Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
ASSURANCES
By the end of fourth grade, the student will:
1. Successfully read a passage, literature selection, or novel and be able to answer in writing
the following types of comprehension questions: word meaning, supporting details, main
idea/summary, relationships and outcomes, compare and contrast, inferences and
generalizations, point of view, and fact and nonfact.
2. Build and expand vocabulary to increase fluency and understanding by routinely reading
aloud, listening, and independently reading and responding to a variety of literature
selections such as novels, short stories, fantasy, fiction and expository text.
3. Write to narrate, inform, persuade, classify and entertain using correct sentence structure,
capitalization, punctuation, spelling and usage.
4. Select, research, organize, produce a product and provide visuals to complement and extend
meanings using technology or appropriate media.
Language Arts – First Six Weeks
VOCABULARY
FRY HIGH FREQUENCY WORDS
#301-325
body
complete
music
color
knew
stand
heard
ever
questions
piece
problem
told
area
usually
mark
didn’t
since
friends
horse
easy
birds
all of a sudden
ANALOGIES:
Cause:Effect
tired:sleep::hungry:eat
happy:smile:: sad:cry
SKILL WORDS: STORY
ELEMENTS
author
pitch of voice
illustrator
ate
character
tone
setting
antonym
dialogue
synonym
plot
analogy
resolution
fluency
solution
summarize
emotion
infer
character trait
conflict
title
elaborate
evidence
revise
interpret
edit
volume of voice
HOMOPHONES:
ate-eight
be-bee
bear-bare
beat-beet
to-too-two
they’re-their-there
break-brake
cheap-cheep
close-clothes
deer-dear
do-dew-due
by-buy-bye
CORE SPELLING
WORDS
around
begun
another
brought
aunt
character
all
contain
asked
caught
afternoon coming
because
right
PREFIXES:
dis- in- vicenon- misSUFFIXES:
-ness -able -ful
-tion -ous -ion
• After a skill is initially presented at a grade level, it is necessary to continuously reinforce
and extend that skill, when appropriate, throughout that grade level to ensure mastery.
• Language Arts materials will be grade level appropriate.
• Upon completion of Grade 4, a student will be reading fluently at a minimum of a 4.9 level
Joyce Evans
Language Arts 4 - Page 115
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
LISTENING STRAND
The student will:
Listening/speaking/purposes. The student listens attentively and engages actively in various
oral language experiences. (TEKS 4.1)
1. Determine the purpose for listening such as to gain information to solve problems, or to
enjoy and appreciate. (TEKS 4.1A) Introduce
2. Eliminate barriers to effective listening. (TEKS 4.1B) Introduce
3. Understand the major ideas and supporting evidence in spoken messages. (TEKS 4.1C)
Introduce
Listening/speaking/critical listening. The student listens critically to analyze and evaluate a
speaker’s message(s). (TEKS 4.2)
4. Interpret speakers’ messages (both verbal and nonverbal), purposes, and perspectives.
(TEKS 4.2A) Introduce
5. Monitor his/her own understanding of the spoken message and seek clarification as needed.
(TEKS 4.2D) Introduce
Listening/speaking/appreciation. The student listens, enjoys, and appreciates spoken
language. (TEKS 4.3)
6. Listen to proficient, fluent models of oral reading, including selections from classic and
contemporary works. (TEKS 4.3A) Introduce
7. Describe how the language of literature affects the listener. (TEKS 4.3B) Introduce
8. Assess how language choice and delivery affect the tone of the message. (TEKS 4.3C)
Introduce
Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own
culture, the culture of others, and the common elements of cultures. (TEKS 4.4)
9. Connect his/her own experiences, information, insights, and ideas with those of others
through speaking and listening. (TEKS 4.4A) Introduce
Listening/speaking/audiences. The student speaks appropriately to different audiences for
different purposes and occasions. (TEKS 4.5)
10. Use effective rate, volume, pitch, and tone for the audience and setting. (TEKS 4.5D)
Introduce
READING STRAND
The student will:
Reading/word identification. The student uses a variety of word identification strategies.
(TEKS 4.6)
Joyce Evans
Language Arts 4 - Page 116
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
11. Apply knowledge of letter-sound correspondences, language structure, and context to
recognize words. Example: Apply the “c” rule: When c is followed by e or i the sound of s
is likely to be heard (receive). When c is followed by o or a, the sound of k is likely to be
heard (doctor). (TEKS 4.6A) Introduce
12. Use structural analysis to identify root words with prefixes such as dis-, non-, in-; and
suffixes such as –ness, -tion, -able. (TEKS 4.6B) Introduce
Reading/fluency. The student reads with fluency and understanding in texts at appropriate
difficulty levels. (TEKS 4.7)
13. Fluently read and understand a variety of texts (narrative, informative, persuasive, and
expository) on an independent level (texts in which no more than approximately 1 in 20
words is difficult for the reader). (TEKS 4.7A) Introduce
14. Demonstrate characteristics of fluent and effective reading including Fry High Frequency
Words #301-325. (TEKS 4.7C) Introduce, Develop, Master
15. Read aloud in selected texts in ways that both reflect understanding of the text and engage
the listeners. (TEKS 4.7E) Introduce
Reading/variety of texts. The student reads widely for different purposes in varied sources.
(TEKS 4.8)
16. Read classic and contemporary works. (TEKS 4.8A) Develop
17. Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines
when reading for information or pleasure. (TEKS 4.8B) Introduce
18. Read for varied purposes such as to be informed, to be entertained, to appreciate the
writer’s craft, and to discover models for his/her own writing. (TEKS 4.8C) Introduce
Reading/vocabulary development. The student acquires an extensive vocabulary through
reading and systematic word study. (TEKS 4.9)
19. Apply knowledge of context clues to recognize words (multiple meaning words). (TEKS
4.9B/TAKS R Obj. 4.1) Introduce
20. Draw on experiences to bring meanings to words in context such as interpreting figurative
language and multiple meaning words. (TEKS 4.9B/TAKS R Obj. 4.1) Introduce
21. Identify antonyms and synonyms. (TEKS 4.9E/TAKS Obj. 4.1) Introduce
Reading/comprehension. The student comprehends selections using a variety of strategies.
(TEKS 4.10)
22. Determine main idea of a text and how those ideas are supported with details. (TEKS
4.10F/TAKS R Obj. 4.1) Introduce
23. Paraphrase and summarize text to recall, inform, and organize ideas. (TEKS 4.10G/TAKS
R Obj. 4.1) Introduce
24. Draw inferences such as conclusions or generalizations and support them with text
evidence and experiences. (TEKS 4.10H/TAKS R Obj. 4.4) Introduce
25. Find similarities and differences across texts such as in treatment, scope, or organization.
(TEKS 4.10I, TAKS R Obj. 4.3) Introduce
Joyce Evans
Language Arts 4 - Page 117
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Reading/literary response. The student expresses and supports responses to various types of
texts. (TEKS 4.11)
