INSTRUCTIONAL FOCUS DOCUMENT Grade 4 English...

INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading

UNIT : 04A TITLE : Unit 04A: Understanding Research SUGGESTED DURATION : 12 days

State Resources:

www.texasreadsource.org

IFD Legend

Bold, italic black: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS)

Bold black: Student Expectation (TEKS)

Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units

Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR

Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR

Blue: Supporting Information / Clarifications from TCMPC (Specificity)

Italic blue: provides unit level clarification

Bold, blue definitions: Standards for Ensuring Success From Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System

RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST RESOURCE(S)

Grade 04 ELAR Unit 04A Rubric 01





ELAR Grade 4 Unit 04A: Understanding Research ELAR and SLAR Teacher's Guide (Grades 3-5)

Conventions Alignment Tool: Grade 3-6 Capitalization

Conventions Alignment Tool: Grade 3-6 Grammar

Conventions Alignment Tool: Grade 3-6 Punctuation

RATIONALE:

This unit bundles student expectations that address research skills and processes in order to support the organization and presentation of ideas. Students plan, gather sources, draw

conclusions, and summarize information from multiple sources related to a specific topic. Students continue to communicate understanding of text through oral and written expression

and make important personal and world connections within and across different contexts and genres.

In previous units, students examined informational texts by distinguishing between fact and opinion, summarizing text, and describing relationships between texts. During this unit,

students continue to summarize informational text by locating and using specific information utilizing relevant sources. Students generate an idea, develop a plan, and gather information

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from experts, reference texts, and online searches. Information is collected using skimming and scanning techniques. Students take notes to gather information relevant to their

research question(s). Students organize data and write brief explanations differentiating between paraphrasing and plagiarism while using the fundamentals of the writing process to

communicate their own understanding. Students explore language while building on the principles that vocabulary, spelling, punctuation, and grammar are critical to the ability to

comprehend and communicate effectively. Word Study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and is experienced before,

during, and after reading. In Unit 04B, students revisit literary works and begin to make connections between various literary genres.

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

Students often believe that research is simply gathering information, then listing the information in reports. In fact, research consists of sorting through

multiple sources by organizing thoughts and information and connecting ideas.

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

Grade 04 ELAR Unit 04A PI 01

Using a three-column chart, create a list of possible

research topics based on personal interest in the first

column. Choose (circle) one of the topics and write 4-7

open-ended questions in the second column. In the third

column, develop a research plan by recording 2-4

resources (e.g., survey, interviews, encyclopedia, online

search) to be used to gather information about your topic.

Standard(s): 4.23A , 4.23B , 4.Fig19A , 4.Fig19B

ELPS ELPS.c.1E , ELPS.c.5F , ELPS.c.5G

Interpretation – Information, Knowledge, Discoveries

Perception – Thoughts, Ideas

Researchers ask questions and develop a plan for

answering them to gain knowledge and experience new

discoveries.





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Gather information about your topic by skimming and

scanning, and taking simple notes on note cards from the

resources listed on your three-column chart. Sort the

information gathered into categories to focus (i.e., narrow)

your research topic. Write a topic sentence that

establishes the central idea about your narrowed research

topic.

Standard(s): 4.11A , 4.11B , 4.11C , 4.11D ,

4.24B , 4.24C , 4.25A , 4.Fig19A , 4.Fig19B ,

4.Fig19C , 4.Fig19D , 4.Fig19E , 4.Fig19F ,

4.18A.i , 4.24A.i , 4.24A.ii , 4.24A.iii

ELPS ELPS.c.1C , ELPS.c.4D , ELPS.c.4E ,

ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4K ,

ELPS.c.5B , ELPS.c.5F , ELPS.c.5G

Interpretation – Information, Knowledge, Discoveries Researches gather information and systematically record

the information they gather to gain knowledge and

experience new discoveries.


































Write a brief composition that develops your topic

sentence by paraphrasing (not plagiarizing) and drawing

conclusions from the information gathered. Include

supporting sentences with simple facts/details and a

concluding statement. Create a work-cited page identifying

the author, title, publisher, and publication year for each

source used. In a small group, share your research with

others.

