Texas Assessments of Academic Readiness (STAAR) for Fourth Grade English Language Arts

Drawing ConclusionsFreeAnswering questions to demonstrate comprehension by drawing conclusions. Read more...iWorksheets: 3
High Frequency Words IHigh frequency words are words that you may come across often when reading. Read more...iWorksheets: 6Study Guides: 1
High Frequency Words IIHigh frequency words are words that you may come across often when reading. Read more...iWorksheets: 6Study Guides: 1
PredictionsWhat are Predictions? When predicting you use facts and clues from the reading as well as your own personal knowledge to help you make a good guess about what is going to happen next in the story. Read more...iWorksheets: 3Study Guides: 1
Synonyms/AntonymsAn antonym is a word that means the opposite of another word. For example "up" is an antonym of "down". Synonyms are words with the same or similar meaning. Synonyms for "Intelligent" are "smart" and "clever". Read more...iWorksheets: 3
Text Feature MeaningText features include all the components of a story or article that are not the main body of text. Read more...iWorksheets: 3

TX.STAAR.4R. STAAR Grade 4 Reading Assessment

Reporting Category 1: Understanding and Analysis Across Genres - The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.

(4.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
4.2 (A) Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
Root Words/Prefixes/SuffixesWhen the ending, or inflection, is taken away from a word, the word that remains is called the root word or base word. Read more...iWorksheets :6Study Guides :1
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Multiple MeaningWords with multiple meanings are words with more than one meaning. Read more...iWorksheets :3Study Guides :1
Root WordsWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/SuffixesWhat are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
4.2 (B) Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words. Readiness Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Context CluesIdentify the meaning of unknown words by text surrounding word. Read more...iWorksheets :3
Double Negatives and HomophonesHomophones are words that sound the same, but have different spellings and different meanings. Read more...iWorksheets :4Study Guides :1
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context CluesContext cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
AnalogiesAn analogy is a statement that compares two things that have something in common. Sometimes the two things being compared are alike. Sometimes the two things being compared are different. Read more...iWorksheets :4Study Guides :1
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
Context CluesThe five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
4.2 (E) Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. Readiness Standard (STAAR)
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Dictionary/Thesaurus/Parts of a BookAlphabetical order, table of contents, title, author, index, glossary. Read more...iWorksheets :3
Dictionary/ThesaurusAlphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
Parts of a BookFreeA book often has several parts that make finding information easier for readers. They are: title, introduction, body, conclusion, and back cover. Read more...iWorksheets :8Study Guides :1
Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study Guides :1
Labels/Captions for GraphicsWrite labels and captions for graphics. Read more...iWorksheets :3
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets :3

TX.STAAR.4R. STAAR Grade 4 Reading Assessment

Reporting Category 2: Understanding and Analysis of Literary Texts - The student will demonstrate an ability to understand and analyze literary texts.

(4.3) Reading/Comprehension of Literary Text/Theme and Genre. 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. Students are expected to:
4.3 (A) Summarize and explain the lesson or message of a work of fiction as its theme. Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
Main IdeaThe main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :4Study Guides :1
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets :3
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3
4.3 (B) Compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. Supporting Standard (STAAR)
Elements of FictionA character is a person in a story, novel, or play. <br> The setting in a story is where the story takes place.<br> The plot of a story is what goes on in the story. It's a series of events that gives story a meaning. <br>All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1
Literary ElementsIdentify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
(4.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:
4.4 (A) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3
Poetic DevicesStudents use the reading process to demonstrate understanding of literary and informational texts. Read more...iWorksheets :4Study Guides :1
AnalogiesAn analogy is a statement that compares two things that have something in common. Sometimes the two things being compared are alike. Sometimes the two things being compared are different. Read more...iWorksheets :4Study Guides :1
Literary DevicesWhat is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. What is a Hyperbole? Hyperbole is an exaggerated comparison. What is a Simile? Read more...iWorksheets :7Study Guides :1
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
Genre CharacteristicsA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study Guides :1
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets :3
GenreA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3
(4.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:
4.5 (A) Describe the structural elements particular to dramatic literature. Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
Genre CharacteristicsA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study Guides :1
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets :3
(4.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
4.6 (A) Sequence and summarize the plot's main events and explain their influence on future events. Readiness Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
4.6 (B) Describe the interaction of characters including their relationships and the changes they undergo. Readiness Standard (STAAR)
Elements of FictionA character is a person in a story, novel, or play. <br> The setting in a story is where the story takes place.<br> The plot of a story is what goes on in the story. It's a series of events that gives story a meaning. <br>All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1
Literary ElementsIdentify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
(4.8) Reading/Comprehension of Literary Text/Sensory Language. 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. Students are expected to:
4.8 (A) Identify the author's use of similes and metaphors to produce imagery. Supporting Standard (STAAR)
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Literary ElementsAuthors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1
AnalogiesAn analogy is a statement that compares two things that have something in common. Sometimes the two things being compared are alike. Sometimes the two things being compared are different. Read more...iWorksheets :4Study Guides :1
Literary DevicesWhat is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. What is a Hyperbole? Hyperbole is an exaggerated comparison. What is a Simile? Read more...iWorksheets :7Study Guides :1
Literary DevicesLiterary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
Figure 19 (D) Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama) (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting DetailsMain idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
InferenceWhat is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets :3
Drawing InferencesWhat are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :3Study Guides :1
Drawing ConclusionsA conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1
Implied InformationDraw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
Figure 19 (E) Summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama) (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1

