Program Information
- ISBN
- 9798902051282
Amplify Texas ELAR 2nd Edition, Grade 4
ELAR Grade 4
IMRA 2026
Publisher: Amplify Education, Inc.
Copyright: 2027
Series includes:
Rubric: ELAR 4–8 | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 4 | 100% | 100% |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (24 out of 24 points)
Evaluation for 1.1a
The materials present a comprehensive Scope and Sequence in the Grade 4 Curriculum Map, which organizes instruction across units 1–9 and identifies instructional pacing, the Texas Essential Knowledge and Skills (TEKS), the English Language Proficiency Standards (ELPS), and the learning outcomes for each unit. The “TEKS Instructed,” “ELPS,” and “Learning Outcomes” sections demonstrate the standards and concepts taught throughout the course. For example, unit 1, “Personal Narratives: My Story, My Voice” includes TEKS 4.1.A, 4.2.C, and 4.6.A alongside ELPS 1.B, 1.C, and 1.E, with learning outcomes focused on literary devices and narrative writing skills. The Curriculum Map outlines the progression of the TEKS, ELPS, and instructional concepts taught throughout the grade 4 course.
The materials also contain a detailed Scope and Sequence within individual units. In the Teacher Guide, unit 1 provides lesson-level instructional sequencing through sections such as “Primary Focus of the Lesson,” “Formative Assessments,” “Lesson at a Glance,” “Advance Preparation,” and “Vocabulary.” These components identify the TEKS addressed, instructional activities, assessment opportunities, and estimated instructional time for each lesson. By outlining the sequence of instruction and skills within lessons, the materials help educators implement the course Scope and Sequence at the unit and lesson levels.
Evaluation for 1.1b
The materials suggest pacing guidance through the Grade 4 Pacing Guide, which sequences instructional units, pausing points, and assessment windows across the instructional year. The pacing materials identify instructional lesson days, assessment opportunities, and unit pacing to support implementation throughout the course. For example, unit 1 includes instructional lesson days, pausing-point days, and beginning-of-year assessment days within the pacing structure.
The materials also provide guidance for varying instructional calendars through the K–5 User Guide section “Pacing for Alternate-Year Calendars,” which offers recommendations for both 165-day and 215-day instructional calendars. Recommendations include condensing pausing points, modifying assessments, and extending instructional supports while maintaining alignment with the course Scope and Sequence.
Evaluation for 1.1c
The materials explain the rationale underlying the unit order in the K–5 Program Overview, which states that units are “purposefully sequenced to build on students’ knowledge of both the TEKS and the content.” The overview also clarifies that each unit introduction identifies connections to past and future units to support coherent instructional progression throughout the course. For example, the “Making Connections Year by Year” section illustrates how concepts develop across grade levels, progressing from plant studies in grade K to seasonal cycles in grade 2 to sedimentary rock formation in grade 4. Together, these explanations demonstrate how concepts connect throughout the course.
The materials also explain how concepts and skills develop throughout the course through a documented learning progression. The grade-level planning documents describe the development of foundational skills, phonics, fluency, and vocabulary from grades K through 5. The progression illustrates how knowledge and skills build over time, and provides educators with a clear understanding of how current learning connects to prior instruction and prepares students for future learning. By outlining the sequence of skills development across grade levels, the materials explain how concepts are connected throughout the course.
Evaluation for 1.1d
The materials contain protocols with corresponding guidance for internalizing units in the K–5 Unit and Domain Internalization Tool, which provides structured planning questions related to foundational skills, instructional considerations, misconceptions, resources, and connections across units. For example, the tool asks guiding questions such as “What foundational skills will students have to master to be successful in this domain/unit?” The materials direct educators to review additional educator resources and pausing-point activities (including opportunities for remediation, additional practice, and enrichment) prior to implementation.
The K–5 Lesson Internalization Tool also helps educators review lesson objectives, formative assessments, lesson segments, engagement strategies, and possible misconceptions before starting instruction. The tool prompts educators to anticipate student misunderstandings and review instructional supports before lesson delivery.
Evaluation for 1.1e
The grade K materials provide instructional leaders with resources and guidance in the K–5 Program Overview for Leaders, which contains implementation planning tools, leadership guidance, and resources related to instructional delivery, pacing, coherence, and adapting instruction. For example, the “Implementation Matrix” section directs leaders to “Explain the importance of teaching lessons in order” and “Monitor yearlong plans to ensure proper pacing.” The “Implementation Matrix” identifies the stages of implementation (including the Foundation, Initial Implementation, Full Operation, and Innovation) and provides guidance related to integrating literacy instruction with other content areas.
The materials also contain guidance for instructional leaders in the K–5 Observation Tracker. This resource provides implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. Instructional leaders may use the Observation Tracker to monitor the implementation of lesson routines, pacing expectations, and student engagement during instruction.
Evaluation for 1.2a
In the Teacher Guide, unit 1, “Personal Narratives: My Story, My Voice,” the introduction describes the instructional context, instructional components, connections to prior knowledge, and background information related to personal narratives. The overview describes concepts such as logical sequencing, dialogue, descriptive language, sensory details, figurative language, and narrative writing that are developed throughout the unit.
The materials also list the academic vocabulary needed for instruction in the K–5 Text Complexity and Vocabulary Guide. This resource identifies the tier-one, tier-two, and tier-three vocabulary associated with each unit and provides terms that support understanding of unit concepts. For example, knowledge 4, “Plants: How Do They Grow?” includes terms such as germinate, pollination, nectar, sapling, and seedlings, which are connected to the concepts taught within the unit.
Evaluation for 1.2b
The materials provide supports for families in both English and Spanish through the unit-specific Caregiver Support Letter set. The resources contained within the set provide information about unit content and offer suggestions for supporting student learning at home. For example, in grade 4, unit 2, “Eureka! The Art of Invention,” families receive information about the unit focus (including analyzing inventions, identifying problems, and developing solutions) along with conversation prompts to support discussion beyond the classroom.
The materials provide equivalent family supports in Spanish. For example, in unit 4, the Spanish-language Caregiver Support Letter describes the unit content and includes “¡Conversemos!” discussion prompts that families can use to talk about unit concepts and support student learning at home.
Evaluation for 1.3a
The materials contain comprehensive, structured lesson plans that describe daily objectives, instructional tasks, questions, materials, and opportunities for formative assessment. For example, in the Teacher Guide, unit 1, lesson 1 provides the lesson objectives aligned with the TEKS, embedded instructional questions, lesson activities, required materials, and opportunities for educators to monitor student understanding throughout instruction. These components support implementation of lesson content and language expectations.
The materials also contain language supports aligned with the ELPS. In unit 1, lesson 1, the “Emergent Bilingual” sidebars provide sentence frames, discussion supports, and language scaffolds that enable students to participate in instructional activities. In addition, unit-level standards tables and Curriculum Maps identify TEKS and ELPS alignment, demonstrating connections between lesson activities and content and language expectations.
Evaluation for 1.3b
The materials contain lesson overviews that identify educator as well as student materials and suggest timing for lesson components. For example, in grade 4, unit 1, lesson 1, the “Lesson at a Glance” section identifies instructional activities, instructional groupings, required materials, and suggests time allocations for reading, writing, speaking, and listening activities. The materials listed include activity pages 1.1–1.4 and colored pens used during lesson activities.
The materials also suggest timing for lesson components in the “Lesson at a Glance” section of the Teacher Guide. For example, in grade 4, unit 4, lesson 6, “Declaring Independence,” the lesson overview organizes instruction into a 55-minute reading block and a 35-minute language block. The reading block introduces chapter 4, “Shots and Speeches,” followed by a “Word Work” section focused on the word declaration and defining the key words tyrant and perfidy. The language block includes grammar instruction on subject–verb agreement, morphology instruction introducing the prefixes im- and in-, and spelling instruction. This overview provides educators with a clear sequence of instructional activities and recommended pacing for each lesson component.
Evaluation for 1.3c
The materials provide guidance for extended practice through remediation and enrichment activities in the pausing-point sections of the Teacher Guide. For example, unit 4 contains activities related to reading comprehension, fluency, language, and writing that educators can use to help students who require additional practice. The materials also provide enrichment opportunities such as additional reading selections, writing tasks, and extension activities connected to unit content.
