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					Technology   Art   Theatre   Music   Physical Education   Health   Social Studies   Science   Mathematics   Language Arts       Unit
                                                                                                                            (key questions)

                                                                                                                                              1st Six Weeks
                                                                                                                                                              TEKS Mapping
                                                                                                                                              2nd Six Weeks
                                                                                                                                              3rd Six Weeks
                                                                                                                                              4th Six Weeks
                                                                                                                                              5th Six Weeks
                                                                                                                                              6th Six Weeks
                                4th Grade Language Arts
                            TEKS Mapping                                          TAKS Sample Booklets

                TEKS                                     The student is expected to:
                (4.1) Listening/speaking/purposes.        4.1(A) determine the purposes for listening such as to gain
                The student listens actively and          information, to solve problems, or to enjoy and appreciate (4-8);
                purposefully in a variety of settings.    4.1(B) eliminate barriers to effective listening (4-8);
                                                          4.1(C) understand the major ideas and supporting evidence in spoken
                                                          messages (4-8).
Language Arts

                (4.2) Listening/speaking/critical         4.2(A) interpret speakers' messages (both verbal and nonverbal),
                listening. The student listens critically purposes, and perspectives (4-8);
                to analyze and evaluate a speaker's 4.2(B) identify and analyze a speaker's persuasive techniques such as
                message(s).                               promises, dares, and flattery (4-5);
                                                          4.2(C) distinguish between the speaker's opinion and verifiable fact (4-
                                                          4.2(D) monitor his/her own understanding of the spoken message and
                                                          seek clarification as needed (4-8).
                (4.3) Listening/speaking/appreciation. 4.3(A) listen to proficient, fluent models of oral reading, including
                The student listens, enjoys, and          selections from classic and contemporary works (4-8);
                appreciates spoken language.              4.3(B) describe how the language of literature affects the listener (4-5);

                                                        4.3(C) assess how language choice and delivery affect the tone of the
                                                        message (4-5).
                (4.4) Listening/speaking/culture. The 4.4(A) connect his/her own experiences, information, insights, and
                student listens and speaks both to      ideas with those of others through speaking and listening (4-8);
                gain and share knowledge of his/her 4.4(B) compare oral traditions across regions and cultures (4-8);
                own culture, the culture of others, and 4.4(C) identify how language use such as labels and sayings reflects
anguage Arts

                the common elements of cultures.        regions and cultures (4-8).
                (4.5) Listening/speaking/audiences.     4.5(A) adapt spoken language such as word choice, diction, and
                The student speaks appropriately to usage to the audience, purpose, and occasion (4-8);
                different audiences for different       4.5(B) demonstrate effective communications skills that reflect such
                purposes and occasions.                 demands as interviewing, reporting, requesting, and providing
                                                        information (4-8);
                                                        4.5(C) present dramatic interpretations of experiences, stories, poems,
                                                        or plays to communicate (4-8);
                                                        4.5(D) use effective rate, volume, pitch, and tone for the audience and
                                                        setting (4-8);
                                                        4.5(E) give precise directions and instructions such as in games and
                                                        tasks (4-5);
                                                       4.5(F) clarify and support spoken ideas with evidence, elaborations,
                                                       and examples (4-8).
                (4.6) Reading/word identification. The 4.6(A) apply knowledge of letter-sound correspondences, language
                student uses a variety of word         structure, and context to recognize words (4-8);
                recognition strategies.                4.6(B) use structural analysis to identify root words with prefixes such
                                                       as dis-, non-, in-; and suffixes such as -ness, -tion, -able (4-6);
Language Arts

                                                           4.6(C) locate the meanings, pronunciations, and derivations of
                                                           unfamiliar words using dictionaries, glossaries, and other sources (4-
                (4.7) Reading/fluency. The student         4.7(A) read regularly in independent-level materials (texts in which no
                reads with fluency and understanding more than approximately 1 in 20 words is difficult for the reader) (4);
                in texts at appropriate difficulty levels.
                                                           4.7(B) 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) (4);
                                                           4.7(C) demonstrate characteristics of fluent and effective reading (4-
                                                           4.7(D) adjust reading rate based on purposes for reading (4-8);
                                                           4.7(E) read aloud in selected texts in ways that both reflect
                                                           understanding of the text and engage the listeners (4-8);
                                                           4.7(F) read silently with increasing ease for longer periods (4-8).
                (4.8) Reading/variety of texts. The        4.8(A) read classic and contemporary works (2-8);
                student reads widely for different         4.8(B) select varied sources such as nonfiction, novels, textbooks,
                purposes in varied sources.                newspapers, and magazines when reading for information or pleasure
Language Arts

                                                           4.8(C) 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 (4-8).
                (4.9) Reading/vocabulary                   4.9(A) develop vocabulary by listening to selections read aloud (4-8);
                development. The student acquires
                an extensive vocabulary through            4.9(B) draw on experiences to bring meanings to words in context
                reading and systematic word study.         such as interpreting figurative language and multiple-meaning words
                                                           4.9(C) use multiple reference aids, including a thesaurus, a synonym
                                                           finder, a dictionary, and software, to clarify meanings and usage (4-8);

                                                          4.9(D) 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-, un- (4-8)
                                                        4.9(E) study word meanings systematically such as across curricular
                                                        content areas and through current events (4-8).
                (4.10) Reading/comprehension. The       4.10(A) use his/her own knowledge and experience to comprehend (4-
                student comprehends selections          8);
Language Arts

                using a variety of strategies.          4.10(B) establish and adjust purposes for reading such as reading to
                                                        find out, to understand, to interpret, to enjoy, and to solve problems (4-
                                                        4.10(C) 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
                                                        (D) describe mental images that text descriptions evoke (4-8);
                                                        4.10(E) use the text's structure or progression of ideas such as cause
                                                        and effect or chronology to locate and recall information (4-8)

                                                        4.10(F) determine a text's main (or major) ideas and how those ideas
                                                        are supported with details (4-8)
                                                        4.10(G) paraphrase and summarize text to recall, inform, and organize
                                                        ideas (4-8)
                                                        4.10(H) draw inferences such as conclusions or generalizations and
                                                        support them with text evidence and experience (4-8)
                                                        4.10(I) find similarities and differences across texts such as in
                                                        treatment, scope, or organization (4-8)
Language Arts
Language Arts

                                                        4.10(J) distinguish fact and opinion in various texts (4-8)
                                                        4.10(K) answer different types and levels of questions such as open-
                                                        ended, literal, and interpretative as well as test-like questions such as
                                                        multiple choice, true-false, and short answer (4-8);

                                                        4.10(L) represent text information in different ways such as in
                                                        outline, timeline, or graphic organizer (4-8)