26. Interpret text ideas through such varied means as journal writing, discussions, enactment,
and media. (TEKS 4.11B) Introduce
27. Support responses by referring to relevant aspects of text and his/her own experiences.
(TEKS 4.11C;TAKS R Obj. 4.4) Introduce
28. Connect, compare, and contrast ideas, themes, and issues across texts (graphic organizers).
(TEKS 4.11D, TAKS R Obj. 4.4)
Reading/text structures/literacy concepts. The student analyzes the characteristics of various
types of texts (genres). (TEKS 4.12)
29. Judge the internal consistency or logic of stories such as “Would this character do this?”;
“Does this make sense here?” (TEKS 4.12A, TAKS R Obj. 4.3) Introduce
30. Recognize that authors organize information in specific ways. (TEKS 4.12B, TAKS R Obj.
4.4) Introduce
31. Analyze characters including their traits, motivations, conflicts, point of view, relationship,
and changes they undergo. (TEKS 4.12H/TAKS R Obj. 4.2) Introduce
32. Recognize and analyze story plot, setting, and problem resolution. (TEKS 4.12I/TAKS R
Obj. 4.2) Introduce
Reading inquiry/research. The student generates questions and conducts research using
information from various sources. (TEKS 4.13)
33. Use text organizers, including heading, graphic features, and tables of contents, to locate
and organize information. (TEKS 4.13B/TAKS R Obj. 4.3) Introduce
Reading/Culture. The student reads to increase knowledge of his/her knowledge own culture,
the culture of others, and the common elements of culture. (TEKS 4.14)
34. Compare text events with his/her own and other readers’ experiences. (TEKS 4.14A)
WRITING STRAND
The student will:
Writing/purposes. The student writes for a variety of audiences and purposes in various
forms. (4.15)
35. Write to express personal experiences and exhibit an identifiable voice (personal narrative).
Most of the writing will be student-selected topics. (TEKS 4.15A, E/TAKS R Obj. 4.1)
Introduce
Writing/penmanship/capitalization/punctuation. The student composes original texts using
the conventions of written language such as capitalization and handwriting to communicate
clearly. (TEKS 4.16)
Joyce Evans
Language Arts 4 - Page 118
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
36. Analyze his/her own cursive or manuscript handwriting for size, spacing, formation, and
legibility. (TEKS 4.16A/TAKS W Obj. 4.1) Introduce
Writing/spelling. The student spells proficiently. (TEKS 4.17)
5
37. Spell with accuracy words containing the long and short vowels a, e, i and o; such as skate,
past, sweet, fresh, brick, ripe, globe, and odd; and syllable constructions, including closed,
open, consonant before –le, and syllable boundary patterns. (TEKS 4.17A/TAKS W Obj.
4.2, 6) Develop
38. Write with accurate spelling of roots such as drink, speak, read, or happy inflections such
as those that change tense or number, prefixes such as mis-, vice-, non- and suffixes such as
–ous, -ful, -ion, -able. (TEKS 4.17B/TAKS W Obj. 4.2, 6) Introduce
39. Use resources to find correct spelling, synonyms and replacement words. (TEKS 4.17C)
Introduce
40. Spell with accuracy in final drafts. (TEKS 4.17D/TAKS W Obj. 4.2) Introduce
Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. (TEKS 4.18)
41. Identify and use singular and plural nouns. (TEKS 4.18A/TAKS W Obj. 4.2) Develop
42. Identify and use plural nouns with es and ies. (TEKS 4.18A/TAKS W Obj. 4.2) Develop
43. Identify and use irregular and plural nouns. (TEKS 4.18A/TAKS W Obj. 4.2) Develop
44. Identify and use singular possessive nouns. (TEKS 4.18A/TAKS W Obj. 4.2) Develop
45. Identify and use plural possessive nouns. (TEKS 4.18B/TAKS Obj. #2, 6) Develop
46. Write in complete sentences varying the types such as compound and complex to match
meanings and purposes. (TEKS 4.18B/TAKS W Obj. 4.2, 4) Introduce
47. Identify and use abbreviations and titles. (TEKS 4.16B/TAKS W Obj. 4.2) Develop
48. Identify and use nouns and pronouns. (TEKS 4.18C/TAKS W Obj. 4.5, 5) Develop
49. Identify and use common and proper nouns. (TEKS 4.18C/TAKS W Obj. 4.5, 5) Develop
50. Use prepositional phrases to elaborate written ideas. (TEKS 4.18E)
51. Use conjunctions to connect ideas meaningfully. (TEKS 4.18F/TAKS W Obj. 4.2, 4)
Introduce
52. Write in complete sentences, varying the types such as compound and complex to match
meanings and purposes. (TEKS 4.18B, TAKS W Obj. 4.2, 3) Introduce
Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. (TEKS 4.19)
53. Generate ideas and plans for writing and organize prior knowledge about a topic by using
such prewriting strategies as brainstorming, notes, logs, and graphic organizers (T Chart,
Venn Diagram, and KWL charts). (TEKS 4.19A, 4.21B) Introduce
54. Develop drafts by categorizing ideas, organizing them into indented paragraphs, and
blending paragraphs with larger units of text. (TEKS 4.19B) Introduce
55. Create elaborated sentences using similes (as quick as lightning). (TEKS 4.19C/TAKS W
Obj. 4.1, 3) Introduce
56. Revise drafts by adding, elaborating, deleting, combining, and rearranging texts. Recognize
and revise sentence fragments with and without technology (When the sun came up.), runJoyce Evans
Language Arts 4 - Page 119
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
ons (The sun came up I woke up and ate breakfast.), and sentences that need to be
combined (John sold his marble collection. Joan sold her marble collection.). (TEKS
4.19C, F/TAKS W Obj. 4.1, 3) Introduce
57. Revise drafts for coherence, progression, and logical support of ideas. (TEKS 4.19D/TAKS
W Obj. 4.1, 3) Introduce
58. Proofread his/her own writing and that of others for capitalization, punctuation, and
spelling. (TEKS 4.19E, H/TAKS W Obj. 4.2, 6) Introduce
59. Refine selected pieces frequently to “publish” for general and specific audiences. (TEKS
4.19G) Introduce
60. Proofread his/her own writing and that of others. (TEKS 4.19H TAKS W Obj. 4.2,5,6)
Introduce
61. Use multiple reference aides, including a thesaurus, a synonym finder, a dictionary,
internet, and software to clarify meaning and usage. (TEKS 4.19I, 4.6C) Introduce
Writing/evaluation. The student evaluates his/her own writing and the writings of others.
(TEKS 4.20)
62. Evaluate how well his/her own writing achieves its purpose and analyze published
examples as models for writing. (TEKS 4.20C) Introduce
63. Analyze published examples as models for writing. (TEKS 4.20D) Introduce
Joyce Evans
Language Arts 4 - Page 120
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Language Arts – Second Six Weeks
*After a skill is initially presented at a grade level, it is necessary to continuously reinforce
and extend that skill, when appropriate, throughout that grade level to ensure mastery.