Standard(s): 4.15A , 4.15B , 4.15C , 4.15D , 4.15E

, 4.24D , 4.24E , 4.26A , 4.18A.i , 4.18A.ii ,

4.18A.iii

ELPS ELPS.c.1E , ELPS.c.2G , ELPS.c.3C ,

ELPS.c.3D , ELPS.c.3E , ELPS.c.3G , ELPS.c.3H

, ELPS.c.3I , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J ,

ELPS.c.4K , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E

, ELPS.c.5F , ELPS.c.5G

Interpretation – Information, Knowledge, Discoveries

Purpose - Inform

Audience

Form - Composition

Researchers gather and present findings from different

sources for specific purposes.

Authors choose structure to organize information to

construct meaning.



































Write multiple entries including thoughts, connections,

and/or strategies that deepen understanding of

informational text and media. Provide textual evidence to

support ideas.

Standard(s): 4.9A , 4.18C , 4.Fig19A , 4.Fig19B ,

4.Fig19C , 4.Fig19D , 4.Fig19E , 4.Fig19F

ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F ,

ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K ,

ELPS.c.5F , ELPS.c.5G

Interpretation – Understanding, Connection, Relevance Readers use strategies to support understanding of text.

Readers create connections to make text personally

relevant and useful.

Readers use writing to communicate deeper

understanding of texts.


Record multiple entries in a Word Study Notebook

demonstrating word knowledge. Use the notebook to

support writing.

Standard(s): 4.2A , 4.2B , 4.2C , 4.2E

ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E ,

ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B

, ELPS.c.5F , ELPS.c.5G

Interpretation – Vocabulary An extensive vocabulary enhances oral and written

communication.

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT

Works-cited page – a reference to a source that is published or unpublished



































Bibliographic information – the locating information about a source (i.e., book, journal, periodical, or Web site) For example, a book’sbibliographic information consists of author, title, place of publication, publisher, and date of publication

This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and

small group instruction or applied by students through meaningful practice.

INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS

FORMATIVE

ASSESSMENT

EXAMPLES

Word StudyTEKS

Vocabulary

Development:

4.2A, 4.2B,

4.2C

Spelling:

4.22A.v, 4.22B

Ongoing TEKS

Vocabulary

Development:

4.2E

Informal

Language

Sample

Observation

Data

Teacher-

Student

Conference

Checklist

Rubric

Reading Log

Shared Reading/Independent ReadingTEKS

Culture and

History: 4.10A

Expository

Text: 4.11A,

4.11B, 4.11C,

4.11D

Media Literacy:

4.14B

Research Plan:

Ongoing TEKS

Fluency: 4.1A

Vocabulary

Development:

4.2E

Independent

Reading: 4.9A

Listening:

4.27A, 4.27B

Speaking:


























FORMATIVE

ASSESSMENT

EXAMPLES

Writer’s

Notebook

Reader’s

Notebook

Word Study

Notebook

Oral Reading

Fluency Check

Portfolio

4.23A, 4.23B

Gathering

Sources:

4.24A.i, 4.24A.ii,

4.24A.iii, 4.24B,

4.24C, 4.24D,

4.24E

Synthesizing

Information:

4.25A

Organizing and

Presenting

Ideas: 4.26A

Comprehension

Skills: 4.Fig19A,

4.Fig19B,

4.Fig19C,

4.Fig19D,

4.Fig19E,

4.Fig19F

4.28A

Teamwork:

4.29A

WritingTEKS

Expository

Text:

Writing

Process:

Ongoing TEKS

Writing

Process:

4.15A, 4.15E

Conventions:






























FORMATIVE

ASSESSMENT

EXAMPLES

4.15B, 4.15C,

4.15D, 4.18A.i,

4.18A.ii,

4.18A.iii

Conventions:

4.20A.vi,

4.20A.vii

Handwriting,

Capitalization,

and

Punctuation:

4.21C.i,

4.21C.ii

Spelling:

4.22A.v, 4.22B

Gathering

Sources:

4.24E

Organizing

and

Presenting

Ideas: 4.26A

4.20A.i,

4.20A.ii,

4.20A.iii,

4.20A.iv,

4.20A.v,

4.20A.viii,

4.20B, 4.20C

Handwriting,

Capitalization,

and

Punctuation:

4.21A, 4.21B.i,

4.21B.ii,

4.21B.iii

Spelling:

4.22A.i,

4.22A.ii,

4.22A.iii,

4.22A.iv, 4.22C,

4.22D

Listening:

4.27A, 4.27B

Speaking:

4.28A

Teamwork:

4.29A









































The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in

English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.

