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How to learn Grade 4: English language arts

Texas Essential Knowledge and Skills: English language arts, Grade 4

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1. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  1. Using Multiple Sources: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently
  2. Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes
  3. Paraphrasing What You Hear: Paraphrase portions of a text read aloud or information presented in diverse media and formats, capturing the key ideas accurately in one's own words

2. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  1. Writing Craft Vocabulary: Know and use the vocabulary of writing craft and effect — form, structure, register, tone, voice, coherence, cohesion, argument, evidence, perspective, rhetoric, technique, formal, informal, and style — and understand that these words describe choices writers make intentionally to achieve a particular effect on the reader
  2. Writing for an audience: Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout
  3. Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
  4. Planning Narratives: Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed

3. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  1. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing
  2. Planning, Revising and Editing Writing: Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar
  3. Planning Ideas Before Writing: Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing

4. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully

  1. Why the author wrote it: Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose
  2. Author's word choices: Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader
  3. How Language Choices Affect the Reader: Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader

5. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

  1. Multimedia elements in texts: Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry
  2. Purpose, audience, and context: Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone
  3. Structure of information texts: Describe the overall structure of an informational text (chronology, comparison, cause/effect, problem/solution) and explain how the author's chosen structure helps convey information and ideas
  4. Poems, Drama & Prose: Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose
  5. Figurative Language and Literary Devices: Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony
  6. Morals in Fables, Folktales and Myths: Explain how the central message, lesson, or moral of a story is conveyed through key details across diverse text types including fables, folktales, and myths

6. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

  1. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
  2. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature

7. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

  1. Listening to Texts Read Aloud: Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details
  2. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  3. Research & Note-Taking: Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources
  4. Combining information from texts: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes
  5. Synthesising across multiple texts: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising
  6. Supporting ideas with evidence: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points

8. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

  1. Self-Correcting While Reading: Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context
  2. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension

9. The student uses newly acquired vocabulary expressively.

  1. Root Words & Inflections: Identify frequently occurring root words and their inflectional forms (e.g., look/looks/looked/looking), using affixes as clues to word meaning and understanding how suffixes create nouns and adjectives
  2. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

10. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

  1. Reciting Poetry: Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations

11. The student develops oral language through listening, speaking, and discussion.

  1. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking