7 |
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| Reading/Comprehension of Literary Text/Sensory Language | eTAP Lesson |
| Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding | |
| Identify the author's use of similes and metaphors to produce imagery
TX.ELA.110.15.8 |
Figurative Language |
| Reading/Comprehension of Text/Independent Reading | eTAP Lesson |
| Students read independently for sustained periods of time and produce evidence of their reading | |
| Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks)
TX.ELA.110.15.9 |
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| Reading/Comprehension of Informational Text/Culture and History | eTAP Lesson |
| Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding | |
| Explain the difference between a stated and an implied purpose for an expository text
TX.ELA.110.15.10 |
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| Reading/Comprehension of Informational Text/Expository Text | eTAP Lesson |
| Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding | |
| Summarize the main idea and supporting details in text in ways that maintain meaning
TX.ELA.110.15.11.A |
Main Idea and Key Details |
| Distinguish fact from opinion in a text and explain how to verify what is a fact
TX.ELA.110.15.11.B |
|
| Describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison
TX.ELA.110.15.11.C |
Cause-effect Relationships |
| Use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information
TX.ELA.110.15.11.D |
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| Reading/Comprehension of Informational Text/Persuasive Text | eTAP Lesson |
| Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis | |
| Explain how an author uses language to present information to influence what the reader thinks or does
TX.ELA.110.15.12 |
Literary Devices |
| Reading/Comprehension of Informational Text/Procedural Texts | eTAP Lesson |
| Students understand how to glean and use information in procedural texts and documents | |
| Determine the sequence of activities needed to carry out a procedure (e.g., following a recipe)
TX.ELA.110.15.13.A |
Multiple-Step Instructions |
| Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations)
TX.ELA.110.15.13.B |
Compare and Contrast |
| Reading/Media Literacy | eTAP Lesson |
| Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts | |
| Explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior
TX.ELA.110.15.14.A |
Media |
| Explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects)
TX.ELA.110.15.14.B |
Media |
| Compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article)
TX.ELA.110.15.14.C |
Media |
