SCOPE AND SEQUENCE WITH TAKS/TEKS CORRELATIONS

FOURTH GRADE

A. Information Literacy

Library Instructional Collaboration

Resources/Lessons

TAKS Objectives

TEKS

The student is expected to: . The student will: The student is expected to:

4.A.1 Locate and use important areas of the library. (circulation area, card catalog/OPAC, fiction/easy, non-fiction, biography, reference, and periodical).

§         Where Am I?

§         Fiction Arrangement

 

§         Explore the Library

§         Orientation

Library Orientation- (Round Rock ISD)

 

 

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

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4.A.2 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures.

 

Exploring the Library by Alice K. Flanagan; I took my Frog to the Library by Eric A. Kimmel; The Librarian from the Black Lagoon by Mike Thaler; Quiet! There's a Canary in the Library by Don Freeman.

 

Orientation

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

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4.A.3 Identify the arrangement of fiction, nonfiction and biography on the shelves and locate specific materials using the Dewey Decimal System

 

Dewey and the Decimals by Paige Taylor. 1579500501

Stretchy Library Lessons by Pat Miller 1579500838

Dewey Web Quest

Fiction Arrangement

DDS Matching Game

DDS Concentration

Sequencing Call Numbers

 Dewey Decimal Apron Kit, KidsClick! Dewey,

Dewey Decimal System Scavenger Hunt

Classification Relay

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

Math
111.4.1B:Use place value to read, write, compare, and order decimals through the thousandths place.
111.4.14A:Identify the mathematics in every day situations.

4.A.4 Demonstrate an understanding that the card or online catalog is an index to the library collection and use the catalog information to locate materials.

 

 

 

Online Scavenger Hunt

 

Catalog Tutorial

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

Language Arts
110.6.13A: Form and revise questions for investigations, including questions arising from interest and units of study.
110.6.13C:Use multiple sources including electronic texts, experts, and print resourced, to locate information relevant to research questions.

Technology Applications
126.3.2A: Use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen.
126.3.4A: Apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.

4.A.5 Demonstrate a working knowledge of library terminology, such as renew, hold, online resources and online catalog.

 

Library Resources Page Teacher Handout (Spring Branch)

 

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

Language Arts
110.6.9B: Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words.

4.A.6 Understand the role of public libraries, museums and community resources as a valuable source of information.

Our Community

TAKS Reading #3: Use a variety of strategies to analyze culturally diverse written texts.

 

4.A.7 Understand that bilingual books and Spanish books are part of the library collection when applicable.

Bilingual and Spanish Activities

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

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4.A.8 Acquire library terminology, such as due date, overdue, renew, barcode, call number, online resources and online catalog

Library Resources Page Teacher Handout (Spring Branch)

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

Language Arts: 110.4.9- Reading/vocabulary development.

4.A.9  Use the online catalog and keyword, author, title, and subject searches to locate materials

 

 

Online Scavenger Hunt

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

Language Arts: 110.4.13C- Use multiple sources to locate information relevant to research questions.

4.A.10  Locate specific materials using the Dewey Decimal System

 

Dewey and the Decimals by Paige Taylor. 1579500501

Stretchy Library Lessons by Pat Miller 1579500838

Dewey Web Quest

DDS Matching Game

DDS Concentration 

Dewey Decimal Apron Kit, KidsClick! Dewey

 TAKS Reading #3:  Use a variety of strategies to analyze culturally diverse written texts.

Math: 111.4.1B- Use place value to read, write, compare, and order decimals. 111.4.14A- Identify the mathematics in everyday situations.

4.A.11 Identify and use the parts of a book to gather information, including glossary, copyright, index, table of contents, publisher, guide words, and title page

 

Libeary Skills: (Grades Four through Grade Six) by The School Librarians of Chambersburg, PA.  p.8-12. 0513020446

 

Guide Word Trees

 

§         Parts of a Book

§         Where Do I Find It?

§         Working With the Index

§         Copyright date, Dedication

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

Language Arts: 110.4.12B- Recognize that authors organize information in specific ways.