                (4.11) Reading/literary response. The 4.11(A) offer observations, make connections, react, speculate,
                student expresses and supports          interpret, and raise questions in response to texts (4-8);
                responses to various types of texts.    4.11(B) interpret text ideas through such varied means as journal
                                                        writing, discussion, enactment, media (4-8);
                                                        4.11(C) support responses by referring to relevant aspects of text and
                                                        his/her own experiences (4-8)
                                                        4.11(D) connect, compare, and contrast ideas, themes, and issues
                                                        across text (4-8)
                (4.12) Reading/text structures/literary 4.12(A) judge the internal consistency or logic of stories and texts such
                concepts. The student analyzes the      as "Would this character do this?"; "Does this make sense here ?" (4-

                characteristics of various types of     5)
                texts (genres).
            (4.12) Reading/text structures/literary
            concepts. The student analyzes the

Language Arts
Language Arts
            characteristics of various types of
            texts (genres).                         4.12(B) recognize that authors organize information in specific ways (4-
                                                    4.12(C) identify the purposes of different types of texts such as to
                                                    inform, influence, express, or entertain (4-8)
                                                    4.12(D) recognize the distinguishing features of genres, including
                                                    biography, historical fiction, informational texts, and poetry (4-8);
                                                    4.12(E) compare communication in different forms such as contrasting
                                                    a dramatic performance with a print version of the same story or
                                                    comparing story variants (2-8)
                                                    4.12(F) understand and identify literary terms such as title, author,
                                                    illustrator, playwright, theater, stage, act, dialogue, and scene across a
                                                    variety of literary forms (texts) (3-5);
                                                    4.12(G) understand literary forms by recognizing and distinguishing
                                                    among such types of text as stories, poems, myths, fables, tall tales,
                                                    limericks, plays, biographies, and autobiographies (3-7);

                                                    4.12(H) analyze characters, including their traits, motivations, conflicts,
                                                    points of view, relationships, and changes they undergo (4-8)
 Language Arts
Language Arts

                                                    4.12(I) recognize and analyze story plot, setting, and problem
                                                    resolution (4-8)
                                                    4.12(J) describe how the author's perspective or point of view affects
                                                    the text (4-8)
            (4.13) Reading/inquiry/research. The    4.13(A) form and revise questions for investigations, including
            student inquires and conducts           questions arising from interests and units of study (4-5);
            research using a variety of sources.    4.13(B) use text organizers, including headings, graphic features, and
                                                    tables of contents, to locate and organize information (4-8);
                                                    4.13(C) use multiple sources, including electronic texts, experts, and
                                                    print resources, to locate information relevant to research questions (4-
                                                    4.13(D) interpret and use graphic sources of information such as
                                                    maps, graphs, timelines, tables, and diagrams to address research
                                                    questions (4-5);
                                                    4.13(E) summarize and organize information from multiple sources by
                                                    taking notes, outlining ideas, or making charts (4-8);
                                                    4.13(F) produce research projects and reports in effective formats
                                                    using visuals to support meaning, as appropriate (4-5);
e Arts
e Arts

                                                    4.13(G) draw conclusions from information gathered from multiple
                                                    sources (4-8);
                                                    4.13(H) use compiled information and knowledge to raise additional,
                                                    unanswered questions (3-8).
Language Arts
Language Arts
                (4.14) Reading/culture. The student    4.14(A) compare text events with his/her own and other readers'
                reads to increase knowledge of         experiences (4-8);
                his/her own culture, the culture of    4.14(B) determine distinctive and common characteristics of cultures
                others, and the common elements of     through wide reading (4-8);
                cultures.                              4.14(C) articulate and discuss themes and connections that cross
                                                       cultures (4-8).
                (4.15) Writing/purposes. The student 4.15(A) write to express, discover, record, develop, reflect on ideas,
                writes for a variety of audiences and and to problem solve (4-8)
                purposes, and in a variety of forms.   4.15(B) write to influence such as to persuade, argue, and request (4-
                                                       4.15(C) write to inform such as to explain, describe, report, and
                                                       narrate (4-8)
                                                       4.15(D) write to entertain such as to compose humorous poems or
                                                       short stories (4-8)
                                                       4.15(E) exhibit an identifiable voice in personal narratives and in
Language Arts

                                                       stories (4-5)
                                                       4.15(F) choose the appropriate form for his/her own purpose for
                                                       writing, including journals, letters, reviews, poems, narratives, and
                                                       instructions (4-5).
                (4.16)Writing/penmanship/capitalizatio 4.16(A) write legibly by selecting cursive or manuscript as appropriate
                n/punctuation. The student composes (4-8)
                original texts, applying the           4.16(B) capitalize and punctuate correctly to clarify and enhance
                conventions of written language such meaning such as capitalizing titles, using possessives, commas in a
                as capitalization, punctuation, and    series, commas in direct address, and sentence punctuation (4-5)
                penmanship to communicate clearly.
                (4.17) Writing/spelling. The student   4.17(A) write with accurate spelling of syllable constructions, including
                spells proficiently.                   closed, open, consonant before -le, and syllable boundary patterns (3-
                                                       4.17(B) write with accurate spelling of roots such as drink, speak,
                                                       read, or happy, inflections such as those that change tense or number,
                                                       suffixes such as -able or -less, and prefixes such as re- or un- (4-6)

                                                        4.17(C) use resources to find correct spellings (4-8);
                                                        4.17(D) spell accurately in final drafts (4-8)
uage Arts

                (4.18) Writing/grammar/usage. The       4.18(A) use regular and irregular plurals correctly (4-6)
                student applies standard grammar        4.18(B) write in complete sentences, varying the types such as
                and usage to communicate clearly        compound and complex to match meanings and purposes (4-5)
                and effectively in writing.             4.18(C) employ standard English usage in writing for audiences,
                                                        including subject-verb agreement, pronoun referents, and parts of
                                                        speech (4-8)
                                                        4.18(D) use adjectives (comparative and superlative forms) and
                                                        adverbs appropriately to make writing vivid or precise (4-8)
                and usage to communicate clearly
                and effectively in writing.

                                                        4.18(E) use prepositional phrases to elaborate written ideas (4-8)
                                                        4.18(F) use conjunctions to connect ideas meaningfully (4-5)
                                                        4.18(G) write with increasing accuracy when using apostrophes in
                                                        contractions such as it's and possessives such as Jan's (4-8)
                                                        4.18(H) write with increasing accuracy when using objective case
                                                        pronouns such as "Dan cooked for you and me." (4-5)
                (4.19) Writing/writing processes. The   4.19(A) generate ideas and plans for writing by using such prewriting
                student selects and uses writing        strategies as brainstorming, graphic organizers, notes, and logs (4-8);
                processes for self-initiated and
                assigned writing.                       4.19(B) develop drafts by categorizing ideas, organizing them into
Language Arts

                                                        paragraphs, and blending paragraphs within larger units of text (4-8);

                                                        4.19(C) revise selected drafts by adding, elaborating, deleting,
                                                        combining, and rearranging text (4-8)
                                                        4.19(D) revise drafts for coherence, progression, and logical support of
                                                        ideas (4-8)
                                                        4.19(E) edit drafts for specific purposes such as to ensure standard
                                                        usage, varied sentence structure, and appropriate word choice (4-8)

                                                       4.19(F) use available technology to support aspects of creating,
                                                       revising, editing, and publishing texts (4-8);
                                                       4.19(G) refine selected pieces frequently to "publish" for general and
                                                       specific audiences (4-8);
                                                       4.19(H) proofread his/her own writing and that of others (4-8)
                                                       4.19(I) select and use reference materials and resources as needed
                                                       for writing, revising, and editing final drafts (4-8).
                (4.20) Writing/evaluation. The student 4.20(A) apply criteria to evaluate writing (4-8);
                evaluates his/her own writing and the 4.20(B) respond in constructive ways to others' writings (4-8);
                writings of others.                    4.20(C) evaluate how well his/her own writing achieves its purposes (4-
anguage Arts

                                                       4.20(D) analyze published examples as models for writing (4-8);
                                                       4.20(E) review a collection of written works to determine its strengths
                                                       and weaknesses and to set goals as a writer (4-8).
                (4.21) Writing/inquiry/research. The   4.21(A) frame questions to direct research (4-8);
                student uses writing as a tool for     4.21(B) organize prior knowledge about a topic in a variety of ways
                learning and research.                 such as by producing a graphic organizer (4-8);
                                                       4.21(C) take notes from relevant and authoritative sources such as
                                                       guest speakers, periodicals, and on-line searches (4-8);
                                                       4.21(D) summarize and organize ideas gained from multiple sources
                                                       in useful ways such as outlines, conceptual maps, learning logs, and
                                                       timelines (4-8);
                learning and research.

                                                        4.21(E) present information in various forms using available
                                                        technology (4-8);
                                                        4.21(F) evaluate his/her own research and raise new questions for
                                                        further investigation (4-8).
                (4.22) Writing/connections. The         4.22(A) collaborate with other writers to compose, organize, and revise
                student interacts with writers inside   various types of texts, including letters, news, records, and forms (4-
                and outside the classroom in ways       8);
Language Arts

                that reflect the practical uses of      4.22(B) correspond with peers or others via e-mail or conventional
                writing.                                mail (4-8).
                (4.23)                                  4.23(A) describe how illustrators' choice of style, elements, and media
                Viewing/representing/interpretation.    help to represent or extend the text's meanings (4-8);
                The student understands and             4.23(B) interpret important events and ideas gathered from maps,
                interprets visual images, messages,     charts, graphics, video segments, or technology presentations (4-8);
                and meanings.
                                                        4.23(C) use media to compare ideas and points of view (4-8).
                (4.24) Viewing/representing/analysis.   4.24(A) interpret and evaluate the various ways visual image makers
                The student analyzes and critiques      such as graphic artists, illustrators, and news photographers represent
                the significance of visual images,      meanings (4-5);
                messages, and meanings.
                                                     4.24(B) compare and contrast print, visual, and electronic media such
                                                     as film with written story (4-8).
                (4.25)                               4.25(A) select, organize, or produce visuals to complement and extend
                Viewing/representing/production. The meanings (4-8);
                student produces visual images,      4.25(B) produce communications using technology or appropriate
                messages, and meanings that          media such as developing a class newspaper, multimedia reports, or
                communicate with others.             video reports (4-8).
                                4th Grade Mathematics
                          TEKS Mapping                                           TAKS Sample Booklets

              TEKS                                       The student is expected to:
              (4.1) Number, operation, and               4.1(A) use place value to read, write, compare, and order whole
              quantitative reasoning. The student        numbers through the millions place;
              uses place value to represent whole        4.1(B) use place value to read, write, compare, and order decimals
              numbers and decimals.                      involving tenths and hundredths, including money, using concrete

              (4.2) Number, operation, and               4.2(A) generate equivalent fractions using concrete and pictorial
              quantitative reasoning. The student        models;
              describes and compares fractional          4.2(B) model fraction quantities greater than one using concrete
              parts of whole objects or sets of          materials and pictures;
              objects.                                   4.2(C) compare and order fractions using concrete and pictorial
                                                         4.2(D) relate decimals to fractions that name tenths and hundredths
                                                         using models.
              (4.3) Number, operation, and               4.3(A) use addition and subtraction to solve problems involving whole
              quantitative reasoning. The student        numbers;
              adds and subtracts to solve                4.3(B) add and subtract decimals to the hundredths place using
              meaningful problems involving whole        concrete and pictorial models.
              (4.4) Number, operation, and               4.4(A) model factors and products using arrays and area models;
              quantitative reasoning. The student        (TAKS Obj. 1)
              multiplies and divides to solve            4.4(B) represent multiplication and division situations in picture, word,
              meaningful problems involving whole        and number form;
              numbers.                                   4.4(C) recall and apply multiplication facts through 12 x 12;
                                                         4.4(D) use multiplication to solve problems involving two-digit
                                                         4.4(E) use division to solve problems involving one-digit divisors.

              (4.5) Number, operation, and               4.5(A) round whole numbers to the nearest ten, hundred, or thousand
              quantitative reasoning. The student        to approximate reasonable results in problem situations;
              estimates to determine reasonable
              results.                                   4.5(B) estimate a product or quotient beyond basic facts.
              (4.6) Patterns, relationships, and         4.6(A) use patterns to develop strategies to remember basic
              algebraic thinking. The student uses       multiplication facts;
              patterns in multiplication and division.   4.6(B) solve division problems related to multiplication facts (fact
                                                         families) such as 9 x 9 = 81 and 81 ¸ 9 = 9;
                                                         4.6(C) use patterns to multiply by 10 and 100.
              (4.7) Patterns, relationships, and       4.7(A)describe the relationship between two sets of related data such
              algebraic thinking. The student uses     as ordered pairs in a table. E39
              organizational structures to analyze
              and describe patterns and
               (4.8) Geometry and spatial reasoning.   4.8(A) identify right, acute, and obtuse angles;
              The student identifies and describes     4.8(B) identify models of parallel and perpendicular lines;
              lines, shapes, and solids using formal   4.8(C) describe shapes and solids in terms of vertices, edges, and
              geometric language.                      faces.
              (4.9) Geometry and spatial reasoning.    4.9(A) demonstrate translations, reflections, and rotations using
              The student connects transformations     concrete models;

              to congruence and symmetry.              4.9(B) use translations, reflections, and rotations to verify that two
                                                       shapes are congruent;
                                                       4.9(C) use reflections to verify that a shape has symmetry.
              (4.10) Geometry and spatial              4.10(A) locate and name points on a number line using whole
              reasoning. The student recognizes the numbers, fractions such as halves and fourths, and decimals such as
              connection between numbers and           tenths.
              points on a number line.
               (4.11) Measurement. The student         4.11(A) estimate and measure weight using standard units including
              selects and uses appropriate units and ounces, pounds, grams, and kilograms;
              procedures to measure weight and         4.11(B) estimate and measure capacity using standard units including
              capacity.                                milliliters, liters, cups, pints, quarts, and gallons.
              (4.12) Measurement. The student          4.12(A) measure to solve problems involving length, including
              applies measurement concepts.            perimeter, time, temperature, and area.
               (4.13) Probability and statistics. The 4.13(A) list all possible outcomes of a probability experiment such as
              student solves problems by collecting, tossing a coin;
              organizing, displaying, and interpreting 4.13(B) use a pair of numbers to compare favorable outcomes to all
              sets of data.                            possible outcomes such as four heads out of six tosses of a coin;