Reporting Category 3: Understanding and Analysis of Informational Texts - The student will demonstrate an ability to understand and analyze informational texts.

(4.10) Reading/Comprehension of Informational Text/Culture and History. 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. Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Author's Purpose/Point of ViewAn author writes for many reasons, such as to inform, to entertain, or to persuade. Read more...iWorksheets :5Study Guides :1
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Author's Purposethe author's purpose is the reason that he or she had for writing the text. Some authors' purposes are to inform, entertain or persuade. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting DetailsMain idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets :3
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
(4.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
4.11 (A) Summarize the main idea and supporting details in text in ways that maintain meaning. Readiness Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Main IdeaThe main idea of a text is what the text is written about. The main idea of a paragraph, story, article, or other written text is the main theme, subject, or topic of that writing. Read more...iWorksheets :3Study Guides :1
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting DetailsMain idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets :3
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
4.11 (B) Distinguish fact from opinion in a text and explain how to verify what is a fact. Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Fact/Fiction/OpinionA fact can be proven. An opinion is the way that someone feels about a subject and it cannot be proven. Being able to tell the difference between a fact and an opinion will improve your reading comprehension. Read more...iWorksheets :7Study Guides :1
Cause/Effect, Fact/OpinionWhat is Cause & Effect? A cause always has an effect. There is a reason why something happens. An effect happens as a result of a cause. Something happens for a reason. Read more...iWorksheets :3Study Guides :1
Fact/OpinionFreeA fact is information that is known to be true; it is a certainty. A fact does not change from person to person. An opinion is a personal belief or idea. People do not always have the same beliefs or ideas. Read more...iWorksheets :7Study Guides :1
Opinion/Exaggeration/Missing InfoExaggeration is a representation of something in an excessive manner. It is the opposite of minimisation. Identify missing and irrelevant information. Distinguish between a fact and an opinion. Read more...iWorksheets :3
4.11 (C) Describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison. Readiness Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3
4.11 (D) 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. Readiness Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Text FeaturesThe title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
Labels/Captions for GraphicsWrite labels and captions for graphics. Read more...iWorksheets :3
Text FeaturesWhat are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Read more...iWorksheets :4Study Guides :1
(4.13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
4.13 (A) Determine the sequence of activities needed to carry out a procedure (e.g., following a recipe). Supporting Standard (STAAR)
Written DirectionsRead and understand written directions. Read more...iWorksheets :3
4.13 (B) Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Charts/Maps/Graphic OrganizersFreeMaps, charts, graphs, and diagrams are graphics that contain information. Read more...iWorksheets :6Study Guides :1
Graphic OrganizersA graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. Read more...iWorksheets :3
Text FeaturesThe title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
Labels/Captions for GraphicsWrite labels and captions for graphics. Read more...iWorksheets :3
Text FeaturesWhat are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Read more...iWorksheets :4Study Guides :1
Interpret InformationWhat is Interpreting Information? You can use maps, charts, and timelines to interpret information. Charts are visual displays of information. They reveal information through mathematical statistics. A timeline is used to show events in chronological order. A map is a drawing created to represent the world or a part of the world's surface. Read more...iWorksheets :3Study Guides :1
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
Figure 19 (D) Make inferences about text and use textual evidence to support understanding. Readiness Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting DetailsMain idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
InferenceWhat is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets :3
Drawing InferencesWhat are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :3Study Guides :1
Drawing ConclusionsA conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1
Implied InformationDraw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
Figure 19 (E) Summarize information in text, maintaining meaning and logical order. Readiness Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1

TX.STAAR.4W. STAAR Grade 4 Writing Assessment

Reporting Category 1: Composition - The student will demonstrate an ability to compose a variety of written texts with a clear, central idea; coherent organization; sufficient development; and effective use of language and conventions.