4.A.12 Consider and list possible print and non-print sources for use in problem solving process, including dictionaries, nonfiction books, thesauri, encyclopedias, experts, atlases, magazines, newspapers, timelines, almanacs, CD-ROMs, and Internet resources

Library Resources Page

Library Resources Page Teacher Handout

Big6 #2

§         Ready Reference Tools: Almanacs

§         Dictionaries: Animal, Vegetable or Mineral? (Clear Creek)

§         “It’s Greek To Me”- Using Reference Books

§         “God or Goddess-What’s my line?”

§         Star Readers

§         Country Fact Finding

TAKS Reading #1:  Demonstrate a basic understanding of culturally diverse written texts.

Language Arts: 110.4.13C- Use multiple sources to locate information relevant to research questions.

4.A.13 Analyze information by distinguishing fact from opinion, determining cause and effect, comparing and contrasting sources, and predicting outcomes

 

Cause and Effect Stand Tall, Molly Lou Melon by Patty Lovell; Why the Chicken Crossed the Road by David Macauley

Predicting Outcomes Giggle Giggle Quack by Doreen Cronin;  The Frog Principal by Stephanie Calmenson; Gingerbread Baby by Jan Brett; Bark, George by Jules Feiffer

Fact and Opinion 

Fact and Opinion - Martin Luther King, Jr.

Cause and Effect

§         Do You Really Mean That?

§         And the End Is?

 

 

 

 

 

 

 TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts.

Language Arts: 110.4.10E- Use the text's structure or progression of ideas to locate and recall information. 110.4.10H- Draw inferences and support them with text evidence and experience. 110.4.10J- Distinguish fact and opinion in various texts.  Social Studies: 113.4.22B- Analyze information.

B. Reading Literacy

Library Instructional Collaboration

Resources

TAKS Objectives

TEKS

The student is expected to: . The student will: The student is expected to:

4.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment and to gain information.

§         Captive Audience

§         Poetry Fun

TAKS Reading

#1: Demonstrate a basic understanding of culturally diverse written texts.

#3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.1A: Determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate.
110.6.3A:Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works.
110.6.3B: Describe how the language of literature affects the listener.
110.6.4A: Connect his/her own experiences, information, insights and ideas with those of others through speaking and listening.
110.6.9A: Develop vocabulary by listening to selections read aloud.

4.B.2 Explore culturally diverse works of various authors and illustrators.

See Librarian to help select books and materials to support your author/illustrator study.

§         Author Study

§         Authors and Illustrators

 

 

 

 

TAKS Reading

#2: The student will apply knowledge of literary elements to understand culturally diverse written texts.

Language Arts
110.6.4A: Connect his/her own experiences, information, insights and ideas with those of others through speaking and listening.
110.6.4B: Compares oral traditions across regions and cultures.
110.6.4C: Identify how language use such as labels and sayings reflects regions and cultures.
110.6.11D: Connects compares, and contrasts ideas, themes and issues across text.
110.6.14B:Determine distinctive and common characteristics of cultures through wide reading.
110.6.14C: Articulate and discuss themes and connections that cross cultures.

4.B.3 Select, read, and respond to materials from a variety of literary genre for pleasure reading and/or to acquire information, such as nonfiction, fiction, poetry, magazines, newspapers, and electronic texts.

Real Authors Revise

 

Clear Creek Lessons:

§         Biographies

§         Fractured Fairy Tales

§         Hailstones and Halibut Bones: Using Color to Teach Adjectives

TAKS Reading

#1: Demonstrate a basic understanding of culturally diverse written texts.

#2: The student will apply knowledge of literary elements to understand culturally diverse written texts.

#3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.7A: Read regularly in independent-level materials.
110.6.7B: Read regularly in instructional-level materials that are challenging but manageable.
110.6.8A: Read classic and contemporary works.
110.6.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure.
110.6.8C: 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.

4.B.4 Read or listen to, and understand, a variety of literary forms such as fiction, poetry, myths, fables, tall tales, folktales, plays, informational books, biographies, and autobiographies

 

Children's Literature: Promotion, Use, and Teaching in the School Media Center ed. by H. Thomas Walker 0874366666

Folktale Webquest

Cinderella Around the World Writing Webquest

Folklore Genre Slide Show

T-Chart (Compare and contrast two types of genre.