                                                       4.13(C) interpret bar graphs.
              (4.14) Underlying processes and          4.14(A) identify the mathematics in everyday situations;

              mathematical tools. The student          4.14(B) use a problem-solving model that incorporates understanding
              applies Grade 4 mathematics to solve     the problem, making a plan, carrying out the plan, and evaluating the
              problems connected to everyday           solution for reasonableness;
              experiences and activities in and        4.14(C) select or develop an appropriate problem-solving strategy,
              outside of school.                       including drawing a picture, looking for a pattern, systematic guessing
                                                       and checking, acting it out, making a table, working a simpler
                                                       problem, or working backwards to solve a problem;
                                                       4.14(D) use tools such as real objects, manipulatives, and technology
                                                       to solve problems.
              (4.15) Underlying processes and          4.15(A) explain and record observations using objects, words,
              mathematical tools. The student          pictures, numbers, and technology;
              communicates about Grade 4
Mathe   (4.15) Underlying processes and
        mathematical tools. The student
        communicates about Grade 4               4.15(B) relate informal language to mathematical language and
        mathematics using informal language.     symbols.
        (4.16) Underlying processes and          4.16(A) make generalizations from patterns or sets of examples and
        mathematical tools. The student uses     nonexamples;
        logical reasoning to make sense of his   4.16(B) justify why an answer is reasonable and explain the solution
        or her world.                            process.
                                 4th Grade Science
                     TEKS Mapping                                       TAKS Sample Booklets

          TEKS                                    The student is expected to:
          (4.1) Scientific processes. The     4.1(A) demonstrate safe practices during field and laboratory

          student conducts field and laboratory
          investigations following home and   4.1(B) make wise choices in the use and conservation of resources
          school safety procedures and        and the disposal or recycling of materials.
          (4.2) Scientific processes. The     4.2(A) plan and implement descriptive investigations including asking
          student uses scientific inquiry     well-defined questions, formulating testable hypotheses, and selecting
          methods during field and laboratory and using equipment and technology;
          investigations.                     4.2(B) collect information by observing and measuring;
                                              4.2(C) analyze and interpret information to construct reasonable
                                              explanations from direct and indirect evidence;
                                              4.2(D) communicate valid conclusions;
                                              4.2(E) construct simple graphs, tables, maps, and charts to organize,

                                              examine, and evaluate information.
          (4.3) Scientific processes. The     4.3(A) analyze, review, and critique scientific explanations, including
          student uses critical thinking and  hypotheses and theories, as to their strengths and weaknesses using
          scientific problem solving to make  scientific evidence and information;
          informed decisions.                 4.3(B) draw inferences based on information related to promotional
                                              materials for products and services;
                                              4.3(C) represent the natural world using models and identify their
                                              4.3(D) evaluate the impact of research on scientific thought, society,
                                              and the environment;
                                              4.3(E) connect Grade 4 science concepts with the history of science

                                              and contributions of scientists.

          (4.4) Scientific processes. The     4.4(A) collect and analyze information using tools including calculators,
          student knows how to use a variety safety goggles, microscopes, cameras, sound recorders, computers,
          of tools and methods to conduct     hand lenses, rulers, thermometers, meter sticks, timing devices,
          science inquiry.                    balances, and compasses;
                                              4.4(B) demonstrate that repeated investigations may increase the
                                              reliability of results.
          (4.5) Science concepts. The student 4.5(A) identify and describe the roles of some organisms in living
          knows that complex systems may not systems such as plants in a schoolyard, and parts in nonliving systems
          work if some parts are removed.     such as a light bulb in a circuit;
                                              4.5(B) predict and draw conclusions about what happens when part of
                                              a system is removed.
Science   (4.6) Science concepts. The student 4.6(A) identify patterns of change such as in weather, metamorphosis,
          knows that change can create        and objects in the sky;
          recognizable patterns.              4.6(B) illustrate that certain characteristics of an object can remain
                                              constant even when the object is rotated like a spinning top, translated
                                              like a skater moving in a straight line, or reflected on a smooth surface;

                                                 4.6(C) use reflections to verify that a natural object has symmetry.
          (4.7) Science concepts. The student 4.7(A) observe and record changes in the states of matter caused by
          knows that matter has physical         the addition or reduction of heat;
          properties.                            4.7(B) conduct tests, compare data, and draw conclusions about
                                                 physical properties of matter including states of matter, conduction,
                                                 density, and buoyancy.

          (4.8) Science concepts. The student 4.8(A) identify characteristics that allow members within a species to
          knows that adaptations may increase survive and reproduce;
          the survival of members of a species. 4.8(B) compare adaptive characteristics of various species;
                                                 4.8(C) identify the kinds of species that lived in the past and compare
                                                 them to existing species.
          (4.9) Science concepts. The student 4.9(A) distinguish between inherited traits and learned characteristics;
          knows that many likenesses between
          offspring and parents are inherited or 4.9(B) identify and provide examples of inherited traits and learned
          learned.                               characteristics.
          (4.10) Science concepts. The student 4.10(A) identify and observe effects of events that require time for
          knows that certain past events affect changes to be noticeable including growth, erosion, dissolving,
          present and future events.             weathering, and flow;

                                                 4.10(B) draw conclusions about "what happened before" using fossils
                                                 or charts and tables.
          (4.11) Science concepts. The student 4.11(A) test properties of soils including texture, capacity to retain
          knows that the natural world includes water, and ability to support life;
          earth materials and objects in the     4.11(B) summarize the effects of the oceans on land;
          sky.                                   4.11(C) identify the Sun as the major source of energy for the Earth
                                                 and understand its role in the growth of plants, in the creation of winds,
                                                 and in the water cycle.
                                  4th Grade Social Studies
                            TEKS Mapping
                                                                                  TAKS Sample Booklets

                 TEKS                                     The student is expected to:
                 (4.1) History. The student understands 4.1(A) identify Native-American groups in Texas and the Western
                 the similarities and differences of    Hemisphere before European exploration and describe the regions in
                 Native-American groups in Texas and    which they lived;
                 the Western Hemisphere before          4.1(B) compare the ways of life of Native-American groups in Texas and
                 European exploration.                  the Western Hemisphere before European exploration.
Social Studies