VOCABULARY
FRY HIGH FREQUENCY WORDS #326-350
order
door
sure
become
ship
across
during
short
best
however
hours
products
whole
measure
remember
early
SKILL WORDS
appositive
clarify
compound words
emotions
cause
effect
predict
chronological order
visualization
similarities
differences
onomatopoeia
almanac
atlas
homophone
TIME ORDER WORDS
next
during
first
following
last
before
after
finally
meanwhile
at the same time
CORE SPELLING LIST
didn’t
different
decided
enough
example
excited
explain
finally
frightened
from
grown
getting
going
happened
HOMOPHONES
fare-fair
for-four
great-grate
hare-hair
heal-heel
hear-here
horse-hoarse
led-lead
loan-lone
made-maid
today
better
low
happened
reached
waves
SUFFIXES
-ar
-ish
-en
-er
-ly
-ways
-y
-ness
ANALOGIES
Object/Description
silk:smooth::sandpaper:rough
car:fast::snail:slow
CHARACTER FEELING WORDS:
patient
worried
delighted
annoyed
amused
bored
thrilled
timid
LISTENING STRAND
The student will:
Listening/speaking/appreciation. The student listens, enjoys, and appreciates spoken
language. (TEKS 4.3)
Joyce Evans
Language Arts 4 - Page 121
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
64. Listen to proficient, fluent models of oral reading including selections from classic and
contemporary works. (TEKS 4.3A) Introduce
Listening/speaking/audiences. The student speaks appropriately to different audiences for
different purposes and occasions. (TEKS 4.5)
65. Adapt spoken language such as word choice, diction, and usage to the audience, purpose,
and occasion. (TEKS 4.5A) Introduce
66. Give precise directions and instructions such as in games and tasks. (TEKS 4.5E)
Introduce
67. Clarify and support spoken ideas with evidence, elaborations, and examples. (TEKS 4.5F)
Introduce
READING STRAND
The student will:
Reading/Word Identification. The student uses a variety of word recognition strategies.
(TEKS 4.6)
68. Locate the meanings, pronunciations, and derivations of unfamiliar words using
dictionaries, glossaries, and other sources. (TEKS 4.6C)
Reading/fluency. The student reads with fluency and understanding in texts at appropriate
difficulty levels. (TEKS 4.7)
69. Read regularly in instructional-level materials that are challenging but manageable (texts in
which no more than approximately 1 in 10 words is difficult for the reader, a “typical”
fourth grader reads approximately 90 wpm). (TEKS 4.7B) Introduce
70. Fluently read Fry High Frequency Words #326-350. (TEKS 4.7C) Master
71. Read silently with increasing ease for longer periods of time. (TEK 4.7F) Introduce
Reading/variety of texts. The student reads widely for different purposes in varied sources.
(TEKS 4.8)
72. Read classic and contemporary works. (TEKS 4.8A) Develop
73. Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines
when reading for information or pleasure. (TEKS 4.8B) Introduce
74. Read for varied purposes such as to be informed, to be entertained, to appreciate the
writer’s craft, and to discover models for his/her own writing. (TEKS 4.8C) Introduce
Reading/vocabulary development. The student develops an extensive vocabulary through
reading and systematic word study. (TEKS 4.9)
75. Develop vocabulary by listening to selections read aloud. (TEKS 4.9A, TEKS 4.3A-C,
TAKS R Obj. 4.1) Introduce
76. Draw experiences to bring meanings to words in context such as interpreting, figurative
language, and multiple meaning words. (TEKS 4.9B/TAKS R Obj. 4.1) Introduce
Joyce Evans
Language Arts 4 - Page 122
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
77. Determine meanings of derivatives by applying knowledge of the meanings of root words
such as like, pay, or happy and affixes such as dis-, pre-, and un-. (TEKS 4.9D/TAKS R
Obj. 4.1) Introduce
78. Use knowledge of suffixes such as –ar, -ish, -en, -er, -ly, -y, and –ness to determine
meaning. (TEKS 4.9D/TAKS R Obj. 4.1) Introduce
Reading/comprehension. The student uses a variety of strategies to comprehend selections
read aloud and selections read independently. (TEKS 4.10)
79. Use his/her own knowledge and experience to comprehend. (TEKS 4.10A) Introduce
80. Establish and adjust purposes for reading such as reading to find out, to understand, to
interpret, to enjoy, and to solve problems. (TEKS 4.10B) Introduce
81. Monitor his/her own comprehension and make modifications when understanding break
downs such as by rereading a portion aloud, using reference aids, searching for clues, and
asking questions. (TEKS 4.10C) Introduce
82. Describe mental images that text descriptions evoke. (TEKS 4.10D) Introduce
83. Use the text’s structure or progression of ideas such as cause and effect or chronology to
locate and recall information. (TEKS 4.10E/TAKS R Obj. 4.3) Introduce
84. Find similarities and differences across texts such as in treatment, scope, or organization.
(TEKS 4.10I/TAKS R Obj. 4.3) Introduce
85. Answer different types and levels of questions such as open-ended questions, literal and
interpretative, as well as test-like questions such as multiple-choice, true/false, and short
answer. (TEKS 4.10K) Introduce
86. Make generalizations using text evidence and represent text information in different ways
such as in outline, timeline, or graphic organizer. (TEKS 4.10L/TAKS R Obj. 4.3)
Introduce
Reading/literacy response. The student expresses and supports responses to various types of
texts. (TEKS 4.11)
87. Offer observations, make connections, react, predict, interpret and raise questions in
response to text. (TEKS 4.11A) Introduce
88. Connect, compare, and contrast ideas, themes, and issues across texts. (TEKS 4.11D)
Reading/text structures/literary concepts. The student analyzes the characteristics of various
types of texts (genres). (TEKS 4.12)
89. Recognize that authors organize information in specific ways. (TEKS 4.12B)
90. Compare communication in different forms such as contrasting a dramatic performance
with a print version of the same story or comparing story variants. (TEKS 4.12E)
91. Understand and identify literary terms such as title, author, illustrator, playwright, theatre,
stage, act, dialogue, and scene across a variety of literary forms (texts). (TEKS 4.12F)
92. Describe how the author’s perspective or point of view affects the text. (TEKS 4.12J)
Joyce Evans
Language Arts 4 - Page 123
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
WRITING STRAND
The student will:
Writing/purposes. The student writes for a variety of audiences and purposes in various
forms. (TEKS 4.15) Introduce
93. Write to express ideas in narrative form (expressive narrative). (TEKS 4.15A/TAKS W
Obj. 4.1) Introduce
94. Write to inform in narrative mode (informative narrative (how-to). Recognize time-order
words such as: next, during, first, following, last, before, after, finally, meanwhile, and at
the same time. (TEKS 4.15C/TAKS W Obj. 4.1) Introduce
Writing/penmanship/capitalization/punctuation. The student composes original texts using
the conventions of written language such as capitalization and handwriting to communicate
clearly. (TEKS 4.16)
95. Analyze his/her own handwriting for size, spacing, formation, and legibility. (TEKS
4.16A/TAKS W Obj. 4.1) Introduce
96. Apply all capitalization rules such as in titles, proper nouns, first word in quotation and
sentence, pronoun “I”, abbreviations, initials, letter opening, letter closing, and title of work
to write and locate errors in passages. (TEKS 4.16B/TAKS W Obj. 4.2, 6) Introduce
97. Apply all punctuation rules such as ending punctuation, periods after abbreviations,
commas in a series, after the greeting or closing of a friendly letter, between the day and
year in a date, between city and state, before a direct quote, after a direct quote (when
applicable), and apostrophes in contractions and possessives in order to write and locate
errors in passages. (TEKS 4.16B, 4.18G/TAKS W Obj. 4.2, 6) Introduce
98. Revise spelling, capitalization, punctuation, and usage errors in sentences. (TEKS 4.16B,
4.17A, B, 4.18C, D/TAKS W Obj. 4.2, 5, 6) Introduce
Writing/spelling. The student spells proficiently. (TEKS 4.17)
98. Write with accuracy when spelling contractions. (TEKS 4.17D, 4.18G/TAKS W Obj. 4.2,
6) Introduce
99. Spell correctly words with vowel patterns o (jaw, drawn); oo (roof, tube, tool); yoo (tube,
fruit); ou (scout, proud, howl); oo (wood, brook, wool); and u (brush, lunch, done). (TEKS
4.17D, TAKS W Obj. 4.6) Introduce
Writing/grammar/usage. The student composes meaningful texts applying knowledge of
grammar and usage. (TEKS 4.18)
100.