TEKS UNIT LEVEL SPECIFICITY

4.2 Reading/Vocabulary Development. Students understand new vocabulary

and use it when reading and writing. Students are expected to:

TxCCRS E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary

and concepts and use them accurately in reading, speaking, and writing.

4.2A determine the meaning of grade-level academic English words derived

from Latin, Greek, or other linguistic roots and affixes;

Readiness Standard

Determine

THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS

DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND

AFFIXES

Possible examples:

Latin - e.g., audi (audience, auditory), vis (vision,

invisible), dict (dictator, contradict), able, ible

Greek - e.g., auto (autobiography, autograph), bio

(biology, biography), tele (telegraph, telepathy), meter

(speedometer, perimeter, thermometer), ology, phobia

Other affixes and roots as found in appropriate grade-

level text in multi content areas

Affix - a word element, such as a prefix or suffix, that occurs before

or after a root or base word to modify its meaning (e.g., the prefix

un- and the suffix -able in unbelievable)

Academic English words

1) words used in the learning of academic subject matter in formal

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TEKS UNIT LEVEL SPECIFICITYTEKS#

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educational context that are associated with literacy and academic

achievement, including specific academic terms, technical

language, and speech registers related to each field of study

2) words used during instruction and exams, and in textbooks

These could include words that are specific to content (e.g.,

hyperbole, metaphor, and meter) or that are related to learning

tasks (e.g., compare/contrast, differentiate, and infer).

4.2B 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

Use

CONTEXT OF THE SENTENCE

Context - the words, sentences, or passages that precede or follow

a specific word, sentence, or passage

To determine

THE MEANING OF UNFAMILIAR WORDS OR MULTIPLE MEANING

WORDS

Including, but not limited to:

Identify and use relationships among surrounding

words, phrases, sentences, and paragraphs

Use in-sentence examples

Use definitions in the sentence

Multiple meaning word - a word that has more than one meaning (e.g.,

trunk)

4.2C complete analogies using knowledge of antonyms and synonyms (e.g.,

boy:girl as male:____ or girl:woman as boy:_____);

Complete

ANALOGIES USING KNOWLEDGE OF ANTONYMS AND SYNONYMS

Examples:








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Boy:girl as male:female (antonym)

Girl:woman as boy:man (synonym)

Analogy - a vocabulary exercise in which an association between a

concept and its attribute is present (e.g., hot:cold as north:_____)

4.Fig19 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 earlierstandards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic

behaviors

TxCCRS CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across

the curriculum

4.Fig19A Establish purposes for reading selected texts based upon own or

others’ desired outcome to enhance comprehension.Establish

PURPOSES FOR READING SELECTED TEXTS BASED UPON OWN

AND OTHERS’ DESIRED OUTCOME TO ENHANCE

COMPREHENSION

Possible examples:

To learn

To interpret or follow directions

To solve problems

For enjoyment









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4.Fig19B Ask literal, interpretive, and evaluative questions of text. Ask

LITERAL, INTERPRETIVE, AND EVALUATIVE QUESTIONS OF TEXT


Before, during, and after reading

Literal question - knowledge level, fact-based question (e.g., who,

what, when, where, why, and how questions), questions asked for

clarification

Interpretive question - may have more than one answer and requires

that the answer(s) be supported with evidence from the text (e.g., What

does this mean?)

Evaluative question - asks for an opinion, a belief, or a point of view.

Responses may represent different perspectives and should be

supported with evidence from the text. (e.g., Do you agree or disagree?

What do you feel about this? What do you believe about this? What is

your opinion about this?)

4.Fig19C Monitor and adjust comprehension (e.g., using background knowledge,

creating sensory images, rereading a portion aloud, generating

questions).