Venn Diagram (Compare and contrast genre)

 "Family Feud", "$20,000 Pyramid"

§         Fairy Folks and Fable Fools

§         Folk Literature

TAKS Reading

#1: Demonstrate a basic understanding of culturally diverse written texts.

#2: The student will apply knowledge of literary elements to understand culturally diverse written texts.

#3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.7A: Read regularly in independent-level materials.
110.6.7B: Read regularly in instructional-level materials that are challenging but manageable.
110.6.8A: Read classic and contemporary works.
110.6.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure.
110.6.8C: 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.
110.6.12C: Identify the purposes of different types of texts such as to inform, influence, express or entertain.
110.6.12G: Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies.

4.B.5 Explore works from award lists, such as Bluebonnet, Newbery, and Coretta Scott King titles, and recognize the significance of these awards.

 

§         Newbery Booko

§         Newbery Medal Activity

 

TAKS Reading

#1: The student will demonstrate a basic understanding of culturally diverse written texts.

#2: The student will apply knowledge of literary elements to understand culturally diverse written texts

Language Arts
110.6.8A: Read classic and contemporary works.
110.6.8C: 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.
110.6.12G: Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies.

4.B.6 Understand literary terms such as author, illustrator, fact, fantasy, fiction and nonfiction. .

TAKS Reading

#3 Use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.12F: Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms.

4.B.7 Distinguish the role of the author from the illustrator and recognize the style of various authors and illustrators.

§         Where is My Favorite Author?

§         Native American Folktales/Online Author Search (Clear Creek)

TAKS Reading

#3 Use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure.
110.6.8C: 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.
110.6.23A: Describes how illustrators’ choice of style, elements, and media help to represent or extend the text’s meaning.

4.B.8 Identify different versions of stories.

§         Word of Mouth

TAKS Reading

#2 Apply knowledge of literary elements to understand culturally diverse written texts.

#3 Use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.8A: Read classic and contemporary works.
110.6.12E: Compare communication in different forms such as contrasting a dramatic performance with a print version of the same story.
110.6.24B: The student compares and contrasts print, visual, and electronic media such as film with written story.

4.B.9 Participate in various reading incentive programs.

§         Texas Bluebonnet Award

 

§         Name That Book

 

§         Road to Texas Reader’s Club

 

§         Accelerated Reader

 

 

TAKS Reading

 

#3 Use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.7A: Read regularly in independent-level materials.
110.6.7B: Read regularly in instructional-level materials that are challenging but manageable.
110.6.8A: Read classic and contemporary works.
110.6.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure.
110.6.8C: 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.

4.B.10 Use a variety of comprehension strategies to assist reading and understanding.

§         Do You Really Mean That?

§         And the End Is?

 

TAKS Reading

#2 Apply knowledge of literary elements to understand culturally diverse written texts.

#3 Use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.10A: Use his/her own knowledge and experience to comprehend.
110.6.10C: Monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clue, and asking question.
110.6.10E: Use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information.
110.6.10H: Draw inferences such as conclusions or generalizations and support them wit text evidence and experience.
110.6.11A: Offer observations, make connections, react, speculate, interpret, and raise questions in response to texts.
110.6.13G: Draw conclusions from information gathered.

4.B.11 Understand simple story structure, including character, plot, setting, storyline, and conflict.

§         Story Elements

 

§         Playing With Plot

 

§         What Was His Message?

 

§         Elements of a Story

TAKS Reading

#2 Apply knowledge of literary elements to understand culturally diverse written texts.

#3 Use a variety of strategies to analyze culturally diverse written texts.

Language Arts
110.6.10E: Use the text’s structure or progression if ideas such as cause and effect or chronology to locate and recall information.
110.6.12G: Paraphrase and summarize text to recall, inform, or organize ideas.
110.6.12H:Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo.
110.6.12I: Find similarities and differences across texts such as in treatment, scope, or organization.

Social Studies
113.6.25B: Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

4.B.12 Develop vocabulary through listening and reading.

Do You Really Mean That?

Texas Bluebonnet

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Language Arts
110.6.9A: Develop vocabulary by listening to selections read aloud.
110.6.9B: Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words.

4.B.13 Listen actively, critically, and purposefully to gain information, to solve problems, and for enjoyment

 

 

See Librarian for books to support your classroom and unit needs.