The materials also provide guidance for extended practice through homework assignments embedded within the cursive lessons. For example, “Cursive Lesson 3” directs educators to assign a designated activity page for homework. The Cursive Activity Book includes additional practice opportunities to reinforce skills introduced during instruction.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course
3 out of 3 points
The materials also contain a detailed Scope and Sequence within individual units. In the Teacher Guide, unit 1 provides lesson-level instructional sequencing through sections such as “Primary Focus of the Lesson,” “Formative Assessments,” “Lesson at a Glance,” “Advance Preparation,” and “Vocabulary.” These components identify the TEKS addressed, instructional activities, assessment opportunities, and estimated instructional time for each lesson. By outlining the sequence of instruction and skills within lessons, the materials help educators implement the course Scope and Sequence at the unit and lesson levels.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
The materials also provide guidance for varying instructional calendars through the K–5 User Guide section “Pacing for Alternate-Year Calendars,” which offers recommendations for both 165-day and 215-day instructional calendars. Recommendations include condensing pausing points, modifying assessments, and extending instructional supports while maintaining alignment with the course Scope and Sequence.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The materials also explain how concepts and skills develop throughout the course through a documented learning progression. The grade-level planning documents describe the development of foundational skills, phonics, fluency, and vocabulary from grades K through 5. The progression illustrates how knowledge and skills build over time, and provides educators with a clear understanding of how current learning connects to prior instruction and prepares students for future learning. By outlining the sequence of skills development across grade levels, the materials explain how concepts are connected throughout the course.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The K–5 Lesson Internalization Tool also helps educators review lesson objectives, formative assessments, lesson segments, engagement strategies, and possible misconceptions before starting instruction. The tool prompts educators to anticipate student misunderstandings and review instructional supports before lesson delivery.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The materials also contain guidance for instructional leaders in the K–5 Observation Tracker. This resource provides implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. Instructional leaders may use the Observation Tracker to monitor the implementation of lesson routines, pacing expectations, and student engagement during instruction.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
The materials also list the academic vocabulary needed for instruction in the K–5 Text Complexity and Vocabulary Guide. This resource identifies the tier-one, tier-two, and tier-three vocabulary associated with each unit and provides terms that support understanding of unit concepts. For example, knowledge 4, “Plants: How Do They Grow?” includes terms such as germinate, pollination, nectar, sapling, and seedlings, which are connected to the concepts taught within the unit.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
The materials provide equivalent family supports in Spanish. For example, in unit 4, the Spanish-language Caregiver Support Letter describes the unit content and includes “¡Conversemos!” discussion prompts that families can use to talk about unit concepts and support student learning at home.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
The materials also contain language supports aligned with the ELPS. In unit 1, lesson 1, the “Emergent Bilingual” sidebars provide sentence frames, discussion supports, and language scaffolds that enable students to participate in instructional activities. In addition, unit-level standards tables and Curriculum Maps identify TEKS and ELPS alignment, demonstrating connections between lesson activities and content and language expectations.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
The materials also suggest timing for lesson components in the “Lesson at a Glance” section of the Teacher Guide. For example, in grade 4, unit 4, lesson 6, “Declaring Independence,” the lesson overview organizes instruction into a 55-minute reading block and a 35-minute language block. The reading block introduces chapter 4, “Shots and Speeches,” followed by a “Word Work” section focused on the word declaration and defining the key words tyrant and perfidy. The language block includes grammar instruction on subject–verb agreement, morphology instruction introducing the prefixes im- and in-, and spelling instruction. This overview provides educators with a clear sequence of instructional activities and recommended pacing for each lesson component.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
The materials also provide guidance for extended practice through homework assignments embedded within the cursive lessons. For example, “Cursive Lesson 3” directs educators to assign a designated activity page for homework. The Cursive Activity Book includes additional practice opportunities to reinforce skills introduced during instruction.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (18 out of 18 points)
Evaluation for 2.1a
Assessment opportunities are embedded throughout grade 4 instruction and provide information about student learning at multiple points during the instructional cycle. For example, the unit 1 beginning-of-year assessment measures student readiness through reading comprehension, grammar, morphology, fluency, and word-reading tasks.
The materials provide opportunities for summative and formative assessment that require students to demonstrate learning through multiple task types. For example, the grade 4, unit 3 assessment includes selected-response, constructed-response, and written-response items that require students to analyze texts and support their responses with evidence. At the lesson level, grade 4, unit 9, lesson 14 contains assessment opportunities such as peer feedback, reflection activities, discussion-based responses, and an exit pass that provides information about student understanding of lesson content.
