Grade 4
Texas Essential Knowledge and Skills (TEKS) · TEKS 2017
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language (1)
Listen actively, ask relevant questions to clarify information, and make pertinent comments.
Follow, restate, and give oral instructions that involve a series of related sequences of action.
Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.
Work collaboratively with others to develop a plan of shared responsibilities.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing (2)
Demonstrate and apply phonetic knowledge by:: (i) Decoding palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the last, penultimate, and antepenultimate syllable and words with the stress on the syllable before the antepenultimate). (ii) Using orthographic rules to segment and combine syllables, including diphthongs and formal and accented hiatus. (iii) Decoding and differentiating the meaning of a word based on the diacritical accent. (iv) Decoding words with prefixes and suffixes.
Demonstrate and apply spelling knowledge by:: (i) Spelling palabras agudas and graves (words with the stress on the last and penultimate syllable) with an orthographic accent. (ii) Spelling palabras esdrújulas (words with the stress on the antepenultimate syllable) that have an orthographic accent. (iii) Spelling words with diphthongs and hiatus; and Page 26 August 2019 Update. (iv) Marking accents appropriately when conjugating verbs such as in simple and imperfect past, past participle, perfect, conditional, and future tenses.
Write legibly in cursive to complete assignments.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary (3)
Use print or digital resources to determine meaning, syllabication, and pronunciation.
Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.
Identify the meaning of and use words with affixes such as mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele.
Identify, use, and explain the meaning of idioms, homographs, and homophones such as abrasar/abrazar.
Differentiate between and use homographs, homophones, and commonly confused terms such as porque/porqué/por qué/por que, sino/si no, and también/tan bien.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency (4)
Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading (5)
Self-select text and read independently for a sustained period of time.
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts (6)
Establish purpose for reading assigned and self-selected texts.
Generate questions about text before, during, and after reading to deepen understanding and gain information.
Make and correct or confirm predictions using text features, characteristics of genre, and structures.
Create mental images to deepen understanding.
Make connections to personal experiences, ideas in other texts, and society.
Make inferences and use evidence to support understanding.
Evaluate details read to determine key ideas.
Synthesize information to create new understanding.
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Response skills: listening, speaking, reading, writing, and thinking using multiple texts (7)
Describe personal connections to a variety of sources, including self-selected texts.
Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.
Use text evidence to support an appropriate response; August 2019 Update Page 27 §128.A. Elementary.
Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
Respond using newly acquired vocabulary as appropriate.
Discuss specific ideas in the text that are important to the meaning.
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements (8)
Infer basic themes supported by text evidence.
Explain the interactions of the characters and the changes they undergo.
Analyze plot elements, including the rising action, climax, falling action, and resolution.
Explain the influence of the setting, including historical and cultural settings, on the plot.
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres (9)
Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales.
Explain figurative language such as simile, metaphor, and personification that the poet uses to create images.
Explain structure in drama such as character tags, acts, scenes, and stage directions.
Recognize characteristics and structures of informational text, including:: (i) The central idea with supporting evidence. (ii) Features such as pronunciation guides and diagrams to support understanding. (iii) Organizational patterns such as compare and contrast.
Recognize characteristics and structures of argumentative text by:: (i) Identifying the claim. (ii) Explaining how the author has used facts for an argument. (iii) Identifying the intended audience or reader.
Recognize characteristics of multimodal and digital texts.
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts (10)
Explain the author's purpose and message within a text.
Explain how the use of text structure contributes to the author's purpose.
Analyze the author's use of print and graphic features to achieve specific purposes; Page 28 August 2019 Update.
Describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes.
Identify and understand the use of literary devices, including first-or third-person point of view.
Discuss how the author's use of language contributes to voice.
Identify and explain the use of anecdote.
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process (11)
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.
Develop drafts into a focused, structured, and coherent piece of writing by:: (i) Organizing with purposeful structure, including an introduction, transitions, and a conclusion. (ii) Developing an engaging idea with relevant details.
Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.
Edit drafts using standard Spanish conventions, including:: (i) Complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments. (ii) Verb tense such as simple past, present, and future and imperfect past, past participle, and conditional. (iii) Singular, plural, common, and proper nouns, including gender-specific articles. (iv) Adjectives, including their comparative and superlative forms. (v) Adverbs that convey frequency and adverbs that convey degree. (vi) Prepositions and prepositional phrases. (vii) Pronouns, including personal, possessive, objective, reflexive, and prepositional. (viii) Coordinating conjunctions to form compound subjects, predicates, and sentences. (ix) Capitalization of historical events and documents, titles of books, stories, and essays. (x) Punctuation marks, including commas in compound and complex sentences and em dash for dialogue; and (xi) correct spelling of words with grade-appropriate orthographic patterns and rules.
Publish written work for appropriate audiences.
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres (12)
Compose literary texts such as personal narratives and poetry using genre characteristics and craft; August 2019 Update Page 29 §128.A. Elementary.
Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
Compose argumentative texts, including opinion essays using genre characteristics and craft.
Compose correspondence that requests information.
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts (13)
Generate and clarify questions on a topic for formal and informal inquiry.
Develop and follow a research plan with adult assistance.
Identify and gather relevant information from a variety of sources.
Identify primary and secondary sources.
Demonstrate understanding of information gathered.
Recognize the difference between paraphrasing and plagiarism when using source materials.
Develop a bibliography.
Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.