
SCOPE AND SEQUENCE WITH TAKS/TEKS CORRELATIONS
FOURTH GRADE
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A. Information Literacy |
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Library Instructional Collaboration |
Resources/Lessons |
TAKS Objectives |
TEKS |
| The student is expected to: | . | The student will: | The student is expected to: |
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4.A.1 Locate and use important areas of the library. (circulation area, card catalog/OPAC, fiction/easy, non-fiction, biography, reference, and periodical). |
Library Orientation- (Round Rock ISD)
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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.
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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.
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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
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Dewey and the Decimals by Paige Taylor. 1579500501 Stretchy Library Lessons by Pat Miller 1579500838 Dewey Decimal Apron Kit, KidsClick! Dewey, |
TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts. |
Math |
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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.
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TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts. |
Language Arts Technology Applications |
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4.A.5 Demonstrate a working knowledge of library terminology, such as renew, hold, online resources and online catalog.
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Library Resources Page Teacher Handout (Spring Branch)
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TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts. |
Language Arts |
| 4.A.6 Understand the role of public libraries, museums and community resources as a valuable source of information. |
TAKS Reading #3: Use a variety of strategies to analyze culturally diverse written texts. |
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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. |
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4.A.9 Use the online catalog and keyword, author, title, and subject searches to locate materials |
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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. |
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4.A.10 Locate specific materials using the Dewey Decimal System
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Dewey and the Decimals by Paige Taylor. 1579500501 Stretchy Library Lessons by Pat Miller 1579500838 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. |
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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
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Libeary Skills: (Grades Four through Grade Six) by The School Librarians of Chambersburg, PA. p.8-12. 0513020446
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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. |
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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 Teacher Handout § 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?” |
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. |
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4.A.13 Analyze information by distinguishing fact from opinion, determining cause and effect, comparing and contrasting sources, and predicting outcomes
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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 - Martin Luther King, Jr.
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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. |
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B. Reading Literacy |
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Library Instructional Collaboration |
Resources |
TAKS Objectives |
TEKS |
| The student is expected to: | . | The student will: | The student is expected to: |
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4.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment and to gain information. |
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 |
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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.
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TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. |
Language Arts |
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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. |
Clear Creek Lessons: § 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 |
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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
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Children's Literature: Promotion, Use, and Teaching in the School Media Center ed. by H. Thomas Walker 0874366666 Cinderella Around the World Writing Webquest T-Chart (Compare and contrast two types of genre. Venn Diagram (Compare and contrast genre) |
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 |
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4.B.5 Explore works from award lists, such as Bluebonnet, Newbery, and Coretta Scott King titles, and recognize the significance of these awards.
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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 |
| 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 |
| 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 |
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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 |
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4.B.9 Participate in various reading incentive programs. |
§ Accelerated Reader
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TAKS Reading
#3 Use a variety of strategies to analyze culturally diverse written texts. |
Language Arts |
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4.B.10 Use a variety of comprehension strategies to assist reading and understanding. |
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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. |
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4.B.11 Understand simple story structure, including character, plot, setting, storyline, and conflict. |
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 |
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4.B.12 Develop vocabulary through listening and reading. |
Do You Really Mean That? |
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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. |
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4.B.13 Listen actively, critically, and purposefully to gain information, to solve problems, and for enjoyment
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See Librarian for books to support your classroom and unit needs.
§ Story Map and Story Writing: Ira Sleeps Over |
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. |
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4.B.14 Read regularly in independent-level materials
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See Librarian for books to support your classroom and unit needs. |
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. |
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4.B.15 Explore culturally diverse works of various authors and illustrators
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See Librarian to help select books and materials to support your author/illustrator study. |
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. |
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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 |
§ 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. |
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4.B.17 Explore works from award lists, including Caldecott and Bluebonnet, titles, and recognize the significance of these awards
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Display Caldecott and Bluebonnet posters Book Talk, Bluebonnet Video or PowerPoint.