 

§         Story Map and Story Writing: Ira Sleeps Over

Story Map

TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts: 110.4.1A- Determine the purposes for listening.

4.B.14 Read regularly in independent-level materials

 

See Librarian for books to support your classroom and unit needs.

Book Reports Ideas

Book Talk Genres 

Reading Interest

TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts:  110.4.7A- Read regularly in independent-level materials.

4.B.15 Explore culturally diverse works of various authors and illustrators

 

See Librarian to help select books and materials to support your author/illustrator study.

Author Study

Authors

TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts.

Language Arts: 110.4.8B- Select varied sources when reading for information and pleasure. 110.4.14B- Determine distinctive and common characteristics of cultures through wide reading. 110.4.23A- Describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings.

4.B.16 Self-select materials from a variety of literary genre for pleasure reading and/or to acquire information, such as nonfiction, fiction, poetry, magazines, newspapers, and electronic texts

§         Reading Interest


Spring Branch:
-
Library Orientation

§         Section Review

 

§         Ten Tips for Choosing a Book (Clear Creek)

TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts: 110.4.8- Reading/variety of texts.

4.B.17 Explore works from award lists, including Caldecott and Bluebonnet, titles, and recognize the significance of these awards

 

Display Caldecott and Bluebonnet posters

Book Talk, Bluebonnet Video or PowerPoint.

 

§         Newbery Medal

§         Newbery Booko

 

TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts

Language Arts: 110.4.8A- Read classic and contemporary works.  110.4.23A- Describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings.

4.B.18 Read or listen to, and understand, literary forms such as fiction, poetry, myths, fables, tall tales, folktales, plays, informational books, biographies, and autobiographies

Children's Literature: Promotion, Use, and Teaching in the School Media Center ed. by H. Thomas Walker 0874366666

Folktale Webquest

Cinderella Around the World Writing Webquest

Fairy Folks and Fable Fools

Folk Literature

T-Chart (Compare and contrast two types of genre.

Venn Diagram (Compare and contrast genre)

 "Family Feud", "$20,000 Pyramid"

TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts: 110.4.8B- Select varied sources when reading for information and pleasure. 110.4.12G- Understand literary forms.

4.B.19 Recognize the distinguishing features and purpose of literary genre, including biography, historical fiction, informational text, poetry, and mystery

Learning about Books and Libraries, A Gold Mine of Games by Carol K. Lee. 157950051X

Biography writing activity

§         Poetry Fun

§         Who Are You?

§         Who Done It?

§         Did It Really Happen?

§         This Happened to Me!

TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts: 110.4.12C- Identity the purposes of different types of texts. 110.4.12D- Recognize the distinguishing features of genres.

4.B.20 Recognize and analyze plot, setting, problem resolution, and character traits

Brave Little Monster, by Ken Baker

Setting - The Raft, by Jim LaMarche

Characterization- Tops and Bottoms by Janet Stevens

Story Elements

Character traits

Elements of a Story

TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts.

Language Arts: 110.4.12H- Analyze characters. 110.4.12I- Recognize and analyze plot, setting, problem resolution.

4.B.21 Recognize and describe how the author's point of view or perspective affects the text

True Story of the Three Little Pigs by Jon Scieszka

Point of View

Informational Text, Point of View

TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.

Language Arts: 110.4.12J- Describe how the author's point of view or perspective affects the text. Social Studies 113.4.22D- Identify different points of view about an issue or topic.

C. Research and Technology Applications

Library Instructional Collaboration

Resources/Lessons

TAKS Objectives

TEKS

The student is expected to:   The student will: The student is expected to:

4.C.1 Communicate effectively one-to-one and in group situations.

Film review

Television Decision

Just Like Me

.

Language Arts
110.6.5A: Adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion.
110.6.5B: Demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information.

Technology Applications
126.3.8A: Use communication tools to participate in group projects.

4.C.2 Identify and use the parts of a book to gather information, including glossary, copyright, index, table of contents, publisher, guide words, and title page

Produce a student or class book.

§         - Guide Word Trees

§         Parts of Books

§         Where Do I Find It?

§         Working with the Index

§