Monitor, Adjust

COMPREHENSION


Use background knowledge

Create sensory images (images created by using the

five senses- sight, smell, sound, touch, taste)

Re-read a portion aloud

Use contextual clues (refer to 4.2B)

Generate literal, interpretive, and evaluative questions

(refer to 4.Fig19B)








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Ask for help

4.Fig19D Make inferences about text using textual evidence to support

understanding.

Readiness Standard (Fiction)

Supporting Standard (Literary Nonfiction, Poetry, and Drama)

Make

INFERENCES ABOUT TEXT

Inference - a logical guess made by connecting bits of information.

Readers make inferences by drawing conclusions, making

generalizations, and making predictions.

Drawing conclusions - a form of inference in which the reader

gathers information, considers the general thoughts or ideas that

emerge from the information, and comes to a decision. The

conclusion is generally based on more than one piece of

information.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Textual evidence - specific details or facts found in the text that

support what is inferred

4.Fig19E Summarize information in text, maintaining meaning and logical order.

Readiness Standard (Fiction)

Supporting Standard (Literary Nonfiction, Poetry, and Drama)

Summarize

INFORMATION IN TEXT, MAINTAINING MEANING AND LOGICAL

ORDER


Brief, coherent sentences that communicate the key

information in logical order

Main ideas from the beginning, middle, and end

Summarize - to reduce large sections of text to their essential points

and main idea. Note: It is still important to attribute summarized








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ideas to the original source.

4.Fig19F Make connections (e.g., thematic links, author analysis) between literary

and informational texts with similar ideas and provide textual evidence.

Readiness Standard

Make

CONNECTIONS BETWEEN LITERARY AND INFORMATIONAL TEXTS

WITH SIMILAR IDEAS


Own experiences - things done or seen

Ideas in other text - concepts that connect texts

Larger community - a group of people who have the

same interest or live in the same area

Thematic links - a logical connection made

between or among texts that share similar

themes

Author analysis

Possible literary genres:

Fiction

Literary nonfiction

Poetry

Drama

Possible informational genres:

Expository

Persuasive

Procedural

Provide







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TEXTUAL EVIDENCE

Textual evidence - specific details or facts found in text that support

what is inferred

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:

TxCCRS E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate

information within and across literary and other texts from a variety of

cultures and historical periods.

4.10A explain the difference between a stated and an implied purpose for an

expository text.

Explain

THE DIFFERENCE BETWEEN A STATED AND AN IMPLIED PURPOSE

FOR AN EXPOSITORY TEXT

Purpose - the intended goal of a piece of writing; the reason a

person writes

Stated purpose - declared, explicit purpose

Implied purpose - indirect, implicit purpose

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:

TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual

information and draw complex inferences, analyze, and evaluate the

information within and across texts of varying lengths.










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4.11A summarize the main idea and supporting details in text in ways that

maintain meaning;

Readiness Standard

Summarize

THE MAIN IDEA AND SUPPORTING DETAILS IN TEXT IN WAYS THAT

MAINTAIN MEANING

Summary includes, but is not limited to:

Brief, coherent sentences that communicate the key

information in logical order

Main ideas from the beginning, middle, and end

Summary - to reduce large sections of text to their essential points

and main idea. Note: It is still important to attribute summarized

ideas to the original source.

Main idea - the overall message of a text or section of a text (e.g., Polar

bears are becoming endangered.)

Note:

Refer to 4.Fig19E for related comprehension skills

4.11B distinguish fact from opinion in a text and explain how to verify what is a

fact;

Supporting Standard

Distinguish

FACT FROM OPINION IN A TEXT

Fact - a truth that is verifiable

Opinion - a personal view or belief based on emotions or interpretation

of facts

Explain

HOW TO VERIFY WHAT IS A FACT

4.11C describe explicit and implicit relationships among ideas in texts

organized by cause-and-effect, sequence, or comparison

Readiness Standard

Describe

EXPLICIT AND IMPLICIT RELATIONSHIPS AMONG IDEAS IN TEXTS

ORGANIZED BY CAUSE-AND-EFFECT, SEQUENCE, OR

COMPARISON









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Explicit - stated clearly and in detail

Implicit - implied, rather than expressly stated


Cause-and-effect

Sequential order

Comparison

Other possible examples of organizational patterns:

Logical order

Order of importance

Classification scheme

Description

Cause-and-effect - cause is an event; effect is the result of the event

Comparison - similarities and differences

Sequential order - order in which events occur

Logical order - how a writer organizes text when building an

argument. The writer presents ideas or information in a sequence

that makes sense to him or her and addresses the audience’s

needs.

