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TEKS Curriculum Framework for STAAR Alternate 2
Grade 4 Reading
Copyright © September 2014, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
STAAR Alternate 2 Reading Instructional Terms
The curriculum that will be assessed each year for STAAR Alternate 2 is determined by the essence statements that are selected for each administration. Teachers should refer
to the Curriculum Framework documents for each selected essence statement to locate the prerequisite skills that are linked to that essence statement. Instruction should focus
on the listed prerequisite skills. The teacher should determine what skills have been mastered and which need to be taught according to the developmental level of the student.
The goal should be to assist the student in attaining the highest academic level the student is capable of within a given year. In addition to the prerequisite skills, there are
instructional terms that students will need exposure to during instruction. The following list includes the terms for all the essence statements and not just the ones selected for
a given administration. Students need to become familiar with these terms as the student is developmentally able to comprehend the content. Students in higher grades need
to also know the terms presented in earlier grades.
vowels: long, short
consonants
suffix/prefix
noun/verb
synonym
antonym/opposite
contractions
text
paragraph
phrase
main idea/supporting
details
evidence from text
alphabetize
text features
table of contents
glossary
meaning for the word
heading
graphics
root word
plural
past tense
homophone
textual evidence
alphabetical
compound word
symbol
guide words
expository text
persuade/persuasive
opinion
sensory language
figurative language
lines from text or poem
diary
base word
writing selection
appositive
conclude
Grade 3 Reading
photograph
captions
illustration
inform/entertain
advertisement
e-mail
website
supports the story/main idea
topic
informational text
Grade 4 Reading
narrator
biography/autobiography
conclusion
summary, summarize
Grade 5 Reading
similes/metaphors
dictionary: entry, definition
Grade 6 Reading
analogy
Grade 7 Reading
subtitle
Grade 8 Reading
conflict
English I and II
article
fiction/nonfiction
true/facts
folktale
fairy tale
fable
procedural text: steps,
directions
poetry/poem: rhyme, line
setting
character: feelings, traits,
motivations
events
sequence
logical order
plot: problem/solution
predict/prediction:
clues, confirm
inference
drama: dialogue, script,
performed
symbol
compare
cause/effect
imagery
chart
diagram
time line
memoirs
audience
stanza
summary
personal essay
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR 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.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(4.2) Reading/Vocabulary D evelopment. Stud ents und erstand
new vocabulary and use it w hen read ing and w riting. The stud ent
is expected to
(A) d eterm ine the m eaning of grad e-level acad em ic English
w ord s d erived from Latin, Greek, or other linguistic roots
and affixes; Readiness Stand ard
(B) use the context of the sentence (e.g., in -sentence exam ple
or d efinition) to d eterm ine the m eaning of unfamiliar w ord s
or m ultiple m eaning w ord s; Read iness Standard
(E) use a d ictionary or glossary to d eterm ine the meanings,
syllabication, and pronunciation of unknow n w ord s.
Read iness Stand ard
4.2
Id entifies new vocabulary w ord s using a variety of strategies.
Prerequisite Skills/Links to TEKS Vertical Alignment
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alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication, and
pronunciation of unknow n w ord s
id entify and apply playful uses of language (e.g., tongue tw isters, palind rom es, rid d les)
id entify and use antonym s, synonym s, hom ographs, and hom ophones
use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultiple m eaning w ord s and homographs
id entify the m eaning of com m on prefixes (e.g., in -, d is-) and suffixes (e.g., -full, -less), and know how they change the m eaning
of roots
alphabetize a series of w ord s and use a d ictionary or a glossary to find w ord s
id entify and use com m on w ord s that are opposite (antonym s) or similar (synonyms) in m eaning
use context to d etermine the relevant meaning of unfam iliar w or d s or m ultiple-m eaning w ord s
use prefixes and suffixes to d eterm ine the m eaning of w ord s (e.g., allow / disallow )
alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
id entify and sort w ord s into conceptual categories (e.g., opposites, living things)
d eterm ine w hat w ord s m ean from how they are used in a sentence, either heard or read
d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com ponent w ord s (e.g., lunchtim e)
id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
Continued
Septem ber 2014
1
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.2
Prerequisite Skills/Links to TEKS Vertical Alignment
 use a picture d ictionary to find w ord s
 id entify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures)
 recognize that com pound w ord s are m ad e up of shorter w ord s
 id entify and use w ord s that nam e actions, d irections, positions, sequences, and locations
Sentences and structure skills
 attem pt to use new vocabulary and gram mar in speech (ELL)
 use single w ord s and sim ple phrases to com m unicate m eaning in social situations (ELL)
Vocabulary skills
 increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
 use a large speaking vocabulary, ad d ing several new w ord s d aily
 d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w ord s, many m ore th an he or she uses
 d em onstrate und erstand ing of term s used in the instructional language of the classroom
Reading/beginning reading skills/phonics*
W orking with W ords
 id entify and read contractions (e.g., I'd , w on't)