101.
102.
103.
104.
105.
106.
Identify and use verbs. (TEKS 4.18C/TAKS W Obj. 4.2, 5) Develop
Identify and use the verb be. (TEKS 4.18C/TAKS W Obj. 4.2, 5) Develop
Identify and use action verbs. (TEKS 4.18C/TAKS W Obj. 4.2, 5) Develop
Identify and use main/helping verbs. (TEKS 4.18C/TAKS W Obj. 4.2, 5) Develop
Identify and use contractions with not. (TEKS 4.18C/TAKS W Obj. 4.2, 5) Develop
Identify and use the correct verb tense. (TEKS 4.18C/TAKS W Obj. 4.2, 5) Develop
Identify and use past tense irregular verbs in the past form properly. (TEKS 4.18C/TAKS
W Obj 4.2, 5) Develop
Joyce Evans
Language Arts 4 - Page 124
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
107. Employ standard English usage in writing for audiences, including, subject-verb
agreement, pronoun referents, and parts of speech. (TEKS 4.18C, TAKS W Obj. 4.2)
Introduce
Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. (TEKS 4.19)
108. Generate ideas and plans for writing and organize prior knowledge about a topic by using
such prewriting strategies as brainstorming, notes, logs, and graphic organizers (T Chart,
Venn Diagram, and KWL charts). (TEKS 4.19A, 4.21B) Introduce
109. Develop drafts by categorizing ideas, organizing them into indented paragraphs, and
blending paragraphs with larger units of text. (TEKS 4.19B) Introduce
110. Create elaborated sentences using onomatopoeia and dialogue (crash, bang). (TEKS
4.19C/TAKS W Obj. 4.1, 3) Introduce
111. Recognize and revise (with and without technology) selected drafts by adding, deleting,
combining, and rearranging text. (TEKS 4.19C, F/TAKS W Obj. 4.1, 3) Introduce
112. Revise drafts for coherence, progression, and logical support of ideas. (TEKS
4.19D/TAKS W Obj. 4.1, 3) Introduce
113. Proofread his/her own writing and that of others for capitalization, punctuation, and
spelling. (TEKS 4.19E, H/TAKS W Obj. 4.2, 6) Introduce
114. Refine selected pieces frequently to “publish” for general and specific audiences. (TEKS
4.19G) Introduce
115. Proofread his/her own writing and that of others. (TEKS 4.19H, TAKS W Obj. 4.2, 5, 6)
Introduce
116. Use multiple reference aides, including a thesaurus, a synonym finder, a dictionary,
internet, and software to clarify meaning and usage. (TEKS 4.19I, 4.6C) Introduce
Writing/evaluation. The student evaluates his/her own writing and the writings of others.
(TEKS 4.20)
117.
118.
119.
120.
Apply criteria to evaluate writing. (TEKS 4.20A) Introduce
Respond in constructive ways to other’s writing. (TEKS 4.20B) Introduce
Analyze published examples as models for writing. (TEKS 4.20D) Introduce
Review a collection of written works to determine its strengths and weaknesses and to set
goals as a writer. (TEKS 4.20E) Introduce
Writing/connections. The student interacts with writers inside and outside the classroom in
ways that reflect the practical uses of writing. (TEKS 4.22)
121. Collaborate with the other writers to compose, organize, and revise various types of texts,
including letters, news, records, and forms. (TEKS 4.22A) Introduce
Joyce Evans
Language Arts 4 - Page 125
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Language Arts – Third Six Weeks
*After a skill is initially presented at a grade level it is necessary to continuously reinforce
and extend that skill, when appropriate, throughout that grade level to ensure mastery.
VOCABULARY
FRY HIGH FREQUENCY
WORDS #351-375
listen
vowel
wind
true
rock
hundred
space
against
covered
pattern
fast
numeral
several
table
hold
north
himself
slowly
toward
money
five
map
step
morning
passed
CHARACTER FEELING
WORDS
amazed
curious
furious
wise
honest
content
bewildered
eager
weary
SKILL
VOCABULARY
advantages
disadvantages
likes
dislikes
pro
con
conclude
predict
probably
cause
effect
result
since
therefore
graph
judgments
logic
influence
outcome
imply
compare
contrast
persuade
CORE SPELLING WORDS
huge
hundred
imagine
jungle
kept
known
library
least
morning
mistake
million
money
neighbor
noisy
ANALOGIES
Member/Group
student:class::teacher:faculty
child:family::cow:heard
PREFIXES
disnonimreinmispreextraHOMOPHONES
main-mane
meat-meet
need-knead
new-knew
no-know
or-ore
our-hour
pail-pale
pair-pear
pane-pain
LISTENING STRAND
The student will:
Listening/speaking/critical listening. The student listens critically to analyze and evaluate a
speaker’s message(s). (TEKS 4.2)
122. Distinguish between the speaker’s opinion and verifiable fact. (TEKS 4.2C) Introduce
READING STRAND
The student will:
Reading/word identification. The student uses a variety of word identification strategies.
(TEKS 4.6)
Joyce Evans
Language Arts 4 - Page 126
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Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
123. Apply knowledge of prefixes and suffixes to divide words into separate syllables (unfold), (walking). (TEKS 4.6A, B) Introduce
124. Use structural analysis to identify root words with prefixes such as dis–,non-, im-, re-,
in-, mis-, pre-, extra-. (TEKS 4.6B) Introduce
Reading/fluency. The student reads with fluency and understanding in texts at appropriate
difficulty levels. (TEKS 4.7)
125. Demonstrate characteristics of fluent and effective reading, and fluently read Fry High
Frequency words #351-375. (TEKS 4.7C) Master
126. Adjust reading rate based on purposes for reading. (TEKS 4.7D) Introduce
127. Read aloud in selected texts in ways that both reflect understanding of the text and
engage the listener. (TEKS 4.7E)
Reading/variety of texts. The student reads widely for different purposes in varied sources.