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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. |
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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 Cinderella Around the World Writing Webquest T-Chart (Compare and contrast two types of genre. Venn Diagram (Compare and contrast genre) |
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. |
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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 |
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. |
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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 |
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. |
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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 |
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. |
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C. Research and Technology Applications |
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Library Instructional Collaboration |
Resources/Lessons |
TAKS Objectives |
TEKS |
| The student is expected to: | The student will: | The student is expected to: | |
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4.C.1 Communicate effectively one-to-one and in group situations. |
Film review |
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Language Arts Technology Applications |
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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 |
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Language Arts |
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4.C.3 Understand and use appropriate electronic search strategies, including narrowing and expanding searches; keyword, author, title, and subject searches; and Boolean operators. |
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TAKS Reading #3: Use a variety of strategies to analyze culturally diverse written texts. |
Technology
Applications |
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4.C.4 Identify and define a specific problem or task for research, investigation or discussion.
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Teaching Information & Technology Skills :the Big 6 in Elementary Schools. Michael Eisenberg . 0938865811 Lesson - Brainstorm initial strategy with "How to Select a Restaurant" Inspiration Software |
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Social Studies |
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4.C.5 Generate ideas or relevant questions as a basis for inquiry/research.
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§ Our State Capitol Virtual Tour (Clear Creek) § Inspiration Software |
TAKS Writing #1: Composition TAKS Reading #4: Apply critical thinking skills to analyze culturally diverse written texts. |
Language Arts Social Studies |
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4.C.6 Select and use appropriate print and electronic sources, such as dictionaries, magazines, almanacs, thesauri, atlases, encyclopedias, experts, newspapers, timelines, nonfiction books, and Internet resources to gather needed information.
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TAKS Reading #4: Apply critical thinking skills to analyze culturally diverse written texts. |
Language Arts Social Studies Technology Applications |
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4.C.7 Analyze information by distinguishing fact from opinion, determining cause and effect, comparing and contrasting sources, and predicting outcomes.
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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. |
TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Language Arts Social Studies |
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4.C.8 Interpret graphical information, including pictures, charts, graphs, maps, timelines, graphic organizers and diagrams. |
TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. |
Language Arts Social Studies |
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4 C.9 Analyze information to determine usefulness to problem solution and currency of information. |
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TAKS Reading #4:The student will apply critical thinking skills to analyze culturally diverse written texts. |
Social Studies Technology Applications |
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4.C.10 Summarize and organize information from multiple sources by taking notes, outlining ideas and making charts. |
TAKS Reading #1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Language Arts Social Studies |
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4.C.11 Determine differences between primary and secondary sources.
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Primary and Secondary Resources T-Chart Primary and Secondary Resources |
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Language Arts |
| 4.C.12 Demonstrate knowledge of copyright laws and acceptable use policies and comply with laws regarding use of technology in society, including following district and federal copyright laws. |
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Technology
Applications |
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4.C.13 Follow accepted format for documenting sources, such as a bibliography or works cited. |
Citations & Copyright - NoodleTools Use NoodleTools online to create bibliographic record. |
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Social Studies |
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4.C.14 Identify and define a specific problem or task for research, investigation or discussion
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Teaching Information & Technology Skills : the Big 6 in Elementary Schools. Michael Eisenberg. 0938865811 Brainstorm initial strategy with "How to Select a Restaurant" Inspiration Software
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Social Studies: 113.4.24- The student uses problem-solving & decision-making skills |
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4.C.15 Generate ideas or relevant questions as a basis for inquiry/research
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§ Inspiration Software |
TAKS Writing #1: Composition |
Language Arts: 110.4.13A- Form & revise questions for investigations. 110.4.21A- Frame questions to direct research. 110.4.21B- Organize prior knowledge about a topic in a variety of ways. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills. |