(4.15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
4.15 (B) Develop drafts by categorizing ideas and organizing them into paragraphs. Readiness Standard (STAAR)
Coherent ParagraphsA paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1
Extraneous DetailsExtraneous details are details that are not necessary to include in a particular paragraph. They are details that are NOT related to the theme of a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.15 (C) Revise drafts for coherence, organization, use of simple and compound sentences, and audience. Readiness Standard (STAAR)
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
(4.17) Writing. Students write about their own experiences. Students are expected to:
4.17 (A) Write about important personal experiences. Readiness Standard (STAAR)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
(4.18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
4.18 (A) Create brief compositions that:
4.18 (A) (ii) Include supporting sentences with simple facts, details, and explanations (STAAR)
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.18 (A) (iii) Contain a concluding statement (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
Supporting/Concluding SentencesSupporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1

Reporting Category 2: Revision - The student will demonstrate an ability to revise a variety of written texts.

(4.15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
4.15 (C) Revise drafts for coherence, organization, use of simple and compound sentences, and audience. Readiness Standard (STAAR)
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
(4.18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
4.18 (A) Create brief compositions that:
4.18 (A) (ii) Include supporting sentences with simple facts, details, and explanations. Supporting Standard (STAAR)
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.18 (A) (iii) Contain a concluding statement. Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
Supporting/Concluding SentencesSupporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1

Reporting Category 3: Editing - The student will demonstrate an ability to edit a variety of texts.