At the lesson level, the materials provide multiple opportunities for assessment to measure students’ understanding of the literacy concepts covered during instruction. For example, in unit 9, lesson 14, students complete the final draft of a Narrative Writing Project, participate in peer feedback and reflection activities, engage in discussion-based assessment opportunities, and respond to an exit pass. These varied assessment types allow educators to monitor student progress and provide students with multiple ways to demonstrate their learning.
Evaluation for 2.1b
The materials describe the definitions and intended purposes of instructional assessments in the K–5 Assessment Guide. The guide identifies assessment types, including “Daily Checks for Understanding,” “Daily Formative Assessments,” “Spelling Assessments,” “Writing Assessments,” “Mid-Unit/Domain Assessments,” “Domain/Unit Assessments,” and beginning-, middle-, and end-of-year assessments. The guide describes the purpose of each assessment type and explains how educators can use assessment information to monitor student progress and identify areas requiring additional support.
The materials also describe the use of assessment data within the “Assessment” section of the K–5 User Guide. This resource explains assessment formats, including “Daily Checks for Understanding,” “Daily Formative Assessments,” “Content Assessments,” “Unit Assessments,” and “Benchmark Assessments.” The guide explains how educators can use assessment results to monitor progress, measure mastery of grade 4 objectives, and inform instructional planning.
Evaluation for 2.1c
The materials provide guidance to support consistent administration of instructional assessments. The K–5 Assessment Guide contains information related to assessment preparation and administration, including reviewing assessment directions, organizing materials, preparing scoring resources, determining student support conditions, and establishing the testing environment. These procedures offer guidance for administering assessments across instructional settings.
The assessment resources also include embedded administration and scoring guidance. For example, the unit 3 assessment provides administration directions, monitoring guidance, and scoring supports for educators. The materials also contain assessment analysis resources and scoring information that support interpretation of student responses and assessment results.
Evaluation for 2.1d
The materials contain diagnostic assessments aligned with the grade 4 TEKS and course objectives. For example, the grade 4 beginning-of-year assessment includes items aligned with the grade 4 TEKS and measures student performance in reading comprehension, grammar, morphology, fluency, and word reading. These assessment components provide information about students’ literacy knowledge and skills at the beginning of the course.
The materials also provide summative and formative assessments aligned with the unit and lesson objectives. For example, the grade 4, unit 3 “Assessment Analysis” resources identify TEKS correlations and measure student understanding through reading comprehension and written-response tasks. Additionally, in grade 4, unit 3, lesson 1, opportunities for formative assessment focus on characterization, interactions among characters, and descriptive writing skills aligned with the lesson objectives and the grade 4 TEKS.
The materials provide additional formative assessments aligned with the lesson objectives and the grade 4 TEKS. In unit 3, lesson 1, “Describing Characters,” formative assessment opportunities focus on characterization, interactions among characters, and descriptive writing skills. These opportunities allow educators to monitor student understanding during instruction and assess progress toward grade 4 lesson objectives.
Evaluation for 2.1e
The TEKS-aligned assessments have different levels of complexity. For example, the grade 4 beginning-of-year assessment of reading comprehension includes literal, inferential, and evaluative questions aligned with the grade 4 TEKS. Students are required to recall information, make inferences, analyze character actions and motivations, evaluate ideas, and support their responses with textual evidence.
The materials also contain resources for assessment analysis that identify varying levels of cognitive demand. For example, the grade 4 “Reading Comprehension Assessment Analysis” resource categorizes assessment items as “literal,” “inferential,” or “evaluative” and provides item-level information aligned with the grade 4 TEKS. The assessment tasks require students to identify information, apply their literacy skills, analyze text, and evaluate ideas across the domains of reading comprehension, grammar, fluency, and word reading.
Evaluation for 2.2a
The materials contain instructional assessments and scoring information that provide guidance for interpreting student performance. For example, the grade 4, unit 3 assessment includes an “Assessment Analysis” resource and “Writing Scoring” guidance that describe correct answers, point values, TEKS alignment, and rubric criteria. These resources give educators information they can use when reviewing student responses to reading and writing tasks.
The materials also contain scoring resources associated with unit assessments. For example, the grade 4, unit 5 assessment includes “Reading Comprehension Item Annotations and Correct Answers” and a “Writing Prompt Scoring” rubric that identifies performance criteria for written responses. These resources provide information that supports interpretation of student performance on assessment tasks.
