Texas 4th Grade ELA Standards in Reading

Looking for free content that’s aligned to your standards? You’ve come to the right place!

4.1 The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.

• 4.1.2 Students understand new vocabulary and use it when reading and writing.
  • 4.1.2.(A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
  • 4.1.2.(B use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;
  • 4.1.2.(E use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.
• 4.1.7 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
  • 4.1.7.(A identify similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an author’s biography or autobiography.
• 4.1.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 4.1.Figure 19.(F make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.

4.2 The student will demonstrate an ability to understand and analyze literary texts.

• 4.2.3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 4.2.3.(A summarize and explain the lesson or message of a work of fiction as its theme;
  • 4.2.3.(B compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.
• 4.2.4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
  • 4.2.4.(A explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).
• 4.2.5 Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
  • 4.2.5.(A describe the structural elements particular to dramatic literature.
• 4.2.6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
  • 4.2.6.(A sequence and summarize the plot’s main events and explain their influence on future events;
  • 4.2.6.(B describe the interaction of characters including their relationships and the changes they undergo;
  • 4.2.6.(C identify whether the narrator or speaker of a story is first or third person.
• 4.2.8 Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
  • 4.2.8.(A identify the author’s use of similes and metaphors to produce imagery.
• 4.2.14 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
• 4.2.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 4.2.Figure 19.(D make inferences about text and use textual evidence to support understanding;
  • 4.2.Figure 19.(E summarize information in text, maintaining meaning and logical order.

4.3 The student will demonstrate an ability to understand and analyze informational texts.

• 4.3.10 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
• 4.3.11 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
  • 4.3.11.(A summarize the main idea and supporting details in text in ways that maintain meaning;
  • 4.3.11.(B distinguish fact from opinion in a text and explain how to verify what is a fact;
  • 4.3.11.(C describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison;
  • 4.3.11.(D use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.
• 4.3.13 Students understand how to glean and use information in procedural texts and documents.
  • 4.3.13.(A determine the sequence of activities needed to carry out a procedure (e.g., following a recipe);
  • 4.3.13.(B explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).
• 4.3.14 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
• 4.3.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 4.3.Figure 19.(D make inferences about text and use textual evidence to support understanding;
  • 4.3.Figure 19.(E summarize information in text, maintaining meaning and logical order.