Classification - events or ideas grouped in specific categories

Organizational pattern - the pattern an author constructs as he

organizes his or her ideas and provides supporting details

4.11D 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.

Use

MULTIPLE TEXT FEATURES TO GAIN AN OVERVIEW OF THE

CONTENTS OF TEXT AND TO LOCATE INFORMATION







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Readiness Standard Including, but not limited to:

Guide word

Topic sentence

Concluding sentence

Other possible examples of text features:

Title

Captions

Sub titles

Key word

Bold print

Italics

Table of contents

Glossary

Index

Heading

Illustration/photo

4.14 Reading/Media Literacy. Students use comprehension skills to analyze how

words, images, graphics, and sounds work together in various forms to

impact meaning. Students will continue to apply earlier standards with

greater depth in increasingly more complex texts. Students are expected to:

TxCCRS E/LAS.IV.A - English/Language Arts/Listening. Apply listening skills as an

individual and as a member of a group in a variety of settings (e.g., lectures,

discussions, conversations, team projects, presentations, interviews).







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TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key Cognitive Skills. Reasoning

TxCCRS CDS.II.E - Cross-Disciplinary Standards/Foundational Skills. Technology

4.14B explain how various design techniques used in media influence the

message (e.g., pacing, close-ups, sound effects)

Explain

HOW VARIOUS DESIGN TECHNIQUES USED IN MEDIA INFLUENCE

THE MESSAGE


Sound (e.g., background music, volume, sound

effects)

Movement (e.g., feet moving quickly, hair blowing in

the wind, pacing)

Visuals (e.g., pictures, graphs, graphics, colors,

shapes, close- ups)

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:

TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that

demonstrate clear focus, the logical development of ideas in well-organized

paragraphs, and the use of appropriate language that advances the author's

purpose.

TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across

the curriculum

4.15B develop drafts by categorizing ideas and organizing them into

paragraphs;

Develop

DRAFTS BY CATEGORIZING IDEAS AND ORGANIZING THEM INTO









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Readiness Standard PARAGRAPHS


Organize the draft according to genre and purpose

Include ideas and details that are strongly related and

contribute to the central idea or message of the piece

Develop a draft that is focused and well controlled with

meaningful transitions and connections

Choose words that are purposeful and precise and

support the overall meaning (or purpose) of the piece

Organization of a paper - the development of ideas in a coherent

manner. In a well-organized paper, main points should be supported,

each idea should flow sequentially and logically to the next idea,

transitions should connect ideas, and extraneous sentences should

not be included.

Transitional words and phrases - words or phrases that help to

sustain a thought or idea through the writing. They link sentences

and paragraphs together smoothly so that there are no abrupt

jumps or breaks between ideas.

Word choice - the author’s thoughtful use of precise vocabulary to

fully convey meaning to the reader.

Note:

This is the second step in the writing process, often referred to as

drafting. The focus is on developing ideas and the message, not on

mechanics.

4.15C revise drafts for coherence, organization, use of simple and compound

sentences, and audience;

Revise

DRAFTS FOR COHERENCE, ORGANIZATION, USE OF SIMPLE AND







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Readiness Standard COMPOUND SENTENCES, AND AUDIENCE

Revise - changing, adding, or deleting words, phrases, or sentences to

clarify and/or to enhance the message based on the intended

audience


Improve coherence

Review and adjust organization

Use varied sentences, both simple and compound, that

are purposeful and well controlled to enhance the

effectiveness of the piece

Include sensory details to enhance the message

Incorporate precise words that create visual images

Coherent - logically ordered, with consistent relations of parts to the

whole (e.g., a coherent essay)

Word choice - the author’s thoughtful use of precise vocabulary to

fully convey meaning to the reader.

