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1st Six Weeks
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
(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
(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
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
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
4.5(E) give precise directions and instructions such as in games and
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);
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
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);
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
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)
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)
(4.12) Reading/text structures/literary
concepts. The student analyzes the
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)
4.12(I) recognize and analyze story plot, setting, and problem
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
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);
4.13(G) draw conclusions from information gathered from multiple
4.13(H) use compiled information and knowledge to raise additional,
unanswered questions (3-8).
(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
(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
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
4.15(F) choose the appropriate form for his/her own purpose for
writing, including journals, letters, reviews, poems, narratives, and
(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)
(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
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
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
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-
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
learning and research.
4.21(E) present information in various forms using available
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);
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);
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
(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
(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
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.
(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
United States. 4.3(C) explain the events that led to the annexation of Texas to the
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;
(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
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;
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.
(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;
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
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.
(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
(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
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
(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;
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;
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 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
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
(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 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,
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,
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 The student is expected to:
(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,
(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 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
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 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,
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.