                 (4.2) History. The student understands 4.2(A) summarize reasons for European exploration and settlement of
                 the causes and effects of European     Texas and the Western Hemisphere;
                 exploration and colonization of Texas  4.2(B) identify the accomplishments of significant explorers such as
                 and the Western Hemisphere.            Cabeza de Vaca; Christopher Columbus; Francisco Coronado; and René
                                                        Robert Cavelier, Sieur de la Salle and explain their impact on the
                                                        settlement of Texas;
                                                        4.2(C) explain when, where, and why the Spanish established Catholic
                                                        missions in Texas;
                                                        4.2(D) identify the accomplishments of significant empresarios including
                                                        Moses Austin, Stephen F. Austin, and Martín de León and explain their
                                                        impact on the settlement of Texas;
                                                        4.2(E) identify the impact of Mexico's independence from Spain on the
                                                        events in Texas.
                 (4.3) History. The student understands 4.3(A) analyze the causes, major events, and effects of the Texas
                 the causes and effects of the Texas    Revolution, including the battles of the Alamo and San Jacinto;
                 Revolution, the Republic of Texas,     4.3(B) describe the successes and problems of the Republic of Texas;
                 and the annexation of Texas to the
Social Studies

                 United States.                         4.3(C) explain the events that led to the annexation of Texas to the
                                                        United States;
                                                        4.3(D) explain the impact of the Mexican War on Texas;
                                                        4.3(E) identify leaders important to the founding of Texas as a republic
                                                        and state, including Sam Houston, Mirabeau Lamar, and Anson Jones.

                 (4.4) History. The student understands 4.4(A) describe the impact of the Civil War and Reconstruction on Texas;
                 the political, economic, and social
                 changes in Texas during the last half 4.4(B) explain the growth and development of the cattle and oil industries;
                 of the 19th century.
                                                        4.4(C) identify the impact of railroads on life in Texas, including changes
                                                        to cities and major industries;
Social S
                 (4.4) History. The student understands
                 the political, economic, and social
                 changes in Texas during the last half
                 of the 19th century.

                                                        4.4(D) describe the effects of political, economic, and social changes on
                                                        Native Americans in Texas.
                 (4.5) History. The student understands 4.5(A) identify the impact of various issues and events on life in Texas
                 important issues, events, and          such as urbanization, increased use of oil and gas, and the growth of
                 individuals of the 20th century in     aerospace and other technology industries;
                 Texas.                                 4.5(B) identify the accomplishments of notable individuals such as Henry
Social Studies

                                                        Cisneros, Miriam A. Ferguson, Audie Murphy, Cleto Rodríguez, and John
                 (4.6) Geography. The student uses      4.6(A) apply geographic tools, including grid systems, legends, symbols,
                 geographic tools to collect, analyze,  scales, and compass roses, to construct and interpret maps;
                 and interpret data.
                                                        4.6(B) translate geographic data into a variety of formats such as raw
                                                        data to graphs and maps.
                 (4.7) Geography. The student           4.7(A) describe a variety of regions in Texas and the Western
                 understands the concept of regions.    Hemisphere such as political, population, and economic regions that
                                                        result from patterns of human activity;
                                                        4.7(B) describe a variety of regions in Texas and the Western
                                                        Hemisphere such as landform, climate, and vegetation regions that result
                                                        from physical characteristics;
                                                        4.7(C) compare the regions of Texas with regions of the United States
                                                        and other parts of the world.
                 (4.8) Geography. The student           4.8(A) identify clusters of settlement in Texas and explain their
                 understands the location and patterns distribution;
Social Studies

                 of settlement and the geographic       4.8(B) explain patterns of settlement at different time periods in Texas;
                 factors that influence where people
                 live.                                  4.8(C) describe the location of cities in Texas and explain their
                                                        distribution, past and present;
                                                        4.8(D) explain the geographic factors that influence patterns of settlement
                                                        and the distribution of population in Texas, past and present.

                 (4.9) Geography. The student         4.9(A) describe ways people have adapted to and modified their
                 understands how people adapt to and environment in Texas, past and present;
                 modify their environment.            4.9(B) identify reasons why people have adapted to and modified their
                                                      environment in Texas, past and present, such as the use of natural
                                                      resources to meet basic needs;
                                                      4.9(C) analyze the consequences of human modification of the
                                                      environment in Texas, past and present.
                 (4.10) Economics. The student        4.10(A) explain the economic patterns of various early Native-American
                 understands the basic economic       groups in Texas and the Western Hemisphere;
                 patterns of early societies in Texas 4.10(B) explain the economic patterns of early European immigrants to
                 and the Western Hemisphere.          Texas and the Western Hemisphere.
Social Studies
Social Studies
            (4.11) Economics. The student             4.11(A) identify the economic motivations for European exploration and
            understands the reasons for               settlement in Texas and the Western Hemisphere;
            exploration and colonization.             4.11(B) identify the economic motivations for Anglo-American
                                                      colonization in Texas.
            (4.12) Economics. The student             4.12(A) describe the development of the free enterprise system in Texas;
            understands the characteristics and
            benefits of the free enterprise system    4.12(B) describe how the free enterprise system works in Texas;
            in Texas.                                 4.12(C) give examples of the benefits of the free enterprise system in
            (4.13) Economics. The student             4.13(A) explain how people in different regions of Texas earn their living,
            understands patterns of work and          past and present;
            economic activities in Texas.             4.13(B) explain how geographic factors have influenced the location of
                                                      economic activities in Texas;
                                                      4.13(C) analyze the effects of immigration, migration, and limited
                                                      resources on the economic development and growth of Texas;
                                                      4.13(D) describe the impact of mass production, specialization, and
                                                      division of labor on the economic growth of Texas;
Social Studies
Social Studies

                                                      4.13(E) explain how developments in transportation and communication
                                                      have influenced economic activities in Texas;
                                                      4.13(F) explain the impact of American ideas about progress and equality
                                                      of opportunity on the economic development and growth of Texas.

            (4.14) Economics. The student             4.14(A) identify ways in which technological changes have resulted in
            understands how Texas, the United         increased interdependence among Texas, the United States, and the
            States, and other parts of the world      world;
            are economically interdependent.          4.14(B) identify oil and gas, agricultural, and technological products of
                                                      Texas that are purchased to meet needs in the United States and around
                                                      the world;
                                                      4.14(C) explain how Texans meet some of their needs through the
                                                      purchase of products from the United States and the rest of the world.