(TEKS 4.8)
128. Read classic and contemporary works. (TEKS 4.8A) Develop
129. Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines
when reading for information or pleasure. (TEKS 4.8B) Introduce
130. Read for varied purposes such as to be informed, to be entertained, to appreciate the
writer’s craft, and to discover models for his/her own writing. (TEKS 4.8C) Introduce
Reading/vocabulary development. The student develops an extensive vocabulary. (TEKS
4.9)
130. Develop vocabulary by listening to selections read aloud. (TEKS 4.9A) Introduce
131. Study word meanings systematically such as across curricular content areas and through
current events. (TEKS 4.9E) Introduce
Reading/comprehension. The student uses a variety of strategies to comprehend selections
read aloud and selections read independently. (TEKS 4.10)
132. Use his/her own knowledge and experience to comprehend. (TEKS 4.10A) Introduce
133. Monitor his/her own comprehension and make modifications when understanding breaks
down such as by rereading a portion aloud, using reference aids, searching for clues, and
asking questions. (TEKS 4.10C) Introduce
134. Determine a text’s main idea and how those ideas are supported with detail. (TEKS
4.10F/TAKS R Obj. 1) Develop
135. Paraphrase and summarize text to recall, inform, and organize ideas. (TEKS 4.10G,
TAKS R Obj. 4.1) Introduce
136. Draw inferences such as conclusions or generalizations and support them with text
evidence and experience. (TEKS 4.10H, TAKS R Obj. 4.4) Introduce
137. Find similarities and differences across texts such as in treatment, scope, or organization.
(TEKS 4.10I, TAKS R Obj. 4.3) Introduce
138. Distinguish between fact and opinion in various texts. (TEKS 4.10J/TAKS R Obj. 4.4)
Introduce
Joyce Evans
Language Arts 4 - Page 127
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
139. Analyze graphic sources for information such as graphs, maps, charts, schedules, tables,
and diagrams. (TEKS 4.10L/TAKS R Obj. 4.3) Introduce
Reading/literary response. The student responds to various texts. (TEKS 4.11)
140. Predict probable future actions and outcomes in narrative text. (TEKS 4.11A) Introduce
141. Connect, compare, and contrast ideas themes and issues across texts. (Examples: novels,
characters, setting, and/or, etc.) (TEKS 4.11D/TAKS R Obj. 4.4) Introduce
Reading/text structure/literary concepts. The student analyzes the characteristics of various
types of texts. (TEKS 4.12)
142. Judge the internal consistency or logic of stories and texts such as “Would this character
do this?” “Does this make sense here?” (TEKS 4.12A/TAKS R Obj. 4.3) Introduce
143. Recognize that authors organize information in specific ways. (TEKS 4.12B/TAKS R
Obj. 4.4) Introduce
144. Identify the purpose of different types of text such as to inform, influence, express,
affects or entertain and describe how the author’s perspective or point of view affects the
text. (TEKS 4.12C, J/TAKS R Obj. 4.3) Introduce
145. Determine the feelings and emotions or characters either stated or implied. (TEKS
4.12H/TAKS R Obj. 4.2) Introduce
WRITING STRAND
The student will:
Writing/purposes. The student writes for a variety of audiences and purposes in various
forms. (TEKS 4.15)
146. Write to influence such as to persuade, argue, and request. (TEKS 4.15B) Introduce
Writing/penmanship/capitalization/punctuation. The student composes original texts using
the conventions of written language such as capitalization and handwriting to communicate
clearly. (TEKS 4.16)
147. Analyze his/her own handwriting for size, spacing, formation, and legibility. (TEKS
4.16A/TAKS W Obj. 4.1) Introduce
148. Recognize and revise contractions, conjunctions, apostrophes, subject-verb agreement,
adjectives, adverbs, pronoun references, and usage errors in sentences. (TEKS 4.16B,
4.17A, B, 4.18A-H/TAKS W Obj. 4.2, 4.5, 6) Introduce
Writing/spelling. The student spells proficiently. (TEKS 4.17)
149. Spell correctly words with inflected forms such as –ed (fainted, skipped, striped), -ing
(dancing), -er (schwa sound) (enter, sailor, sugar), and –e (hungry, money). (See spelling
text) (TEKS 4.17B/TAKS W Obj. 4.2, 6) Master
150. Write with accurate spelling when using singular and plural possisives. (TEKS 4.18G,
TAKS W Obj. 4.2) Introduce
Joyce Evans
Language Arts 4 - Page 128
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Writing/grammar/usage. The student composes meaningful texts applying knowledge of
grammar and usage. (TEKS 4.18)
151. Identify and use pronouns (subject, objective, possessive). (TEKS 4.18C, H /TAKS W
Obj. 4.2, 5) Introduce
152. Employ usage skills in writing including subject-verb agreement. (TEKS 4.18C /TAKS
W Obj. 4.2, 5) Introduce
153. Identify and use adjective and adverbs - comparative (more/er) and superlative (most/est).
(TEKS 4.18D, TAKS W Obj. 4.2) Introduce
154. Identify and use adjectives and articles. (TEKS 4.18D, E /TAKS W Obj. 4.2, 5)
Introduce
155. Use prepositional phrases to elaborate written ideas. (TEKS 4.18E/TAKS W Obj. 4.2, 4)
Introduce
Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. (TEKS 4.19)
156. Create elaborated sentences using idioms (out on a limb) and hyperboles (the cow
jumped over the moon). (TEKS 4.19C/TAKS W Obj. 4.1, 3) Introduce
157. Revise drafts for coherence, progression, and logical support of ideas. (TEKS
4.19D/TAKS W Obj. 4.1, 3) Introduce
158. Edit drafts to ensure standard usage, varied sentence structure, and appropriate word
choice. (TEKS 4.19E/TAKS W Obj. 4.5, 4, 5) Introduce
159. Refine selected pieces to “publish”. (TEKS 4.19G) Introduce
160. Select and use reference materials and resources needed for writing, revising, editing, and
publishing final drafts. (TEKS 4.19I) Introduce
Joyce Evans
Language Arts 4 - Page 129
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Language Arts – Fourth Six Weeks
*After a skill is initially presented at a grade level it is necessary to continuously reinforce
and extend that skill, when appropriate, throughout that grade level to ensure mastery.
VOCABULARY
FRY HIGH FREQUENCY WORDS #376400
farm
fall
pulled
king
draw
town
voice
I’ll
seen
unit
cold
figure
cried
certain
plan
field
notice
travel
south
wood
sing
fire
war
upon
ground
SKILL
VOCABULARY
prefix
suffix
summary
summarize
fact
opinion
cultures
HOMOPHONES
peace-piece
plane-plain
rain-rein
red-read
road-rode
sail-sale
sea-see
sent-cent-scent
stare-stair
steak-stake
CORE SPELLING WORDS
k (attack, risk, ache)
nk (sink)
kw (question)
final j (bridge, village)
s (fence)
vccv pattern (current,
danger)
PREFIXES
midunANALOGIES
Part/Whole
finger:hand::page:book
wheel:car::wing:bird
LISTENING STRAND
The student will:
Listening/speaking/critical listening. The student listens critically to analyze and evaluate a
speaker’s message(s). (TEKS 4.2)
161. Identify and analyze a speaker’s persuasive techniques such as promises, dares, and
flattery. (TEKS 4.2B) Introduce
Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own
culture, the culture of others, and the common elements of cultures. (TEKS 4.4)
162. Compare oral traditions across regions and cultures. (TEKS 4.4B) Introduce
163. Identify how language use such as labels and sayings reflect regions and cultures. (TEKS
4.4C) Introduce
READING STRAND
Joyce Evans
Language Arts 4 - Page 130
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
The student will:
Reading/word identification. The student uses a variety of word identification strategies.
(TEKS 4.6)
164. Use structural analysis to identify rootwords with prefixes such as mid-, un-, and vice-.
(TEKS 4.6B) Introduce
Reading/fluency. The student reads with fluency and understanding in texts at appropriate
difficulty levels. (TEKS 4.7)
165. Fluently read Fry High Frequency Words #376-400. (TEKS 4.7C) Master
166. Read silently for increased periods of time. (TEKS 4.7F) Introduce
Reading/variety of texts. The student reads widely for different purposes in varied sources.
(TEKS 4.8)
167. Read classic and contemporary works. (TEKS 4.8A) Develop
168. Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines
when reading for information or pleasure. (TEKS 4.8B) Introduce
169. Read for varied purposes such as to be informed, to be entertained, to appreciate the
writer’s craft, and to discover models for his/her own writing. (TEKS 4.8C) Introduce
Reading/vocabulary development. The student develops an extensive vocabulary. (TEKS
4.9)
170. Determine the meanings of derivatives by applying knowledge of the meanings of root
words such as like, pay, or happy and affixes such as dis-, pre-, and un-. (TEKS 4.9D,
TAKS R Obj. 4.1) Introduce
171. Study word meanings systematically such as across curricular content areas and through
current events. (TEKS 4.9E) Introduce
Reading/comprehension. The student uses a variety of strategies to comprehend selections
read aloud and selections read independently. (TEKS 4.10)
172. Determine a text’s main (or major) ideas and how those ideas are supported with details.
(TEKS 4.10F/TAKS R Obj. 4.1) Develop
173. Paraphrase and summarize text to recall, inform, or organize ideas. (TEKS 4.10G/TAKS
R Obj. 4.1) Develop
174. Find similarities and differences across texts such as in treatment, scope, or organization.
(TEKS 4.10I, TAKS R Obj. 4.3) Introduce
175. Distinguish between fact and opinion, stated or implied, in a variety of texts. Recognize
opinion words such as nice, a lot, like, good, boring, bad, feel, ugly, and thing. (TEKS
4.10J/TAKS R Obj. 4.4) Introduce
Reading/literary response. The student expresses and supports responses to various types of
texts. (TEKS 4.11)
Joyce Evans
Language Arts 4 - Page 131
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
176. Offer observations, make connections, react, speculate, and raise questions in response to
texts. (TEKS 4.11A) Introduce
177. Interpret text ideas through such varied means as journal writing, discussion, enactment,
and media. (TEKS 4.11B) Introduce
178. Support responses by referring to relevant aspects of text and his/her own experiences.
(TEKS 4.11C, TAKS R Obj. 4.4) Introduce
179. Connect, compare, and contrast ideas, themes, and issues across text. (TEKS 4.11D,
TAKS R Obj. 4.4) Introduce
Reading/text structure/literary concepts. The student analyzes the characteristics of
various types of texts. (TEKS 4.12)
180. Recognize the distinguishing features of genres, including biography, historical fiction,
informational texts, and poetry. (TEKS 4.12D) Introduce
181. Compare communication in different forms such as contrasting dramatic performance
with a print version of the same story or comparing story variants. (TEKS 4.12E/TAKS R
Obj. 4.3) Develop
182. Understand and identify literary terms such as title, author, illustrator, playwright, theatre,
stage, act, dialogue, and scene across a variety of literary forms (texts). (TEKS 4.12F)
Develop
183. Recognize and distinguish between texts such as stories, poems, myths, fables, tall tales,
limericks, plays, biographies, and autobiographies. (TEKS 4.12G) Develop
184. Analyze characters, including their traits, motivations, conflicts, points of view,
relationships, and changes they undergo. (TEKS 4.12H/TAKS R Obj. 2) Introduce
Reading/culture. The student reads to increase knowledge of his/her own culture, the culture
of others, and the common elements of culture. (TEKS 4.14)
185. Compare text events with his/her own and with other reader’s experiences. (TEKS
4.14A) Introduce
186. Read to increase knowledge of cultures. (TEKS 4.14B) Introduce
187. Articulate and discuss themes and connections that cross cultures. (TEKS 4.14C)
Introduce
WRITING STRAND
The student will:
Writing/purposes. The student writes for a variety of audiences and purposes in various
forms. (TEKS 4.15)
188. Write to express, discover, record, develop, reflect on ideas, and to problem solve.
(TEKS 4.15A/TAKS W Obj. 4.1) Introduce
189. Write to influence such as to persuade, argue, and request. (TEKS 4.15B) Introduce
190. Write to inform such as to explain, describe, report, and narrate. (TEKS 4.15C/TAKS W
Obj. 4.1) Introduce
191. Exhibit an identifiable voice in personal narratives and in stories. (TEKS 4.15E/TAKS W
Obj. 4.1) Introduce
Joyce Evans
Language Arts 4 - Page 132
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
192. Choose the appropriate form for his/her own purpose for writing including journals,
letters, reviews, poems, narratives, and instructions. (TEKS 4.15F) Introduce
Writing/penmanship/capitalization/punctuation. The student composes original texts using
the conventions of written language such as capitalization and handwriting to communicate
clearly. (TEKS 4.16)
193. Analyze his/her own cursive or manuscript handwriting for size, spacing, formation, and
legibility. (TEKS 4.16A/TAKS W Obj. 4.1) Introduce
194. Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing
titles, using possessives, commas in a series, commas in direct address, and sentence
punctuation. (TEKS 4.16B/TAKS W Obj. 4.2, 6) Introduce
Writing/spelling. The student spells proficiently. (TEKS 4.17)
195. Spell accurately in final drafts. (TEKS 4.17D, TAKS W Obj. 4.6) Introduce
196. Correctly write and spell words with i before e (piece) except after c (receive) (TEKS
4.17D, TAKS W Obj. 4.6) Introduce
197. Apply knowledge of silent letters to spell words correctly, such as k in knight, w in
wrinkle, h in honor, b in climb, l in calf, t in castle. (TEKS 4.17D, TAKS W Obj. 4.6)
Introduce
Writing/grammar/usage. The student composes meaningful texts applying knowledge of
grammar and usage. (TEKS 4.18)
198. Apply the standards of grammar in writing and proofreading (capitalization, punctuation,
spelling, sentence structure, and usage). Comprehensive review of grammar rules that
have been taught. (TEKS 4.18A-H/TAKS W Obj. 4.2, 4, 5, 6) Develop, Master
199. Write in complete sentences, varying the types such as compound and complex to match
meanings and purposes. (TEKS 4.18B, TAKS W Obj. 4.2, 3) Develop
200. Employ standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech. (TEKS 4.18C, TAKS W Obj. 4.2)
Develop
Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. (TEKS 4.19)
201. Generate ideas and plans for writing by using such prewriting strategies as brainstorming,
graphic organizers, notes, and logs. (TEKS 4.19A) Develop
202. Develop drafts by categorizing ideas, organizing them into paragraphs, and blending
paragraphs within larger units of text. (TEKS 4.19B) Develop
203. Revise selected drafts by adding, elaborating, deleting, combining, and rearranging text.
(TEKS 4.19C TAKS W Obj. 4.1, 3) Develop
204. Revise drafts for coherence, progression, and logical support of ideas. (TEKS
4.19D/TAKS W Obj. 4.1, 3) Develop
205. Edit drafts for specific purposes such as to ensure standard usage, varied sentence
structure, and appropriate word choice. (TEKS 4.19E, TAKS W Obj. 4.2, 4) Develop
Joyce Evans
Language Arts 4 - Page 133
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
206. Refine selected pieces frequently to “publish” for general and specific audiences. (TEKS
4.19G) Develop
207. Proofread his/her own writing and that of others. (TEKS 4.19H, TAKS W Obj. 4.2, 5, 6)
Develop
Joyce Evans
Language Arts 4 - Page 134
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Language Arts – Fifth Six Weeks
*After a skill is initially presented at a grade level it is necessary to continuously reinforce
and extend that skill, when appropriate, throughout that grade level to ensure mastery.
