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Grade 4 Reading 

   Assessment


Eligible Texas Essential

 Knowledge and Skills





          Texas Education Agency

        Student Assessment Division

                Spring 2011
STAAR Grade 4 Reading Assessment

            Genres Assessed:
            Literary                              Informational
            • Fiction (Readiness)                 • Expository (Readiness)
            • Literary Nonfiction (Supporting)    • Persuasive (Ineligible)
            • Poetry (Supporting)                 • Procedural (Embedded)
            • Drama (Supporting)                  • Media Literacy (Embedded)
            • Media Literacy (Embedded)


        Reporting Category 1:

        Understanding and Analysis Across Genres

        The student will demonstrate an ability to understand and analyze a

        variety of written texts across reading genres.


        (2)	   Reading/Vocabulary Development. Students understand new vocabulary
               and use it when reading and writing. Students are expected to

               (A)	     determine the meaning of grade-level academic English words derived
                        from Latin, Greek, or other linguistic roots and affixes;
                        Readiness Standard
               (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; Readiness Standard
               (E)	     use a dictionary or glossary to determine the meanings, syllabication,
                        and pronunciation of unknown words. Readiness Standard
        (7)	   Reading/Comprehension of Literary Text/Literary Nonfiction.
               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. Students are expected to

               (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.
                        Supporting Standard
(Figure 19)	   Reading/Comprehension Skills. 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. The student is expected to

               (F)	     make connections (e.g., thematic links, author analysis) between
                        literary and informational texts with similar ideas and provide textual
                        evidence. Readiness Standard

        STAAR Grade 4 Reading	                                                    Page 2 of 6

                                                   Texas Education Agency

                                                 Student Assessment Division

                                                         Spring 2011
Reporting Category 2:

Understanding and Analysis of Literary Texts

The student will demonstrate an ability to understand and analyze literary

texts.


(3)	   Reading/Comprehension of Literary Text/Theme and Genre. 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. Students are expected to

       (A)	     summarize and explain the lesson or message of a work of fiction as
                its theme; Supporting Standard
       (B)	     compare and contrast the adventures or exploits of characters
                (e.g., the trickster) in traditional and classical literature.
                Supporting Standard

(4)	   Reading/Comprehension of Literary Text/Poetry. Students understand,
       make inferences and draw conclusions about the structure and elements of
       poetry and provide evidence from text to support their understanding.
       Students are expected to

       (A)	     explain how the structural elements of poetry (e.g., rhyme, meter,
                stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).
                Supporting Standard

(5)	 Reading/Comprehension of Literary Text/Drama. Students understand,
     make inferences and draw conclusions about the structure and elements of
     drama and provide evidence from text to support their understanding.
     Students are expected to

       (A)      describe the structural elements particular to dramatic literature.
                Supporting Standard

(6)	   Reading/Comprehension of Literary Text/Fiction. Students understand,
       make inferences and draw conclusions about the structure and elements of
       fiction and provide evidence from text to support their understanding.
       Students are expected to

       (A)	     sequence and summarize the plot's main events and explain their
                influence on future events; Readiness Standard
       (B)	     describe the interaction of characters including their relationships and
                the changes they undergo; Readiness Standard
       (C)	     identify whether the narrator or speaker of a story is first or third
                person. Supporting Standard


STAAR Grade 4 Reading	                                                     Page 3 of 6

                                     Texas Education Agency

                                   Student Assessment Division

                                           Spring 2011
(8)	   Reading/Comprehension of Literary Text/Sensory Language. 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. Students are expected to

               (A)	     identify the author's use of similes and metaphors to produce
                        imagery. Supporting Standard

        (14)	 Reading/Media Literacy. Students use comprehension skills to analyze
              how words, images, graphics, and sounds work together in various forms to
              impact meaning. Supporting Standard

(Figure 19)	   Reading/Comprehension Skills. 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. The student is expected to

               (D)	     make inferences about text and use textual evidence to support
                        understanding; Readiness Standard (Fiction) /
                        Supporting Standard (Literary Nonfiction, Poetry, Drama)
               (E)	     summarize information in text, maintaining meaning and logical
                        order. Readiness Standard (Fiction) /
                        Supporting Standard (Literary Nonfiction, Poetry, Drama)




        STAAR Grade 4 Reading	                                                  Page 4 of 6

                                            Texas Education Agency

                                          Student Assessment Division

                                                  Spring 2011
Reporting Category 3:

Understanding and Analysis of Informational Texts

The student will demonstrate an ability to understand and analyze

informational texts.