            (4.15) Government. The student            4.15(A) compare how selected Native-American groups governed
            understands how people organized          themselves;
            governments in different ways during      4.15(B) identify characteristics of Spanish and Mexican colonial
            the early development of Texas.           governments and their influence on inhabitants of Texas.
l Studies

            (4.16) Government. The student            4.16(A) identify the purposes and explain the importance of the Texas
            understands important ideas in historic   Declaration of Independence, the Texas Constitution, and the Treaty of
            documents of Texas.                       Velasco;
                                                      4.16(B) identify and explain the basic functions of the three branches of
                                                      state government.
Social Studies
                 (4.17) Citizenship. The student            4.17(A) explain the meaning of selected patriotic symbols and landmarks
                 understands important customs,             of Texas, including the six flags over Texas, San José Mission, and the
                 symbols, and celebrations of Texas.        San Jacinto Monument;
                                                            4.17(B) sing or recite Texas, Our Texas;
                                                            4.17(C) recite and explain the meaning of the Pledge to the Texas Flag;

                                                           4.17(D) describe the origins and significance of state celebrations such
                                                           as Texas Independence Day and Juneteenth.
                 (4.18) Citizenship. The student           4.18(A) explain how individuals can participate voluntarily in civic affairs
                 understands the importance of             at state and local levels;
                 voluntary individual participation in the 4.18(B) explain the role of the individual in state and local elections;
                 democratic process.                       4.18(C) identify the importance of historical figures such as Sam
Social Studies

                                                           Houston, Barbara Jordan, and Lorenzo de Zavala who modeled active
                                                           participation in the democratic process;
                                                           4.18(D) explain how to contact elected and appointed leaders in state and
                                                           local governments.
                 (4.19) Citizenship. The student           4.19(A) identify leaders in state and local governments, including the
                 understands the importance of             governor, selected members of the Texas Legislature, and Texans who
                 effective leadership in a democratic      have been President of the United States, and their political parties;
                                                           4.19(B) identify leadership qualities of state and local leaders, past and
                 (4.20) Culture. The student               4.20(A) identify the similarities and differences within and among selected
                 understands the contributions of          racial, ethnic, and religious groups in Texas;
                 people of various racial, ethnic, and     4.20(B) identify customs, celebrations, and traditions of various culture
                 religious groups to Texas.                groups in Texas;
                                                           4.20(C) summarize the contributions of people of various racial, ethnic,
                                                           and religious groups in the development of Texas.
                 (4.21) Science, technology, and           4.21(A) identify famous inventors and scientists such as Gail Borden,
                 society. The student understands the Joseph Glidden, and Patillo Higgins and their contributions;
ocial Studies

                 impact of science and technology on 4.21(B) describe how scientific discoveries and technological innovations
                 life in Texas.                            have benefited individuals, businesses, and society in Texas;

                                                            4.21(C) predict how future scientific discoveries and technological
                                                            innovations might affect life in Texas.
                 (4.22) Social studies skills. The          4.22(A) differentiate between, locate, and use primary and secondary
                 student applies critical-thinking skills   sources such as computer software; interviews; biographies; oral, print,
                 to organize and use information            and visual material; and artifacts to acquire information about the United
                 acquired from a variety of sources         States and Texas;
                 including electronic technology.
Social Stu       (4.22) Social studies skills. The
                 student applies critical-thinking skills
                 to organize and use information
                 acquired from a variety of sources
                 including electronic technology.           4.22(B) 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;
                                                            4.22(C) organize and interpret information in outlines, reports, databases,
                                                            and visuals including graphs, charts, timelines, and maps;

                                                        4.22(D) identify different points of view about an issue or topic;
Social Studies

                                                        4.22(E) identify the elements of frame of reference that influenced the
                                                        participants in an event;
                                                        4.22(F) use appropriate mathematical skills to interpret social studies
                                                        information such as maps and graphs.
                 (4.23) Social studies skills. The      4.23(A) use social studies terminology correctly;
                 student communicates in written, oral, 4.23(B) incorporate main and supporting ideas in verbal and written
                 and visual forms.                      communication;
                                                        4.23(C) express ideas orally based on research and experiences;
                                                        4.23(D) create written and visual material such as journal entries, reports,
                                                        graphic organizers, outlines, and bibliographies;
                                                        4.23(E) use standard grammar, spelling, sentence structure, and
                 (4.24) Social studies skills. The      4.24(A) use a problem-solving process to identify a problem, gather
                 student uses problem-solving and       information, list and consider options, consider advantages and
                 decision-making skills, working        disadvantages, choose and implement a solution, and evaluate the
                 independently and with others, in a    effectiveness of the solution;
                 variety of settings.                   4.24(B) use a decision-making process to identify a situation that requires
                                                        a decision, gather information, identify options, predict consequences,
                                                        and take action to implement a decision.
                    4th Grade Health Education
                                                    TEKS Mapping

         TEKS                                   The student is expected to:
         (4.1) Health information. The student 4.1(A) identify the benefits of six major nutrients contained in foods;
         recognizes ways to enhance and
         maintain health throughout the life   4.1(B) identify information on menus and food labels;
         span.                                 4.1(C) differentiate between aerobic and anaerobic exercise;

                                               4.1(D) explain the physical, mental, and social benefits of fitness;
                                               4.1(E) explain how sleep affects academic performance;
                                               4.1(F) identify the importance of taking personal responsibility for
                                               developing and maintaining a personal health plan such as fitness,
                                               nutrition, stress management, and personal safety.
         (4.2) Health information. The student 4.2(A) describe how health behaviors affect body systems;
         recognizes the basic structures and 4.2(B) describe the basic function of major body systems such as the
         functions of the human body and how circulatory and digestive systems.
         (4.3) Health information. The student 4.3(A) identify characteristics of health information;

         knows how to access health            4.3(B) describe the importance of accessing health information through
         information.                          a variety of health resources.
         (4.4) Health behaviors. The student 4.4(A) identify the use and abuse of prescription and non-prescription
         understands and engages in            medication such as over-the-counter;
         behaviors that reduce health risks    4.4(B) explain the similarities of and the differences between
         throughout the life span.             medications and street drugs/substances;
                                               4.4(C) describe the short-term and long-term harmful effects of
                                               tobacco, alcohol, and other substances such as physical, mental,
                                               social, and legal consequences;
                                               4.4(D) identify ways to avoid drugs and list alternatives for the use of
alth Health

                                               drugs and other substances;
                                               4.4(E) explain how to develop a home-safety and emergency response
                                               plan such as fire safety;
                                               4.4(F) identify strategies for avoiding deliberate and accidental injuries
                                               such as gang violence and accidents at school and home;

                                               4.4(G) identify types of abuse such as physical, emotional, and sexual
                                               and know ways to seek help from a parent and/or trusted adult.