VOCABULARY
FRY HIGH FREQUENCY WORDS #401-450
done
decided
person
English
contain
inside
road
course
wheels
halt
surface
became
ten
produce
week
fly
building
island
gave
ocean
less
box
class
machine
finally
note
base
wait
nothing
ago
correct
rest
stood
oh
carefully
verb
quickly
scientists
stars
shown
stay
front
minutes
green
feel
strong
known
fact
inches
street
SKILL WORDS
inform
entertain
convince
persuade
influence
express
ANALOGIES
Object/User
pen:author::spoon:cook
chair:sit::bed:sleep
TV:watch::radio:listen
HOMOPHONES
steal-steel
sum-some
sun-son
tail-tale
their-there
tied-tide
do-dew-due
waist-waste
CORE SPELLING
WORDS
again
an
and
came
cousin
dropped
every
first
visitor
whose
wonder
write
woman
your
LISTENING STRAND
The student will:
Listening/speaking/purposes. The student listens attentively and engages actively in various
oral language experiences. (TEKS 4.1)
208. Actively engage in critical listening for a variety of purposes, such as entertainment,
information, and problem solving. (TEKS 4.1A) Introduce
Listening/speaking/appreciation. The student enjoys and appreciates spoken language.
(TEKS 4.3)
209. Describe how the language of literature affects the listener. (TEKS 4.3B) Introduce
210. Assess how language choice and delivery affect the tone of the message. (TEKS 4.3C)
Introduce
Joyce Evans
Language Arts 4 - Page 135
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Listening/speaking/audiences. The student speaks appropriately to different audiences for
different purposes and occasions. (TEKS 4.5)
211. Demonstrate effective communication skills such as: interviewing, reporting, requesting,
and providing information. (TEKS 4.5B) Develop
212. Present dramatic interpretations of experiences, stories, poems or plays to communicate
using effective rate, volume, pitch, and tone for the audience and setting. (TEKS 4.5C, D)
Develop
READING STRAND
The student will:
Reading/word identification. The student uses a variety of word identification strategies.
(TEKS 4.6)
Reading/Fluency. The student reads with fluency and understanding in texts at appropriate
difficulty levels. (TEKS 4.7)
213. Read regularly in independent-level materials (texts in which no more than 1 in 20 words
is difficult to the reader). (TEKS 4.7A) Develop
Reading/Vocabulary Development. The student acquires an extensive vocabulary through
reading and systematic word study. (TEKS 4.9)
214. Develop vocabulary by listening to selections read aloud. (TEKS 4.9A) Develop
215. Use multiple reference aids, including a thesaurus, a synonym finder, and software to
clarify meanings and usage. (TEKS 4.9C) Develop
Reading/comprehension. The student uses a variety of strategies to comprehend selections
read aloud and selections read independently. (TEKS 4.10)
216. Identify supporting facts and details. (TEKS 4.10E/TAKS R Obj. 4.3) Develop
217. Identify sequence and implied sequence. (TEKS 4.10E/TAKS R Obj. 4.3) Develop
218. Comprehend multiple directions up to eight steps (recipes, schedules, etc.). (TEKS
4.10E/TAKS R Obj. 4.3) Develop
219. Explain cause and effect relationships. (TEKS 4.10E, H/TAKS R Obj. 3.4) Develop
220. Create cause and effect sentences. (TEKS 4.10E/TAKS R Obj. 4.3) Develop
Reading/Literary Response. The student expresses and supports responses to various types of
texts. (TEKS 4.11)
221. Support responses by referring to relevant aspects of text and his/her own experiences.
(TEKS 4.11C) Develop
222. Connect, compare, and contrast ideas, themes, and issues across text. (TEKS 4.11D)
Develop
Joyce Evans
Language Arts 4 - Page 136
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Reading/text structure/literary concepts. The student analyzes the characteristics of various
types of texts. (TEKS 4.12)
223. Identify the purposes of different types of texts such as to inform, influence, express, or
entertain. See vocabulary located under skill words. (TEKS 4.12C/TAKS R Obj. 4.3)
Develop/Master
224. Analyze characters including their traits, motivations, conflicts, points of view,
relationships, and changes they undergo. (TEKS 4.12H/TAKS R Obj. 2) Develop
225. Recognize and analyze story plot, setting, and problem resolution. (TEKS 4.12I/ TAKS R
Obj. 4.3) Develop
226. Describe how the author’s perspective or point of view affects the text. (TEKS 4.12J,
TAKS R Obj. 4.3) Develop
Reading inquiry/research. The student generates questions and conducts research using
information from various sources. (TEKS 4.13)
227. Form and revise questions for investigations, including questions arising from interests
and units of study. (TEKS 4.13A) Introduce
228. Use text organizers, including headings, graphic features, and tables of contents, to locate
and organize information. (TEKS 4.13B) Introduce
229. Use multiple sources, including library electronic text, experts, and print resources to
locate information relevant to research questions. (TEKS 4.9C, 4.13C) Introduce
230. Interpret and use graphic sources of information such as maps, graphs, time lines, tables,
and diagrams to address research questions. Identify and use information from a variety
of texts such as a telephone directory, magazine, newspaper, etc. (TEKS 4.13D) Develop
231. Summarize and organize information from multiple sources by taking notes, outlining
ideas, or making charts. (TEKS 4.13E) Introduce
232. Produce research projects and reports in effective formats using visuals to support
meaning as appropriate. (TEKS 4.13F) Introduce
233. Draw conclusions from information gathered from multiple sources. (TEKS 4.13G)
Introduce
234. Use compiled information and knowledge to raise additional unanswered questions.
(TEKS 4.13H) Introduce
Reading/Culture. The student reads to increase knowledge of his/her own culture, the culture
of others, and the common elements of culture. (TEKS 4.14)
235. Compare text events with his/her own and with other readers’ experiences. (TEKS
4.14A) Develop
236. Determine distinctive and common characteristics of cultures through wide reading.
(TEKS 4.14B) Develop
237. Articulate and discuss themes and connections that cross cultures. (TEKS 4.14C)
Develop
WRITING STRAND
Joyce Evans
Language Arts 4 - Page 137
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
The student will:
Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety
of forms. (TEKS 4.15)
238. Choose the appropriate form for his/her own purposes for writing, including journals,
letters, reviews, poems, narratives, and instructions. (TEKS 4.15F) Introduce
Writing/penmanship/capitalization/punctuation. The student composes orginal texts,
applying the conventions of written language such as capitalization, punctuation, and
penmanship to communicate clearly. (TEKS 4.16)
239. Analyze his/her own handwriting for size, spacing, formation, and legibility. (TEKS
4.16A/TAKS W Obj. 4.1) Develop/Master
Writing/spelling. The student spells proficiently. (TEKS 4.17)