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4.C.16 Select and use appropriate print and electronic sources, such as magazines, nonfiction, dictionaries, almanacs, thesauri, atlases, encyclopedias, experts, timelines, newspapers, and Internet resources to gather needed information Use multiple technologies to locate and gather information, such as online encyclopedias, atlases, magazines, almanacs, and newspapers; Internet resources; curriculum-based software; and O PAC |
Big6 #3 & #4 |
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Language Arts: 110.4.13C- Use multiple sources to locate information relevant to research questions. 110.4.19I- Select and use reference materials and resources as needed for writing, revising, and editing final drafts. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills |
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4.C.17 Interpret graphical information, including pictures, charts, graphs, maps, timelines, graphic organizers and diagrams |
TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. |
Language Arts: 110.4.13D- Interpret and use graphic sources of information to address research questions. 110.4.23B- Interpret important events and ideas. Social Studies: 113.4.22C- Organize and interpret information. |
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4.C.18 Analyze information to determine usefulness to problem solution
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TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Social Studies: 113.4.22B- Analyze information. 113.4.24- The student uses problem-solving & decision-making skills. |
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4.C.19 Summarize and organize information from multiple sources by taking notes, outlining ideas and making charts. |
TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Language Arts: 110.4.10F- Determine a text's main ideas and how those ideas are supported with details. 110.4.10G- Paraphrase and summarize text to recall, inform, and organize ideas. 110.4.13E- Summarize and organize information from multiple sources. 110.4.21D- Summarize and organize ideas gained from multiple sources in useful ways. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills. |
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4.C.20 Synthesize information from a variety of sources into a final product. |
TAKS Writing #1: Composition TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Language Arts: 110.4.21D- Summarize and organize ideas gained from multiple sources in useful ways. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills. |
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4.C.21 Demonstrate knowledge of copyright policies
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Technology Applications: 126.3.3A- Use technology terminology appropriate to the task. 126.3.3B- Model respect of intellectual property by not illegally copying software or another individual's electronic work. |
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4.C.22 Follow accepted format for documenting sources, such as a bibliography or works cited
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Citations & Copyright - NoodleTools Use NoodleTools online to create bibliographic record |
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Social Studies: 113.4.23D- Create written and visual material. |
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4.C.23 Evaluate problem solving process and final product based on specific research task or information need. |
TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Language Arts: 110.4.21F- Evaluate his/her own research and raise new questions for further investigations. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills. |
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4 C.24 Use multiple technologies to locate and gather information, such as online encyclopedias, atlases, magazines, almanacs, and newspapers; Internet resources; curriculum-based software; and OPAC |
TAKS Reading #4: Apply critical thinking skills to analyze culturally diverse written texts. |
Technology Applications: 126.3.4- Use a variety of strategies to acquire information from electronic resources. 126.3.5- Acquires electronic information in a variety of formats. |
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4 C.25 Understand and use appropriate electronic search strategies, including narrowing and expanding searches; and keyword, author, title, and subject searches |
TAKS Reading #Use a variety of strategies to analyze culturally diverse written texts. |
Technology Applications: 126.3.4- Use a variety of strategies to acquire information from electronic resources. |
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4.C.26 Comply with laws and examine issues regarding use of technology in society, including following district and federal copyright laws |
TAKS Reading #Use a variety of strategies to analyze culturally diverse written texts. |
Technology Applications: 126.3.3- Complies with the laws and examines the issues regarding the use of technology in society. |
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4.C.27 Synthesize information from a variety of print and non-print sources into a final product |
TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Language Arts: 110.4.13F- Produce research projects and reports in effective formats. Technology Applications: 126.3.4- Use a variety of strategies to acquire information from electronic resources. |
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4.C.28 Use available technology to create research product and/or presentation, such as presentation software, digital camera, and video equipment |
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Language Arts: 110.4.21E- Present information in various forms using available technology. 110.4.25B- Produce communications using technology or appropriate media. Technology Applications: 126.3.11A- Publish information in a variety of media. |
The first character (4) stands for the grade. The second (A, or B, or C) stands for the section (Information Acquisition, etc.). The third is the ordinal number of that row.
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Work on this web page represents contributions from the following Texas School Districts: |
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Aldine ISD |
Goose Creek ISD |
Pasadena ISD |
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Clear Creek ISD |
Houston ISD |
Richardson ISD |
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Fort Bend ISD |
Klein ISD |
Spring Branch ISD |
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The lesson
plans are contributed by Librarians all across the State and will contain
their identification information.
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