(4.20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
4.20 (A) Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
4.20 (A) (ii) Nouns (singular/plural, common/proper). Supporting Standard (STAAR)
NounsRecognize, recall, and use basic elements of grammar to express ideas clearly. <br> Uses subject vs. object pronouns correctly (e.g., I vs. me). Read more...iWorksheets :3
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Verb EndingsVerbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
PluralsRegular and irregular plural nouns. Read more...iWorksheets :3
Spelling WordsWhy is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
PluralsPlurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets :3
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Syntactic/Semantic CuesSyntactic cues involve word order, patterns and rules of language, and punctuation. Read more...iWorksheets :3
AnalogiesAn analogy is a statement that compares two things that have something in common. Sometimes the two things being compared are alike. Sometimes the two things being compared are different. Read more...iWorksheets :4Study Guides :1
Parts of SpeechA Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
SpellingThere are some words that are difficult to remember how to spell: Plurals, Possessive Nouns (words that show ownership), Homophones (two or more words having the same pronunciation but different meanings, origins, or spelling). Read more...iWorksheets :6Study Guides :1
4.20 (A) (iii) Adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest). Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Syntactic/Semantic CuesSyntactic cues involve word order, patterns and rules of language, and punctuation. Read more...iWorksheets :3
Adjectives/Adverbs/ParticlesWhat is adverb? An adverb is a word or an expression that modifies or qualifies an adjective, verb, or other adverb or a word group, expressing a relation of place, time, circumstance, manner, cause, degree, level of certainty, answering questions such as how?, in what way?, when?, where?, and to what extent? Read more...iWorksheets :3
AnalogiesAn analogy is a statement that compares two things that have something in common. Sometimes the two things being compared are alike. Sometimes the two things being compared are different. Read more...iWorksheets :4Study Guides :1
Adjectives/Adverbs/Vivid LanguageWhat is an Adjective? An adjective is a word that describes a noun. When an adjective is added to a noun, the sentence becomes more interesting. Read more...iWorksheets :8Study Guides :1
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
Parts of SpeechA Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
4.20 (A) (iv) Adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot). Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Adjectives/Adverbs/ParticlesWhat is adverb? An adverb is a word or an expression that modifies or qualifies an adjective, verb, or other adverb or a word group, expressing a relation of place, time, circumstance, manner, cause, degree, level of certainty, answering questions such as how?, in what way?, when?, where?, and to what extent? Read more...iWorksheets :3
AnalogiesAn analogy is a statement that compares two things that have something in common. Sometimes the two things being compared are alike. Sometimes the two things being compared are different. Read more...iWorksheets :4Study Guides :1
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
4.20 (A) (v) Prepositions and prepositional phrases to convey location, time, direction, or to provide details. Supporting Standard (STAAR)
Complete & Incomplete SentencesStudents demonstrate an understanding of the structures of the English language. Read more...iWorksheets :4
4.20 (A) (vii) Correlative conjunctions (e.g., either/or, neither/nor). Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Syntactic/Semantic CuesSyntactic cues involve word order, patterns and rules of language, and punctuation. Read more...iWorksheets :3
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
4.20 (A) (viii) Use time-order transition words and transitions that indicate a conclusion. Supporting Standard (STAAR)
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.20 (B) Use the complete subject and the complete predicate in a sentence. Readiness Standard (STAAR)
Subject and PredicateThe subject of a sentence is who or what the sentence is about. Read more...iWorksheets :3Study Guides :1
4.20 (C) Use complete simple and compound sentences with correct subject-verb agreement. Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
Grammar SkillsSubject-verb and pronoun-antecedent agreement. Read more...iWorksheets :3
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Syntactic/Semantic CuesSyntactic cues involve word order, patterns and rules of language, and punctuation. Read more...iWorksheets :3
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. Read more...iWorksheets :3
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
Parts of SpeechA Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
(4.21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
4.21 (B) Use capitalization for: Readiness Standard
4.21 (B) (i) Historical events and documents. Supporting Standard (STAAR)
Capitalization/PunctuationDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
4.21 (B) (ii) Titles of books, stories, and essays. Supporting Standard (STAAR)
Capitalization/PunctuationDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
4.21 (B) (iii) Languages, races, and nationalities. Supporting Standard (STAAR)
Capitalization/PunctuationDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
4.21 (C) Recognize and use punctuation marks including: Readiness Standard
4.21 (C) (i) Commas in compound sentences. Supporting Standard (STAAR)
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Punctuation/CapitalizationWhere do COMMAS go? Commas in a series, Commas in dates, Commas in an address, Commas in a friendly letters. Where Does the APOSTROPHE go in a Contraction? Where Does a PERIOD go in an Abbreviation? Where do QUOTATION MARKS go in Written Text? Read more...iWorksheets :7Study Guides :1
(4.22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
4.22 (A) Spell words with more advanced orthographic patterns and rules: Readiness Standard
4.22 (A) (i) Plural rules (e.g., words ending in f as in leaf, leaves; adding -es). Supporting Standard (STAAR)
NounsRecognize, recall, and use basic elements of grammar to express ideas clearly. <br> Uses subject vs. object pronouns correctly (e.g., I vs. me). Read more...iWorksheets :3
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets :3
InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets :3
Verb EndingsVerbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
PluralsRegular and irregular plural nouns. Read more...iWorksheets :3
Spelling WordsWhy is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
PluralsPlurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets :3
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Syntactic/Semantic CuesSyntactic cues involve word order, patterns and rules of language, and punctuation. Read more...iWorksheets :3
AnalogiesAn analogy is a statement that compares two things that have something in common. Sometimes the two things being compared are alike. Sometimes the two things being compared are different. Read more...iWorksheets :4Study Guides :1
Parts of SpeechA Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
SpellingThere are some words that are difficult to remember how to spell: Plurals, Possessive Nouns (words that show ownership), Homophones (two or more words having the same pronunciation but different meanings, origins, or spelling). Read more...iWorksheets :6Study Guides :1
4.22 (A) (ii) Irregular plurals (e.g., man/men, foot/feet, child/children). Supporting Standard (STAAR)
PluralsRegular and irregular plural nouns. Read more...iWorksheets :3
PluralsPlurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets :3
4.22 (A) (iii) Double consonants in middle of words. Supporting Standard (STAAR)
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1
4.22 (A) (v) Silent letters (e.g., knee, wring). Supporting Standard (STAAR)
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1
4.22 (B) Spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-). Supporting Standard (STAAR)
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1
4.22 (C) Spell commonly used homophones (e.g., there, they're, their; two, too, to). Supporting Standard (STAAR)
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1
Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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