240. Spell accurately in final drafts.(TEKS 4.17D) Develop
241. Accurately spell words in which g makes the j sound (giraffe, gym). (TEKS 4.17D)
Develop
242. Correctly spell words with the vcv (pilot, basic) and vccv (current, danger) patterns.
(TEKS 4.17D) Develop
Writing/grammar/usage. The student composes meaningful texts applying knowledge of
grammar and usage. (TEKS 4.18)
243. Employ the conventions of grammar through writing (capitalization, punctuation,
spelling, sentence structure, and usage). Complete comprehensive review of grammar
rules previously taught. (TEKS 4.16B, 4.17, 4.18/TAKS W Obj. 4.2, 4, 5, 6) Develop
Writing/inquiry/research. The student uses writing as a tool for learning and research. (TEKS
4.21)
244. Frame questions to direct research. (TEKS 4.21A) Introduce
245. Take notes from relevant and authoritative sources such as guest speakers, periodicals,
and online searches. (TEKS 4.21C) Introduce
246. Summarize and organize ideas gained from multiple sources in useful ways such as
outlines, conceptual maps, learning logs, and timelines. (TEKS 4.21D) Introduce
247. Evaluate his/her own research and raise new questions for further investigation. (TEKS
4.21F) Introduce
Writing/connections. (TEKS 4.22)
248. Correspond with peers via email or conventional mail. (TEKS 4.22B) Introduce
Joyce Evans
Language Arts 4 - Page 138
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
Language Arts – Sixth Six Weeks
*After a skill is initially presented at a grade level it is necessary to continuously reinforce
and extend that skill, when appropriate, throughout that grade level to ensure mastery.
VOCABULARY
FRY HIGH FREQUENCY WORDS #451-500
plane
filled
system
heat
size
government
behind
full
dark
ran
equation
round
clear
check
material
boat
object
special
game
heavy
thousands
force
rule
fine
brought
among
pair
understand
noun
circle
warm
power
include
common
cannot
built
bring
able
explain
dry
though
language
shape
deep
SKILL WORDS
autobiography
biography
fairy tales
fantasy
fiction
folktales
historical fiction
legends
myths
nonfiction
poetry
CORE WORD LIST
grown
interesting
jumped
like
little
looked
many
mother
off
pretty
said
school
something
sometimes
thought
HOMOPHONES
capital-capitol
in-inn
lesson-lessen
maul-mall
miner-minor
nat-gnat
pedal-peddle
ring-wring
roam-Rome
tea-tee
READING STRAND
The student will:
Reading/comprehension. The student comprehends selections using a variety of strategies.
(TEKS 4.10)
249. Determine a text’s main (or major) ideas and how those ideas are supported with detail.
(TEKS 4.10F/TAKS R Obj. 1) Develop
250. Paraphrase and summarize text to recall, inform, or organize ideas. (TEKS 4.10G/ TAKS
R Obj. 1) Develop
251. Draw inferences such as conclusions or generalizations and support them with text
evidence and experience. (TEKS 4.10H/TAKS R Obj. 4.4) Develop
252. Distinguish between fact and opinion, stated or implied, in a variety of texts. (TEKS
4.10J/TAKS R Obj. 4.4) Develop
Joyce Evans
Language Arts 4 - Page 139
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
253. Represent text information in different ways such as in outline, timeline, or graphic
organizer. (TEKS 4.10L/TAKS R Obj. 4.4) Develop
Reading/text structure/literary concepts. The student analyzes the characteristics of various
types of texts. (TEKS 4.12)
254. Recognize the distinguishing features of genres including biography, historical fiction,
informational text, and poetry. (TEKS 4.12D) Develop
255. Understand and identify literary terms such as title, author, illustrator, playwright, theater,
stage, act, dialogue, and scene across a variety of literary forms (texts). (TEKS 4.12F)
Develop
256. Analyze characters, including their traits, motivations, conflicts, points of view,
relationships, and changes they undergo. (TEKS 4.12H/TAKS R Obj. 4.2) Develop
Reading inquiry/research. The student generates questions and conducts research using
information from various sources. (TEKS 4.13)
257. Use multiple sources, including electronic texts, experts and print resources to locate
information relevant to research questions. (TEKS 4.13C) Introduce
WRITING STRAND
The student will:
Writing/purposes. The student writes for a variety of audiences and purposes in various
forms. (TEKS 4.15)
258. Write to entertain (poems, short stories, riddles, jokes, etc.). (TEKS 4.15D/TAKS W Obj.
4.1) Introduce
Writing/penmanship/capitalization/punctuation. The student composes original texts using
the conventions of written language such as capitalization and handwriting to communicate
clearly. (TEKS 4.16)
260. Analyze his/her own handwriting for size, spacing, formation and legibility. (TEKS
4.16A/TAKS W Obj. 4.1) Develop/Master
Writing/spelling. The student spells proficiently. (TEKS 4.17)
261. Accurately spell r-controlled words (harbor, hurricane, first, fern, farm). (TEKS 4.17A,
TAKS W Obj. 4.2, 6) Develop
262. Spell correctly three syllable words (camera, department) and words with unusual
spellings (health, women, quilt). (TEKS 4.17, TAKS W Obj. 4.2,6) Develop
263. Spell accurately in final drafts.(TEKS 4.17D) (TAKS W Obj. 4.2,6) Develop
Writing/grammar/usage. The student composes meaningful texts applying knowledge of
grammar and usage. (TEKS 4.18)
Joyce Evans
Language Arts 4 - Page 140
Adapted from materials developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Fourth Grade
SUMMER 2005
264. Employ the conventions of grammar through writing. (TEKS 4.16B, 4.17A, 4.18C/TAKS
W Obj. 4.2, 4, 5, 6) Develop
Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. (TEKS 4.19)
265. Revise selected drafts by adding, elaborating (including similes, onomatopoeia,
hyperboles, idiom, and dialogue), deleting, combining, and rearranging. (TEKS
4.19C/TAKS W Obj. 4.1, 3) Develop
266. Use available technology to support aspects of creating, revising, editing, and publishing
texts. (TEKS 4.19F) Introduce
Writing/inquiry/research. The student uses writing as a tool for learning and research. (TEKS
4.21)
267. Organize prior knowledge about a topic in a variety of ways such as by producing a
graphic organizer. (TEKS 4.21B) Introduce
268. Present information in various forms using available technology. (TEKS 4.21E)
Introduce
Viewing/representing/interpretation. The student understands and interprets visual images,
messages, and meanings. (TEKS 4.23)
269. Describe how illustrators’ choice of style, elements, and media help to represent or
extend the text’s meanings. (TEKS 4.23A) Introduce
270. Interpret important events and ideas gathered from maps, charts, graphs, video segments,
or technology presentation. (TEKS 4.23B) Introduce
271. Use media to compare ideas and points of view. (TEKS 4.23C) Introduce
Viewing/representing/analysis. The student analyzes and critiques the significance of visual
images, messages, and meanings. (TEKS 4.24)
272. Interpret and evaluate the various ways visual image makers such as graphic artists,
illustrators, and news photographers represent meanings. (TEKS 4.24A) Introduce
273. Compare and contrast print, visual, and electronic media such as film with written story.
(TEKS 4.24B) Introduce
Viewing/representing/production. The student produces visual images messages, and
meanings that communicate with others. (TEKS 4.25)
274. Select, organize, or produce visuals to complement and extend meanings. (TEKS 4.25A)
Introduce
275. Produce communications using technology or appropriate media such as developing a
class newspaper, multimedia reports, or video reports. (TEKS 4.25B) Introduce
Joyce Evans
Language Arts 4 - Page 141
Adapted from materials developed by Aldine ISD
Summer 2005