 id entify and read at least 300 high -frequency w ord s from a com m only used list
 id entify and read contraction s (e.g., haven't, it's)
 id entify and read abbreviations (e.g., Mr., Ave.)
 read w ord s w ith com m on prefixes (e.g., un -, dis-) and suffixes (e.g., -ly, -less, -ful)
 id entify and read at least 100 high -frequency w ord s from a com m only used list
 id entify and read contractions (e.g., isn't, can't)
 use know led ge of the m eaning of base w ord s to id entify and read com m on com pound w ord s (e.g., football, popcorn, dayd ream )
 read base w ord s w ith inflectional end ings (e.g., plurals, past tenses)
 id entify and read at least 25 high -frequency w ords from a com m only used list
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e lev el.
Septem ber 2014
2
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR 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.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(4.7) Reading/Comprehension of Literary Text/Literary N onfiction.
Stud ents und erstand , m ake inferences and d raw conclusions about the
varied structural patterns and features of literary nonfiction and provid e
evid ence from text to support their und erstand ing. The stud ent is
expected to
(A) id entify similarities and d ifferences betw een the events and
characters' experiences in a fictional w ork and the actual events
and experiences d escribed in an author's biography or
autobiography. Supporting Stand ard
4.7
Id entifies features across fiction and literary nonfiction texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 explain the d ifference in point of view betw een a biography and autobiography
 d istinguish betw een fiction and nonfiction
 d eterm ine w hether a story is true or a fantasy and explain w hy
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or other s’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enha nce com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
Continued
Septem ber 2014
3
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.7
Prerequisite Skills/Links to TEKS Vertical Alignment
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retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w he n that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails ab out stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
4
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR 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.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(4.19) Reading/Comprehension Skills. Stud ents use a flexible range of
m etacognitive read ing skills in both assigned and ind epend ent read ing
to und erstand an author’s m essage. Stud ents w ill continue to apply
earlier stand ard s w ith greater d epth in increasingly m ore com plex texts
as they becom e self-d irected , critical read ers. The stud ent is expected to
(F) m ake connections (e.g., them atic links, author analysis)
betw een literary and inform ational texts w ith sim ilar id eas and
provid e textual evid ence. Read iness Standard
4.19
Uses a variety of strategies to d em onstrate com prehension across
genres.
Prerequisite Skills/Links to TEKS Vertical Alignment
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establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon conten t to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance co m prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., usin g background know led ge, creating sensory images, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Continued
Septem ber 2014
5
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.19
Prerequisite Skills/Links to TEKS Vertical Alignment
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill h appen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
N OTE: Und er each heading the prerequisite skills are arranged from th e highest grad e level to the low est grad e level.
Septem ber 2014
6
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(4.3) Reading/Comprehension of Literary Text/Theme and Genre.
Stud ents analyze, m ake inferences and d raw conclusions about them e
and genre in d ifferent cultural, historical and contem porary contexts
and provid e evid ence from the text to support their und erstanding.
The stud ent is expected to
(A) sum m arize and explain the lesson or m essage of a w ork of
fiction as its them e; Supporting Stand ard
(B) com pare and contrast the ad ventures or exploits of characters
(e.g., the trickster) in traditional and classical literature. Supporting
Stand ard
4.3
Id entifies them es in fictional stories.
Prerequisite Skills/Links to TEKS Vertical Alignment
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com pare and contrast the settings in m yths and trad itional folktales
paraphrase the them es and supporting d etails of fables, legend s, m yths, or stories
com pare d ifferent versions of the sam e story in trad itional and contem porary folktales w ith respect to their ch aracters, settings,
and plot
 id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
 explain the function of recurring phrases (e.g., “Once upon a tim e” or “They lived happily ever after”) in trad i tional folk- and
fairy tales
 connect the m eaning of a w ell-know n story or fable to personal experiences
 recognize recurring phrases and characters in trad itional fairy tales, lullabies, and folktales from various cultures
 recognize sensory d etails
 d iscuss the big id ea (them e) of a w ell-know n folktale or fable and connect it to personal experience
 id entify elem ents of a story including setting, character, and key events
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desir ed outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
Continued
Septem ber 2014
7
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.3
Prerequisite Skills/Links to TEKS Vertical Alignment