         (4.5) Health behavior. The student     4.5(A) set personal-health goals for preventing illness;
         comprehends and practices              4.5(B) identify different pathogens and explain how the body protects
         behaviors that prevent disease and     itself from pathogens such as viruses, bacteria, and fungi;
         speed recovery from illness.
     Health Health Health
                     (4.5) Health behavior. The student
                     comprehends and practices
Health Health Health
                     behaviors that prevent disease and
                     speed recovery from illness.            4.5(C) discuss ways in which prevention and transmission of disease
                                                             are affected by individual behaviors;
                                                             4.5(D) distinguish between communicable and noncommunicable
                     (4.6) Influencing factors. The student 4.6(A) identify similarities in which healthy environments can be
                     comprehends factors that influence promoted in homes, schools, and communities;
                     individual, family, and community       4.6(B) explain the importance of a community environmental health
                     health.                                 plan.
                     (4.7) Influencing factors. The student 4.7(A) explain how the media can influence health behaviors;
                     comprehends ways in which the           4.7(B) describe ways technology can influence health.
                     (4.8) Personal/interpersonal skills.    4.8(A) explain the influence of peer pressure on an individual's social
                     The student understands how             and emotional health;
                     relationships can positively and        4.8(B) describe the importance of being a positive role model for
                     negatively influence individual and     health.
                     (4.9) Personal/interpersonal skills.    4.9(A) describe the qualities of a good friend;
                     The student uses social skills for      4.9(B) explain steps in conflict resolution;
                     building and maintaining healthy        4.9(C) explain the importance of refusal skills and why the influence of
                     relationships throughout the life span. negative peer pressure and the media should be resisted;

                                                            4.9(D) demonstrate healthy ways of gaining attention;
                                                            4.9(E) identify critical issues that should be discussed with
                                                            parents/trusted adults such as puberty, harassment, and emotions;

                                                            4.9(F) analyze strengths and weaknesses in personal communication
                                                            4.9(G) identify positive and negative characteristics of social groups
                                                            such as gangs, clubs, and cliques;
                                                            4.9(H) demonstrate refusal skills.

                     (4.10) Personal/interpersonal skills. 4.10(A) demonstrate consideration when communicating with
                     The student explains healthy ways to individuals who communicate in unique ways such as someone having
                     communicate consideration and          a speech defect, someone not speaking English, or someone being
                     respect for self, family, friends, and deaf;
                     others.                                4.10(B) describe healthy ways of responding to disrespectful behavior;

                                                            4.10(C) describe strategies for self-control and the importance of
                                                            dealing with emotions appropriately and how they affect thoughts and

                     (4.11) Personal/interpersonal skills.  4.11(A) explain the importance of seeking guidance from parents and
                     The student demonstrates critical-     other trusted adults in making healthy decisions and solving problems;
                     thinking, decision-making, goal-
                     setting, and problem-solving skills for 4.11(B) explain the advantages of setting short and long-term goals;
                     making health-promoting decisions.
         (4.11) Personal/interpersonal skills.
         The student demonstrates critical-
         thinking, decision-making, goal-
         setting, and problem-solving skills for
         making health-promoting decisions.
                                                   4.11(C) describe the importance of parental guidance and other trusted
                                                   adults in goal setting;
                                                   4.11(D) explain the dangers of yielding to peer pressures by assessing
                                                   4.11(E) describe steps in decision making and problem solving.
             4th Grade Physical Education
                                                TEKS Mapping

     TEKS                                     The student is expected to:
     (4.1) Movement. The student              4.1(A) demonstrate changes in speed during straight, curved, and zig
     demonstrates competency in               zag pathways in dynamic situations;
     fundamental movement patterns and        4.1(B) catch an object while traveling such as catch a football pass on

     proficiency in a few specialized         the run;
     movement forms.                          4.1(C) combine shapes, levels, pathways, and locomotor patterns
                                              smoothly into repeatable sequences;
                                              4.1(D) jump and land for height and distance using key elements for
                                              creating and absorbing force such as bending knees, swinging arms,
                                              and extending;

                                              4.1(E) perform sequences that include traveling, showing good body
                                              control combined with stationary balances on various body parts;

                                              4.1(F) demonstrate body control in jumping and landing such as land
                                              on feet, bend knees, and absorb force;
                                              4.1(G) transfer weight along and over equipment with good body

                                              4.1(H) create a movement sequence with a beginning, middle, and
                                              4.1(I) perform basic folk dance steps such as grapevine, schottische,
                                              and step-together-step;
                                              4.1(J) travel into and out of a rope turned by others without hesitating;

                                           4.1(K) demonstrate key elements in manipulative skills such as
                                           volleying, hand dribble, foot dribble, punt, striking with body part,
                                           racquet, or bat.
     (4.2) Movement. The student applies 4.2(A) identify similar movement elements in sports skills such as
     movement concepts and principles to underhand throwing and underhand volleyball serving;

     the learning and development of motor 4.2(B) identify ways movement concepts such as time, space, effort,
     skills.                               and relationships can be used to refine movement skills;
                                           4.2(C) make appropriate changes in performance based on
                                           4.2(D) describe key elements of mature movement patterns of throw
                                           for distance or speed such as catch, kick, strike, and jump.

     (4.3) Physical activity and health. The 4.3(A) describe and select physical activities that provide for
     student exhibits a health enhancing,      enjoyment and challenge;
     physically-active lifestyle that provides
PE   (4.3) Physical activity and health. The
     student exhibits a health enhancing,
     physically-active lifestyle that provides 4.3(B) name the components of health-related fitness such as
     opportunities for enjoyment and           strength, endurance, and flexibility;
     challenge.                                4.3(C) identify and demonstrate a variety of exercises that promote

                                               4.3(D) improve flexibility in shoulders, trunk, and legs;
                                               4.3(E) participate in activities that develop and maintain muscular
                                               strength and endurance;
                                               4.3(F) identify opportunities for participation in physical activity in the
                                               community such as little league and parks and recreation.
     (4.4) Physical activity and health. The 4.4(A) describe the effects of exercise on heart rate through the use

     student knows the benefits from being of manual pulse checking or heart rate monitors;
     involved in daily physical activity and   4.4(B) participate in moderate to vigorous physical activities on a daily
     factors that affect physical              basis;
     performance.                              4.4(C) identify methods for measuring cardiovascular endurance,
                                               muscular strength and endurance, and flexibility;
                                               4.4(D) identify major muscle groups and the movements they cause;

                                             4.4(E) describe the relationship between food intake and physical
                                             activity such as calories consumed and calories expended;
                                             4.4(F) explain the link between physical activity/inactivity and health
                                             such as reduce stress and burn calories;
                                             4.4(G) explain the relationship between physical activity and stress

                                             relief and demonstrate stress relief activities such as brisk walking,
                                             gentle stretching, and muscle tension and release;
                                             4.4(H) describe the need for rest and sleep in recovering from
                                             4.4(I) identify sources of information on skill improvement, fitness,
                                             and health such as books and technology.