Note:

While this is considered the third step in the writing process, revision

may be ongoing throughout the writing process.

4.15D edit drafts for grammar, mechanics, and spelling using a teacher-

developed rubric

Readiness Standard

Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING USING A

TEACHER-DEVELOPED RUBRIC


Conventions/Grammar (refer to 4.20Ai-viii,B,C)

Capitalization (refer to 4.21Bi-iii)







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Punctuation (refer to 4.21Ci-ii)

Spelling (refer to 4.22Ai-v,B,C)

Use resources to find correct spellings (refer to 4.22D)

Previously taught expectations in grammar,

capitalization, punctuation, and spelling

Note:

This is the fourth step in the writing process. The focus is on grammar,

capitalization, punctuation, and spelling.

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:

TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that

demonstrate clear focus, the logical development of ideas in well-organized

paragraphs, and the use of appropriate language that advances the author's

purpose.


the curriculum

4.18A Create brief compositions that:

Readiness Standard

4.18A.i establish a central idea in a topic sentence;

Readiness Standard (Reporting Category 1 Composition)

Supporting Standard (Reporting Category 2 Revision)

Central idea - the main point of a writing piece; it helps the reader

understand the author’s purpose

Topic sentence - a complete sentence that includes the central or main

idea










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4.18A.ii include supporting sentences with simple facts, details, and explanations



Supporting sentences are made up of specific ideas and details that

support the central idea or topic sentence.

4.18A.iii contain a concluding statement;



4.20 Oral and Written Conventions/Conventions. Students understand the

function of and use the conventions of academic language when speaking

and writing. Students will continue to apply earlier standards with greater

complexity. Students are expected to:

TxCCRS Edit writing for proper voice, tense, and syntax, assuring that it conforms to

standard English, when appropriate.


the curriculum

TxCCRS Write clearly and coherently using standard writing conventions.

4.20A Use and understand the function of the following parts of speech in the

context of reading, writing, and speaking:

Readiness Standard

4.20A.vi reflexive pronouns (e.g., myself, ourselves);

Supporting Standard

Reflexive pronoun - refers back to the subject of the sentence (e.g.,

myself, himself, herself, yourself, itself, themselves, yourselves,

ourselves)

4.20A.vii correlative conjunctions (e.g., either/or, neither/nor)

Supporting Standard

Correlative conjunction - pairs of words that are used to link other

words together (e.g., both/and, neither/nor, not only/but also, just as/so,












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whether/or)

Example of usage:

Both students and teachers were at the assembly.

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:

4.21C Recognize and use punctuation marks including:

Readiness Standard

4.21C.i commas in compound sentences

Supporting Standard

A comma precedes the coordinating conjunction (e.g., I lost my ring,

but Mom found it.)

Compound sentence - consists of two or more simple sentences

joined by a conjunction and a comma

Other possible grade-appropriate uses of commas:

Between the city and state (e.g., Austin, Texas)

After a salutation and closing in a letter (e.g., Dear

_____, Sincerely,)

Between two adjectives preceding a noun (e.g., It was

a hot, sunny day.)

4.21C.ii quotation marks.

Supporting Standard

Possible examples of usage:

Direct quotation at the beginning and end of a

sentence - use quotation marks before and after a

direct quotation (e.g., Mom said, "Go clean your

room.")










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Use quotation marks before and after the names of

articles in magazines and newspapers, the titles of

chapters in books, songs, and poems

Note:

While teaching how to punctuate quotations, also teach the rules for

capitalization in quotations including capitalizing the first word in a

direct quotation that is a complete sentence.