m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustration s, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions abou t w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/listening*
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
Continued
Septem ber 2014
8
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.3
Prerequisite Skills/Links to TEKS Vertical Alignment
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking qu estions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest gr ad e level to the low est grad e level.
Septem ber 2014
9
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(4.4) Reading/Comprehension of Literary Text/Poetry. Stud ents
und erstand , make inferences, and d raw conclusions about the
structure and elem ents of poetry and provid e evid ence from the text
to support their und erstand ing. The stud ent is expected to
(A) explain how the structural elem ents of poetry, (e.g. rhym e,
m eter, stanzas, line breaks) relate to form (e.g., lyrical poetry,
free verse). Supporting Stand ard
4.4
Id entifies the structure and elem ents of poetry.
Prerequisite Skills/Links to TEKS Vertical Alignment

d escribe the characteristics of various form s of poetry and how they create im agery (e.g., narrative poetry, lyrical poetry, hum orous
poetry, free verse)
 d escribe how rhym e, rhythm , and repetition interact to create im ages in poetry
 respond to and use rhythm , rhym e, and alliteration in poetry
 respond to rhythm and rhym e in poetry through id entifying a regular beat and similarities in w ord sound s
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
Continued
Septem ber 2014
10
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.4
Prerequisite Skills/Links to TEKS Vertical Alignment



m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant qu estions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrastin g
 retell or re-enact a story after it is read aloud
Reading/beginning reading skills/ phonological aw areness*
Phonological A wareness at the W ord Level
 segm ent spoken one-syllable w ord s of three to five phonemes into ind ividual phonem es (e.g., splat =/ s/ p / l/ a/ t/ )
 isolate initial, m ed ial, and final sound s in one-syllable spoken w ord s
 blend spoken phonem es to form one- and tw o-syllable w ord s, includ ing consonant blend s (e.g., spr)
 recognize the change in a spoken w ord w hen a specified phonem e is ad ded , ch anged , or rem oved (e.g.,/ b/ l/ o/ w / to/ g/ l/ o/ w / )
 d istinguish betw een long- and short-vow el sound s in spoken one-syllable w ord s (e.g., bit/ bite)
 orally generate a series of original rhym ing w ords using a variety of phonogram s (e.g., -ake, -ant, -ain) and consonant blend s (e.g.,
bl, st, tr)
 segm ent spoken one-syllable w ord s into tw o to three phonem es (e.g., d og:/ d / …/ o/ …/ g/ )
 isolate the initial sound in one-syllable spoken w ord s
 blend spoken phonem es to form one-syllable w ord s (e.g.,/ m / …/ a/ …/ n/ says m an )
 blend spoken onsets and rim es to form sim ple w ord s (e.g., onset/ c/ and rim e/ at/ make cat)
Continued
Septem ber 2014
11
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.4
Prerequisite Skills/Links to TEKS Vertical Alignment