     (4.5) Physical activity and health. The 4.5(A) use equipment safely and properly;
     student understands and applies         4.5(B) select and use proper attire that promotes participation and
     safety practices associated with        prevents injury;
     physical activities.                    4.5(C) describe and apply safety precautions when cycling and
                                             4.5(D) identify potential risks associated with physical activities.
     (4.6) Social development. The student 4.6(A) distinguish between compliance and noncompliance with rules

     understands basic components such and regulations;
     as strategies and rules of structured   4.6(B) analyze potential risks associated with unsafe movement and
     physical activities including, but not  improper use of equipment.
     (4.7) Social development. The student 4.7(A) follow rules, procedures, and etiquette;
     develops positive self-management       4.7(B) respond to winning and losing with dignity and understanding;
     and social skills needed to work

     independently and with others in        4.7(C) work independently and stay on task;
     physical activity settings.
     (4.7) Social development. The student
     develops positive self-management
     and social skills needed to work
     independently and with others in
     physical activity settings.           4.7(D) demonstrate effective communication, consideration and
                                           respect for the feelings of others during physical activities such as
                                           encourage others, allow others equal turns, and invite others to
                                         4th Grade Art
                                                     TEKS Mapping

          TEKS                                    The student is expected to:
Art Art

          (4.1) Perception. The student           4.1(A) communicate ideas about self, family, school, and community,
          develops and organizes ideas from       using sensory knowledge and life experiences;
          the environment.                        4.1(B) choose appropriate vocabulary to discuss the use of art
                                                  elements such as color, texture, form, line, space, and value and art
                                                  principles such as emphasis, pattern, rhythm, balance, proportion,
                                                  and unity.
          (4.2) Creative                          4.2(A) integrate a variety of ideas about self, life events, family, and
          expression/performance. The student community in original artworks;
          expresses ideas through original        4.2(B) design original artworks;
          artworks, using a variety of media with 4.2(C) invent ways to produce artworks and to explore photographic

          appropriate skill.                      imagery, using a variety of art media and materials.
          (4.3) Historical/cultural heritage. The 4.3(A) identify simple main ideas expressed in art;
          student demonstrates an                 4.3(B) compare and contrast selected artworks from a variety of
          understanding of art history and        cultural settings;
          culture as records of human             4.3(C) identify the roles of art in American society.
          (4.4) Response/evaluation. The          4.4(A) describe intent and form conclusions about personal artworks;

          student makes informed judgments
          about personal artworks and the         4.4(B) interpret ideas and moods in original artworks, portfolios, and
          artworks of others.                     exhibitions by peers and others.
                                   4th Grade Music
                                                    TEKS Mapping

        TEKS                                      The student is expected to:
        (4.1) Perception. The student        4.1(A) categorize a variety of musical sounds, including children's

        describes and analyzes musical sound and adults' voices; woodwind, brass, string, percussion, keyboard,
        and demonstrates musical artistry.   and electronic instruments; and instruments of various cultures;

                                                  4.1(B) use standard terminology in explaining music, music notation,
                                                  musical instruments and voices, and musical performances;

                                                  4.1(C) identify music forms presented aurally such as AB, ABA, and
        (4.2) Creative                            4.2(A) sing or play a classroom instrument independently or in

        expression/performance. The student       groups;
        performs a varied repertoire of music.    4.2(B) sing songs from diverse cultures and styles or play such
                                                  songs on a musical instrument.
        (4.3) Creative                            4.3(A) read and write music notation, using a system (letters,
        expression/performance. The student       numbers, syllables);
        reads and writes music notation.          4.3(B) incorporate basic rhythmic patterns in simple meters in
                                                  musical compositions;
                                                  4.3(C) identify music symbols and terms referring to dynamics and
                                                  tempo, interpreting them appropriately when performing.

        (4.4) Creative                            4.4(A) create rhythmic and melodic phrases;
        expression/performance. The student       4.4(B) create simple accompaniments.
        (4.5) Historical/cultural heritage. The   4.5(A) identify aurally-presented excerpts of music representing
        student relates music to history, to      diverse genres, styles, periods, and cultures;
        society, and to culture.                  4.5(B) perform music and movement from diverse cultures;
                                                  4.5(C) perform music representative of American and Texas
                                                  4.5(D) identify connections between music and the other fine arts.

        (4.6) Response/evaluation. The            4.6(A) apply basic criteria in evaluating musical performances and
        student responds to and evaluates         compositions;
        music and musical performance.            4.6(B) justify, using music terminology, personal preferences for
                                                  specific music works and styles;
                                                  4.6(C) practice concert etiquette as an actively involved listener
                                                  during live performances.
                                   4th Grade Theatre
                                                      TEKS Mapping

          TEKS                                     The student is expected to:
          (4.1) Perception. The student           4.1(A) relate sensory and emotional responses to theatre;
          develops concepts about self, human     4.1(B) develop body awareness and spatial perceptions, using
          relationships, and the environment,     rhythmic and expressive movement;
          using elements of drama and             4.1(C) respond to sounds, music, images, and the written word, using
          conventions of theatre.                 movement;
                                                  4.1(D) express emotions and ideas, using interpretive movements,
                                                  sounds, and dialogue;
                                                  4.1(E) imitate and synthesize life experiences in dramatic play;
                                                  4.1(F) represent environment, characterization, and actions.

          (4.2) Creative                          4.2(A) demonstrate safe use of the voice and body;
          expression/performance. The student 4.2(B) describe clearly characters, their relationships, and their
          interprets characters, using the voice surroundings;
          and body expressively, and creates      4.2(C) develop characters and assume roles in short improvised
          dramatizations.                         scenes, using imagination, personal experiences, heritage, literature,
                                                  and history;
                                                  4.2(D) dramatize literary selections in unison, pairs, and groups and
                                                  create simple stories collaboratively through imaginative play in
                                                  improvisations and story dramatizations, describing the characters,
                                                  their relationships, and their environments and demonstrating a logical
                                                  connection of events.

          (4.3) Creative                          4.3(A) demonstrate the safe use of props, costumes, and visual
          expression/performance. The student elements, defining character, environment, action, and theme;
          applies design, directing, and theatre 4.3(B) alter space to create suitable environments for play-making;
          production concepts and skills.
                                                  4.3(C) plan brief dramatizations collaboratively;
                                                  4.3(D) interact cooperatively with others in brief dramatizations.
          (4.4) Historical/cultural heritage. The 4.4(A) explain theatre as a reflection of life in particular times, places,
          student relates theatre to history,     and cultures;
          society, and culture.                   4.4(B) identify the role of live theatre, film, television, and electronic
                                                  media in American society.
          (4.5) Response/evaluation. The          4.5(A) identify and apply appropriate audience behavior at

          student responds to and evaluates       performances;
          theatre and theatrical performances. 4.5(B) define visual, aural, oral, and kinetic aspects of informal play-
                                                  making and formal theatre and discuss these aspects as found in art,
                                                  dance, and music;
          (4.5) Response/evaluation. The

          student responds to and evaluates
          theatre and theatrical performances.

                                                 4.5(C) compare and contrast the ways ideas and emotions are
                                                 depicted in art, dance, music, and theatre and select movement,
                                                 music, or visual elements to enhance classroom dramatizations;
                                                 4.5(D) compare theatre artists and their contributions.

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