4.22 Oral and Written Conventions/Spelling. Students are expected to:

4.22A Spell words with more advanced orthographic patterns and rules:

Readiness Standard

4.22A.v silent letters (e.g., knee, wring);

Supporting Standard

Possible examples of silent letters:

tch (e.g., hatch, notch)

dg (e.g., edge, lodge)

wr (e.g., write, wren)

kn (e.g., knee, knight)

gn (e.g., sign, reign)

mb (e.g., comb, lamb)

wh (e.g., who, what)

4.22B spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);

Supporting Standard

Spell

BASE WORDS AND ROOTS WITH AFFIXES


Common prefixes (e.g., dis-, pre-)










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Common suffixes (e.g., -ion, -ment, -ly)

Refer to 4.2A for related vocabulary skills

Prefix - one or more sounds or letters placed before a base word or

root that change the meaning of the word

Suffix - one or more sounds or letters placed after a base word or root

that change the meaning of the word

Base word - a word that can stand alone with its own meaning (e.g.,

school, preschool)

Root - the basic part of a word that carries meaning

Affix - a word element, such as a prefix or suffix, that occurs before

or after a root or base word to modify its meaning (e.g., the prefix

un- and the suffix -able in unbelievable)

4.23 Research/Research Plan. Students ask open-ended research questions and

develop a plan for answering them. Students are expected to:

TxCCRS E/LAS.V.A - English/Language Arts/Research. Formulate topic and

questions.

TxCCRS CDS.II.C - Cross-Disciplinary Standards/Foundational Skills. Research

across the curriculum

TxCCRS Refine research topic based on preliminary research and devise a timeline for

completing work.

4.23A generate research topics from personal interests or by brainstorming

with others, narrow to one topic, and formulate open-ended questions

about the major research topic

Generate

RESEARCH TOPICS FROM PERSONAL INTERESTS OR BY

BRAINSTORMING WITH OTHERS

Narrow








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TO ONE TOPIC

Formulate

OPEN-ENDED QUESTIONS ABOUT THE MAJOR RESEARCH TOPIC

Open-ended research question - a type of question used to

encourage many possible responses rather than a single directed

one (e.g., What does the ending of this story suggest to you?)

Brainstorming - a technique in which many ideas are generated

quickly and without judgment or evaluation, usually as part of a

problem-solving process or to inspire creative thinking.

Brainstorming may be done in a classroom, with a small group, or

individually.

4.23B generate a research plan for gathering relevant information (e.g.,

surveys, interviews, encyclopedias) about the major research question.

Generate

A RESEARCH PLAN FOR GATHERING RELEVANT INFORMATION

ABOUT THE MAJOR RESEARCH QUESTION


Determine what resources will be best for gathering

information about the research topic/questions (e.g.,

surveys, interviews, encyclopedias, web-based articles,

books, newspaper, local experts)

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:

TxCCRS E/LAS.V.B - English/Language Arts/Research. Select information from a








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variety of sources.

TxCCRS Gather relevant sources.

TxCCRS Use source material ethically.

4.24A.i student-initiated surveys, on-site inspections, and interviews;

4.24A.ii data from experts, reference texts, and online searches

4.24A.iii visual sources of information (e.g., maps, timelines, graphs) where appropriate;

4.24B use skimming and scanning techniques to identify data by looking at text

features (e.g., bold print, italics);

Use

SKIMMING AND SCANNING TECHNIQUES TO IDENTIFY DATA BY

LOOKING AT TEXT FEATURES

Text features include, but are not limited to:

Bold print

Captions

Key words

Italics

Other possible examples of text features:

Titles

Headings

Sub headings

Illustrations

Table of contents

Skimming - quickly reading to identify the main ideas of a text










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Scanning - searching for key words or ideas; the reader knows what

he/she is looking for so concentration is on finding a particular answer

(e.g., looking up words in a telephone book or dictionary).

Note:

Refer to 4.11D for related text features skills

4.24C take simple notes and sort evidence into provided categories or an

organizer;

Take

SIMPLE NOTES


Paraphrase information into notes without plagiarizing

Include information that is related to the question and

purpose

Note-taking - the study skill of outlining or summarizing the ideas of a

lecture, a book, or another source of information to aid in the retention

of ideas

Sort

EVIDENCE INTO PROVIDED CATEGORIES OR AN ORGANIZER


Arrange similar information together or in a logical

order (e.g., note cards, concept map, timeline, etc.)