recognize spoken alliteration or groups of w ord s that begin w ith the same spoken onset or initial sound (e.g., "baby boy bounces
the ball")
 d istinguish orally presented rhym ing pairs of w ord s from non -rhym ing pairs
 orally generate rhym es in response to spoken w ord s (e.g., "What rhym es w ith hat?")
 id entify syllables in spoken w ord s
 id entify a senten ce m ad e up of a group of w ord s
Phonological aw areness skills*
 recognize and blend tw o phonem es into real w ord s w ith pictorial support
 com bine onset and rim e to form familiar one-syllable w ord s w ithout pictorial support
 com bine onset (initial consonant or consonants) and rim e (vow el to end ) to form a familiar one-syllable w ord w ith pictorial support
 prod uce a w ord that begins w ith the sam e sound as a given pair of w ord s
 prod uce a w ord that rhym es w ith a given w ord
 d elete a syllable from a w ord
 com bine syllables into w ord s
 d elete a w ord from a com pound w ord
 com bine w ord s to make a com pound w ord
 separate a norm ally spoken four-w ord sentence into ind ivid ual w ord s
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
12
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(4.5) Reading/Comprehension of Literary Text/D rama. Stud ents
und erstand , make inferences, and d raw conclusions about the
structure and elem ents of d ram a and provid e evid ence from text to
support their und erstand ing. The stud ent is expected to
(A) d escribe the structural elem ents particular to d ram atic
literature. Su pporting Stand ard
4.5
Id entifies the structure and elem ents of d ram a.
Prerequisite Skills/Links to TEKS Vertical Alignment
 explain the elem ents of plot and character as presented through d ialogue in scripts that are read , v iew ed , w ritten, or perform ed
 id entify the elem ents of d ialogue an d use them in inform al plays
D ramatic expression skills
 create or recreate stories, m ood s, or experiences through d ram atic representations
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhan ce com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id e as and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon conten t to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscu ss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
Continued
Septem ber 2014
13
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.5
Prerequisite Skills/Links to TEKS Vertical Alignment


ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about storie s and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
14
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(4.6) Reading/Comprehension of Literary Text/Fiction Stud ents
und erstand , make inferences, and d raw conclusions about the structure
and elements of fiction and provid e evid ence from text to support their
und erstanding. The student is expected to
(A) sequence and sum m arize the plot’s m ain events and explain
their influence on future events; Readiness Stand ard
(B) d escribe the interaction of characters includ ing their
relationships and the changes they und ergo; Readiness Stand ard
(C) id entify w hether the narrator or speaker of a story is first or
third person. Supporting Stand ard
4.6
Id entifies plot and character interaction in literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 id entify w hether the narrator or sp eaker of a story is first or third person
 d escribe the interaction of characters includ ing their relationships and the changes they und ergo
 sequence and sum m arize the plot’s m ain events and explain their influence on future events
 d escribe m ain characters in w orks of fiction, includ ing their traits, m otivations, and feelings
 d escribe sim ilarities and d ifferences in the plots and settings of seve ral w orks by the sam e author
 d escribe characters in a story and the reasons for their actions and feelings
 d escribe the plot (problem and solution) and retell a story’s beginning, m id d le, and end w ith attenti on to the sequence of events
 d escribe characters in a story and th e reasons for their actions
 retell a m ain event from a story read aloud
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
Continued
Septem ber 2014
15
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.6
Prerequisite Skills/Links to TEKS Vertical Alignment












retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon conten t to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in re al and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and co nfirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant question s, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
16
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(4.8) Reading/Comprehension of Literary Text/Sensory Language.
Stud ents und erstand , m ake inferences, and d raw conclusions about
how an author’s sensory language creates imagery in literary text
and provid e evid ence from text to support their und erstand ing. The
stud ent is expected to
(A) id entify the author’s use of sim iles and m etaphors to
prod uce im agery. Supporting Stand ard
4.8
Recognizes sensory language in literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment


id entify language that creates a graphic visual experience and appeals to the senses
recognize that som e w ord s and phrases have literal and non -literal meanings (e.g., take steps)
 recognize sensory d etails in literary text
Reading/vocabulary development*
 alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication , and
pronunciation of unknow n w ord s
 id entify and apply playful uses of language (e.g., tongue tw isters, palind rom es, rid d les)
 id entify and use antonym s, synonym s, hom ographs, and hom ophones
 use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultiple m e aning w ord s and homographs
 id entify the m eaning of com m on prefixes (e.g., in -, d is-) and suffixes (e.g., -full, -less), and know how they change the m eaning
of roots
 alphabetize a series of w ord s and use a d ictionary or a glossary to find w ord s
 id entify and use com m on w ord s that are opposite (antonym s) or sim ilar (synonyms) in m eaning
 use context to d etermine the relevant meaning of unfam iliar w ord s or m ultiple-m eaning w ord s
 use prefixes and suffixes to d eterm ine the m eaning of w ord s (e.g., allow / disallow )
 alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
 id entify and sort w ord s into conceptual categories (e.g., opposites, living things)
 d eterm ine w hat w ord s m ean from how they are used in a sent ence, either heard or read
 d eterm ine the m eanin g of com pound w ord s using know led ge of the m eaning of their individ ual com ponent w ord s (e.g., lunchtim e)
 id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
 use a picture d ictionary to find w ord s
Continued
Septem ber 2014
17
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.8
Prerequisite Skills/Links to TEKS Vertical Alignment
 id entify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures)
 recognize that com pound w ord s are m ad e up of shorter w ord s
 id entify and use w ord s that nam e actions, d irections, position s, sequences, and locations
Sentences and structure skills*
 attem pt to use new vocabulary and gram mar in speech (ELL)
 use single w ord s and sim ple phrases to com m unicate m eaning in social situations (ELL)
Vocabulary skills*
 increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
 use a large speaking vocabulary, ad d ing several new w ord s d aily
 d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w or d s, many m ore than he or she uses
 d em onstrate und erstand ing of term s used in the instructional language of the classroom
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
18
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(4.14) Reading/Media Literacy. Stud ents use com prehension skills to
analyze how w ord s, im ages, graphics, and sounds w ork together in
various form s to im pact m eaning. Supporting Stand ard
4.14
Recognizes that literary m ed ia conveys m eaning.
Prerequisite Skills/Links to TEKS Vertical Alignment

com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e-mail vs. language in a w eb-based
new s article)
 explain how various d esign techniques used in med ia influence the m essage (e.g., shape, color, sound )
 und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
 id entify various w ritten conventions for using digital m ed ia (e.g., e-m ail, w ebsite, vid eo gam e)
 d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
 recognize different purposes of m ed ia (e.g., inform ational, entertain m ent)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
 id entify techniques used in m ed ia (e.g., sound , movem ent)
 id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating senso ry images, reread ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
Continued
Septem ber 2014
19
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.14
Prerequisite Skills/Links to TEKS Vertical Alignment





m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a p ortion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e invo lved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant qu estions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might h appen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contra sting
 retell or re-enact a story after it is read aloud
Reading/beginning reading skills/print aw areness*
 d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotation m arks)
 id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
 read texts by m oving from top to bottom of the page and tracking w ord s from left to right w ith return sw eep
 recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending punctuation)
 sequence the letters of the alphabet
 recognize that spoken w ord s are represented in w ritten English by specific sequences of letters
 id entify upper- and low er-case letters
 id entify d ifferent parts of a book (e.g., front and back covers, title page)
 hold a book right sid e up, turn its pages correctly, and know that reading m oves from top to bottom and left to right
 recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
Continued
Septem ber 2014
20
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.14
Prerequisite Skills/Links to TEKS Vertical Alignment
 recognize the difference betw een a letter and a printed w ord
 d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
 recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
 nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
 ask to be read to or ask the m eaning of w ritten text
 use books and other w ritten m aterials to engage in pre-read ing behaviors
 engage in pre-reading and read ing-related activities
Listening and speaking/listening*
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
21
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(4.19) Reading/Comprehension Skills. Stud ents use a flexible range
of m etacognitive read ing skills in both assigned and ind epend ent
read ing to und erstand an author’s m essage. Stud ents w ill continue to
apply earlier stand ard s w ith greater d epth in increasingly m ore
com plex texts as they becom e self-d irected , critical read ers. The
stud ent is expected to
(D) m ake inferences about text and use textual evid ence to
support und erstand ing; Read iness Stand ard
(Fiction)/ Supporting Stand ard (Literary N onfiction, Poetry,
Dram a)
(E) sum m arize inform ation in text, m aintaining meaning and
logical ord er. Readiness Stand ard (Fiction)/ Supporting Stand ard
(Literary N onfiction, Poetry, Dram a)
4.19
Uses a variety of strategies to d em onstrate com prehension of
literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment













establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon conten t to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance co m prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
Continued
Septem ber 2014
22
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.19
Prerequisite Skills/Links to TEKS Vertical Alignment




retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
23
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(4.10) Reading/Comprehension of Informational Text/Culture and
History. Stud ents analyze, m ake inferences, and d raw conclusions about
the author’s purpose in cultural, historical, and contem porary contexts
and provid e evid ence from the text to support their und erstanding.
Supporting Stand ard
4.10
Id entifies topic and author’s purpose in inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment



id entify the topic and locate the author’s stated purposes in w riting the text
id entify the topic and explain the author’s purpose in w riting the text
id entify the topic and explain the author’s purpose in w riting about the text
 id entify the topic of an inform ational text heard
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the la rger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
Continued
Septem ber 2014
24
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.10
Prerequisite Skills/Links to TEKS Vertical Alignment

d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and loca te facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/listening*
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
25
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(4.11) Reading/Comprehension of Informational Text/Expository
Text. Stud ents analyze, m ake inferences, and d raw conclusions
about expository texts and provid e evid ence from text to support
their und erstanding. The stud ent is expected to
(A) sum m arize the m ain id ea and supporting d etails in text
in w ays that m aintain meaning; Read iness Standard
(B) d istinguish fact from opinion in a text and explain how
to verify w hat is a fact; Supporting Stand ard
(C) d escribe explicit and im plicit relationships am ong id eas
in texts organized by cause-and -effect, sequence, or
com parison; Readiness Stand ard
(D) use m ultiple text features (e.g., guid e w ord s, topic and
conclud ing sentences) to gain an overview of the contents of
text and to locate inform ation. Readiness Stand ard
4.11
Id entifies the main id ea and supporting details in inform ational
texts.
Prerequisite Skills/Links to TEKS Vertical Alignment













use text features (e.g., bold print, captions, key w ord s, italics) to locate inform ation and m ake and verify pred ictions about
contents of text
id entify explicit cause and effect relationships among id eas in texts
d raw conclusions from the facts presented in text and support those assertions w ith textual evid ence
id entify the d etails or facts that support the m ain id ea
use text features (e.g., table of contents, index, head ings) to locate specific inform ation in text
d escribe the ord er of events or id eas in a text
locate the facts that are clearly stated in a text
id entify the m ain id ea in a text and distinguish it from the topic
use text features (e.g., title, tables of contents, illustrations) to locate specific inform ation in text
retell the ord er of events in a text by referring to the w ord s and/ or illustrations
id entify im portant facts or d etails in text, heard or read
restate the m ain id ea, heard or read
use titles and illustrations to m ake predictions about text
Continued
Septem ber 2014
26
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.11
Prerequisite Skills/Links to TEKS Vertical Alignment
 d iscuss the w ays authors group inform ation in text
 retell im portant facts in a text, heard or read
 id entify the topic and d etails in expository text heard or read , referring to th e w ord s and/ or illustrations
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating s ensory images, reread ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon conten t to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails a bout stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com pr ehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
Continued
Septem ber 2014
27
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.11
Prerequisite Skills/Links to TEKS Vertical Alignment
 ask and respond to questions about texts read aloud
 pred ict w hat m ight happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
28
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(4.13) Reading/Comprehension of Informational Text/Procedural
Texts. Stud ents und erstand how to glean and use inform ation in
proced ural texts and d ocum ents. The stud ent is expected to:
(A) d eterm ine the sequence of activities need ed to carry out a
proced ure (e.g., follow ing a recipe); Supporting Stand ard
(B) explain factual inform ation presented graphically(e.g., charts,
d iagram s, graphs, illustrations). Supporting Stand ard
4.13
Recognizes sequence and uses factual inform ation from graphic
features in proced ural texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 locate and use specific inform ation in graphic features of text
 follow and explain a set of w ritten m ulti-step d irections
 use com m on graphic features to assist in the interpretation of text (e.g., captions, illustrations)
 follow w ritten m ulti-step d irections
 explain the m eaning of specific signs and symbols (e.g., m ap features)
 follow w ritten m ulti-step d irections w ith picture cues to assist w ith und erstand ing
 id entify the m eaning of specific signs (e.g., traffic signs, w arning signs)
 follow pictorial d irections (e.g., recipes, science experim ents)
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
Continued
Septem ber 2014
29
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.13
Prerequisite Skills/Links to TEKS Vertical Alignment







establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehen sion
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agine d events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/listening*
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
Continued
Septem ber 2014
30
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.13
Prerequisite Skills/Links to TEKS Vertical Alignment


show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
31
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(4.14) Reading/Media Literacy. Stud ents use com prehension skills to
analyze how w ord s, im ages, graphics, and sounds w ork together in
various form s to im pact m eaning. Supporting Stand ard
4.14
Recognizes that inform ational m ed ia conveys m eaning.
Prerequisite Skills/Links to TEKS Vertical Alignment

com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e -mail vs. language in a w eb-based
new s article)
 explain how various d esign techniques used in med ia influence the m essage (e.g., shape, color, sound )
 und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
 id entify various w ritten conventions for using digital m ed ia (e.g., e-m ail, w ebsite, vid eo gam e)
 d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
 id entify techniques used in m ed ia (e.g., sound , movem ent)
 id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provi d e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com preh ension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
Continued
Septem ber 2014
32
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.14
Prerequisite Skills/Links to TEKS Vertical Alignment





m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listenin g to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re-read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions abou t texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relatin g, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Reading/beginning reading skills/print aw areness*
 d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotatio n m arks)
 id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
 read texts by m oving from top to bottom of the page and tracking w ord s from left to right w ith return sw eep
 recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending punctuation)
 sequence the letters of the alphabet
 recognize that spoken w ord s are represented in w ritten English by specific sequences of letters
 id entify upper- and low er-case letters
 id entify d ifferent parts of a book (e.g., front and back covers, title page
 hold a book right sid e up, turn its pages correctly, and know that reading m oves from top to bottom and left to right
 recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
Continued
Septem ber 2014
33
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.14
Prerequisite Skills/Links to TEKS Vertical Alignment
 recognize the difference betw een a letter and a printed w ord
 d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
 recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
 nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
 ask to be read to or ask the m eaning of w ritten text
 use books and other w ritten m aterials to engage in pre-read ing behaviors
 engage in pre-reading and read ing-related activities
Listening and speaking/listening*
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
Septem ber 2014
34
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(4.19) Reading/Comprehension Skills. Stud ents use a flexible range
of m etacognitive read ing skills in both assigned and ind epend ent
read ing to und erstand an author’s m essage. Stud ents w ill continue
to apply earlier stand ards w ith greater d epth in increasingly m ore
com plex texts as they becom e self-d irected , critical read ers. The
stud ent is expected to
(D) m ake inferences about text and use textual evid ence to
support und erstand ing; Read iness Stan d ard
(E) sum m arize inform ation in text, m aintaining meaning and
logical ord er. Readiness Stand ard
4.19
Uses a variety of strategies to d em onstrate com prehension of
inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
















establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ationa l texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to e nhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
Continued
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Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 4
4.19
Prerequisite Skills/Links to TEKS Vertical Alignment

d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts an d d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
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