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What's New: English Language Arts Worksheets and Study Guides

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Beginning and Ending Sounds Kindergarten English Language Arts
Rebus Kindergarten English Language Arts
Word Study Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts
Word Families Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts

Texas TEKS Standards for Fourth Grade English Language Arts

TX.110.10(b) Figure 19 TAC, Reading/Comprehension Skills Fourth Grade

(4.1) 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:

4.1 (D) Make inferences about text and use textual evidence to support understanding.
4.1 (E) Summarize information in text, maintaining meaning and logical order.

TX.110.15. English Language Arts and Reading, Grade 4

(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. Students are expected to explain the difference between a stated and an implied purpose for an expository text.

(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.
4.11 (B) Distinguish fact from opinion in a text and explain how to verify what is a fact.
4.11 (C) Describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison.
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.

(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).
4.13 (B) Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).

(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 (A) Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).
4.15 (B) Develop drafts by categorizing ideas and organizing them into paragraphs.
4.15 (C) Revise drafts for coherence, organization, use of simple and compound sentences, and audience.

(4.16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

4.16 (A) Write imaginative stories that build the plot to a climax and contain details about the characters and setting.

(4.17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.

(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) (i) Establish a central idea in a topic sentence
4.18 (A) (ii) Include supporting sentences with simple facts, details, and explanations
4.18 (A) (iii) Contain a concluding statement

(4.19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

(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.
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.
4.2 (C) Complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____).
4.2 (E) Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.

(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) (i) Verbs (irregular verbs)
4.20 (A) (ii) Nouns (singular/plural, common/proper)
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)
4.20 (A) (iv) Adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)
4.20 (A) (v) Prepositions and prepositional phrases to convey location, time, direction, or to provide details
4.20 (A) (vii) Correlative conjunctions (e.g., either/or, neither/nor)
4.20 (A) (viii) Use time-order transition words and transitions that indicate a conclusion
4.20 (B) Use the complete subject and the complete predicate in a sentence.
4.20 (C) Use complete simple and compound sentences with correct subject-verb agreement.

(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 (C) Recognize and use punctuation marks including:
4.21 (C) (ii) Quotation marks..

(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:
4.22 (A) (i) Plural rules (e.g., words ending in f as in leaf, leaves; adding -es)
4.22 (A) (ii) Irregular plurals (e.g., man/men, foot/feet, child/children)
4.22 (B) Spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-).
4.22 (C) Spell commonly used homophones (e.g., there, they're, their; two, too, to).

(4.24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

4.24 (A) Follow the research plan to collect information from multiple sources of information both oral and written, including:
4.24 (A) (iii) Visual sources of information (e.g., maps, timelines, graphs) where appropriate
4.24 (B) Use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics).
4.24 (D) Identify the author, title, publisher, and publication year of sources.
4.24 (E) Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

(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.
4.3 (B) Compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.

(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 explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

(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 describe the structural elements particular to dramatic literature.

(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.
4.6 (B) Describe the interaction of characters including their relationships and the changes they undergo.

(4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. 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. Students are expected to 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.

(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 identify the author's use of similes and metaphors to produce imagery.

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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