4.24D identify the author, title, publisher, and publication year of sources Identify

THE AUTHOR, TITLE, PUBLISHER, AND PUBLICATION YEAR OF

SOURCES









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Locate bibliographic information (e.g., author, title,

publisher, and publication year) when prompted

Create a works-cited page for the sources used

Note:

Refer to 4.26A for related bibliographic skills

Bibliographic information - the locating information about a source

(e.g., book, journal, periodical, or website). For example, a book’s

bibliographic information consists of author, title, place of

publication, publisher, and date of publication.

4.24E differentiate between paraphrasing and plagiarism and identify the

importance of citing valid and reliable sources.

Differentiate

BETWEEN PARAPHRASING AND PLAGIARISM

Paraphrase - to restate the meaning of something in different words.

Paraphrasing alters the exact wording of the source and transmits

its ideas or information without evaluation or interpretation.

Plagiarize - to present the ideas or word of another as one’s own

without crediting the source

Identify

THE IMPORTANCE OF CITING VALID AND RELIABLE SOURCES

In order to determine the reliability and validity of a source, the following

must be evaluated:

Author’s credentialsDate of the publication (copyright, publication, created

or last updated date)

Sources of information

Citations

Purpose







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Bias

Reliable source - a credible or believable source. Some questions to

evaluate credibility might be: Is the author a respected authority on

the subject? Does the author support opinions with strong

argumentation and reasoning? How current is the information?

4.25 Research/Synthesizing Information. Students clarify research questions and

evaluate and synthesize collected information. Students are expected to:

TxCCRS Evaluate the validity and reliability of sources.

TxCCRS Synthesize and organize information effectively.

4.25A improve the focus of research as a result of consulting expert sources

(e.g., reference librarians and local experts on the topic).

Improve

THE FOCUS OF RESEARCH AS A RESULT OF CONSULTING

EXPERT SOURCES

4.26 Research/Organizing and Presenting Ideas. Students organize and present

their ideas and information according to the purpose of the research and

their audience. Students are expected to:

TxCCRS E/LAS.V.C - English/Language Arts/Research. Produce and design a

document.

4.26A draw conclusions through a brief written explanation and create a

works-cited page from notes, including the author, title, publisher, and

publication year for each source used.

Draw conclusions

THROUGH A BRIEF WRITTEN EXPLANATION

Drawing conclusions - a form of inference in which the reader

gathers information, considers the general thought or ideas that

emerge from the information, and comes to a decision. The

conclusion is generally based on more than one piece of










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information.

Create

A WORKS-CITED PAGE FROM NOTES


Author

Title

Publisher

Publication year

The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline Englishlanguage proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement

ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with

the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.

School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a

manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.

ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order

for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in

English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of

English language proficiency. The student is expected to:

ELPS.c.1A use prior knowledge and experiences to understand meanings in English





http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4




ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to

acquire basic and grade-level vocabulary

ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that

build concept and language attainment

ELPS.c.1F use accessible language and learn new and essential language in the process

ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in

language, and analyzing sayings and expressions commensurate with grade-level learning expectations.

ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension

of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of

English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and

enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and

scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics,

language, and contexts are familiar to unfamiliar

ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal)

using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning,

intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level

learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically

accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.

The student is expected to:

ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing

accuracy and ease as more English is acquired

ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language















proficiency

ELPS.c.3E share information in cooperative learning interactions

ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended

discussions on a variety of social and grade-appropriate academic topics

ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired

ELPS.c.3I adapt spoken language appropriately for formal and informal purposes

ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be

at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to

meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be

linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language

proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the

stage of decoding written text. The student is expected to:

ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of

skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words

ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading

activities to enhance comprehension of written text

ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is

learned

ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance

and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to

comprehend increasingly challenging language

ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing

material, responding to questions, and taking notes commensurate with content area and grade level needs
















ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating

understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from

details commensurate with content area needs

ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making

connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text

evidence commensurate with content area needs

ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written

information and performing critical analyses commensurate with content area and grade-level needs.

ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content

areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In

order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in

English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of

English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has

reached the stage of generating original written text using a standard writing system. The student is expected to:

ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary

ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as

more English is acquired

ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb

tenses commensurate with grade-level expectations as more English is acquired

ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such

as:

ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and

sentences in increasingly accurate ways as more English is acquired
















ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is

acquired.






INSTRUCTIONAL FOCUS DOCUMENT Grade 4 English...

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