(10)	 Reading/Comprehension of Informational Text/Culture and History.
      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.
       The student expectation for 10(A) is ineligible for assessment.
       Therefore, when Culture and History (10) is assessed, it will be linked to
       Figure 19(D): make inferences about text and use textual evidence to
       support understanding. This student expectation will be attached only to
       expository texts, since persuasive reading is ineligible at grade 4. For
       this reason, Culture and History (10) will always represent a Readiness
       standard.
(11)	 Reading/Comprehension of Informational Text/Expository Text.
      Students analyze, make inferences and draw conclusions about expository
      text and provide evidence from text to support their understanding. Students
      are expected to
       (A)	     summarize the main idea and supporting details in text in ways that
                maintain meaning; Readiness Standard
       (B)	     distinguish fact from opinion in a text and explain how to verify what
                is a fact; Supporting Standard
       (C)	     describe explicit and implicit relationships among ideas in texts
                organized by cause-and-effect, sequence, or comparison;
                Readiness Standard
       (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. Readiness Standard
(13)	 Reading/Comprehension of Informational Text/Procedural Texts.
      Students understand how to glean and use information in procedural texts
      and documents. Students are expected to

       (A)	     determine the sequence of activities needed to carry out a procedure
                (e.g., following a recipe); Supporting Standard
       (B)	     explain factual information presented graphically (e.g., charts,
                diagrams, graphs, illustrations). Supporting Standard
(14)	 Reading/Media Literacy. Students use comprehension skills to analyze
      how words, images, graphics, and sounds work together in various forms to
      impact meaning. Supporting Standard


STAAR Grade 4 Reading	                                                    Page 5 of 6

                                    Texas Education Agency

                                  Student Assessment Division

                                          Spring 2011
(Figure 19)	   Reading/Comprehension Skills. 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. The student is expected to

               (D)	     make inferences about text and use textual evidence to support
                        understanding; Readiness Standard
               (E)	     summarize information in text, maintaining meaning and logical
                        order. Readiness Standard




        STAAR Grade 4 Reading	                                                Page 6 of 6

                                           Texas Education Agency

                                         Student Assessment Division

                                                 Spring 2011

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Assess curr readg04

  • 1. Grade 4 Reading Assessment Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division Spring 2011
  • 2. STAAR Grade 4 Reading Assessment Genres Assessed: Literary Informational • Fiction (Readiness) • Expository (Readiness) • Literary Nonfiction (Supporting) • Persuasive (Ineligible) • Poetry (Supporting) • Procedural (Embedded) • Drama (Supporting) • Media Literacy (Embedded) • Media Literacy (Embedded) Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; Readiness Standard (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; Readiness Standard (E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. Readiness Standard (7) Reading/Comprehension of Literary Text/Literary Nonfiction. 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. Students are expected to (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. Supporting Standard (Figure 19) Reading/Comprehension Skills. 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. The student is expected to (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Readiness Standard STAAR Grade 4 Reading Page 2 of 6 Texas Education Agency Student Assessment Division Spring 2011
  • 3. Reporting Category 2: Understanding and Analysis of Literary Texts The student will demonstrate an ability to understand and analyze literary texts. (3) Reading/Comprehension of Literary Text/Theme and Genre. 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. Students are expected to (A) summarize and explain the lesson or message of a work of fiction as its theme; Supporting Standard (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. Supporting Standard (4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to (A) explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). Supporting Standard (5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to (A) describe the structural elements particular to dramatic literature. Supporting Standard (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to (A) sequence and summarize the plot's main events and explain their influence on future events; Readiness Standard (B) describe the interaction of characters including their relationships and the changes they undergo; Readiness Standard (C) identify whether the narrator or speaker of a story is first or third person. Supporting Standard STAAR Grade 4 Reading Page 3 of 6 Texas Education Agency Student Assessment Division Spring 2011
  • 4. (8) Reading/Comprehension of Literary Text/Sensory Language. 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. Students are expected to (A) identify the author's use of similes and metaphors to produce imagery. Supporting Standard (14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Supporting Standard (Figure 19) Reading/Comprehension Skills. 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. The student is expected to (D) make inferences about text and use textual evidence to support understanding; Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama) (E) summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama) STAAR Grade 4 Reading Page 4 of 6 Texas Education Agency Student Assessment Division Spring 2011
  • 5. Reporting Category 3: Understanding and Analysis of Informational Texts The student will demonstrate an ability to understand and analyze informational texts. (10) Reading/Comprehension of Informational Text/Culture and History. 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. The student expectation for 10(A) is ineligible for assessment. Therefore, when Culture and History (10) is assessed, it will be linked to Figure 19(D): make inferences about text and use textual evidence to support understanding. This student expectation will be attached only to expository texts, since persuasive reading is ineligible at grade 4. For this reason, Culture and History (10) will always represent a Readiness standard. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to (A) summarize the main idea and supporting details in text in ways that maintain meaning; Readiness Standard (B) distinguish fact from opinion in a text and explain how to verify what is a fact; Supporting Standard (C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; Readiness Standard (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. Readiness Standard (13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to (A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); Supporting Standard (B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). Supporting Standard (14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Supporting Standard STAAR Grade 4 Reading Page 5 of 6 Texas Education Agency Student Assessment Division Spring 2011
  • 6. (Figure 19) Reading/Comprehension Skills. 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. The student is expected to (D) make inferences about text and use textual evidence to support understanding; Readiness Standard (E) summarize information in text, maintaining meaning and logical order. Readiness Standard STAAR Grade 4 Reading Page 6 of 6 Texas Education Agency Student Assessment Division Spring 2011