Evaluation for 2.2b
The materials offer guidance for using the included tasks and activities to respond to trends in student performance. For example, in grade 4, unit 3, the “Pausing Point for Differentiation of Instruction” section directs educators to review assessment results and determine when students require additional practice with specific skills. The materials include remediation and enrichment activities that educators can select based on identified strengths and areas of need.
The materials also offer guidance on reviewing assessment results and identifying instructional responses. For example, the unit 4 “Reading Comprehension Assessment Analysis” resource provides information on reviewing student performance and identifying instructional next steps. In unit 6, the “Pausing Point” section directs educators to review unit and formative assessment results and includes options such as reteaching lessons, support questions, fluency rereading activities, additional writing prompts, and instruction delivered to individual students, small groups, or the whole class based on assessment results.
Evaluation for 2.2c
The materials provide tools for educators to track student progress and growth. The K–5 Assessment Guide contains “Progress Monitoring Guidelines” and assessment tracking resources, including the “Morphology Assessment Scoring Sheet.” In addition, the grade 4, unit 4 middle-of-year assessment provides resources such as the “Assessment Summary Page,” “Grammar Assessment Scoring Sheet,” “Fluency Assessment Scoring Sheet,” and “Reading Comprehension Assessment Analysis.” Educators use these tools to record assessment results and review student performance across multiple literacy domains.
The materials also provide tools for students to monitor their own progress. For example, the “My Weekly Reflection” resource gives students opportunities to reflect on their learning by identifying concepts they have learned, skills they can perform successfully, areas where they may need additional support, and goals for future learning. This resource offers students structured opportunities to reflect on their learning and monitor their progress over time.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
The materials provide opportunities for summative and formative assessment that require students to demonstrate learning through multiple task types. For example, the grade 4, unit 3 assessment includes selected-response, constructed-response, and written-response items that require students to analyze texts and support their responses with evidence. At the lesson level, grade 4, unit 9, lesson 14 contains assessment opportunities such as peer feedback, reflection activities, discussion-based responses, and an exit pass that provides information about student understanding of lesson content.
At the lesson level, the materials provide multiple opportunities for assessment to measure students’ understanding of the literacy concepts covered during instruction. For example, in unit 9, lesson 14, students complete the final draft of a Narrative Writing Project, participate in peer feedback and reflection activities, engage in discussion-based assessment opportunities, and respond to an exit pass. These varied assessment types allow educators to monitor student progress and provide students with multiple ways to demonstrate their learning.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
The materials also describe the use of assessment data within the “Assessment” section of the K–5 User Guide. This resource explains assessment formats, including “Daily Checks for Understanding,” “Daily Formative Assessments,” “Content Assessments,” “Unit Assessments,” and “Benchmark Assessments.” The guide explains how educators can use assessment results to monitor progress, measure mastery of grade 4 objectives, and inform instructional planning.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The assessment resources also include embedded administration and scoring guidance. For example, the unit 3 assessment provides administration directions, monitoring guidance, and scoring supports for educators. The materials also contain assessment analysis resources and scoring information that support interpretation of student responses and assessment results.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also provide summative and formative assessments aligned with the unit and lesson objectives. For example, the grade 4, unit 3 “Assessment Analysis” resources identify TEKS correlations and measure student understanding through reading comprehension and written-response tasks. Additionally, in grade 4, unit 3, lesson 1, opportunities for formative assessment focus on characterization, interactions among characters, and descriptive writing skills aligned with the lesson objectives and the grade 4 TEKS.
The materials provide additional formative assessments aligned with the lesson objectives and the grade 4 TEKS. In unit 3, lesson 1, “Describing Characters,” formative assessment opportunities focus on characterization, interactions among characters, and descriptive writing skills. These opportunities allow educators to monitor student understanding during instruction and assess progress toward grade 4 lesson objectives.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials also contain resources for assessment analysis that identify varying levels of cognitive demand. For example, the grade 4 “Reading Comprehension Assessment Analysis” resource categorizes assessment items as “literal,” “inferential,” or “evaluative” and provides item-level information aligned with the grade 4 TEKS. The assessment tasks require students to identify information, apply their literacy skills, analyze text, and evaluate ideas across the domains of reading comprehension, grammar, fluency, and word reading.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials also contain scoring resources associated with unit assessments. For example, the grade 4, unit 5 assessment includes “Reading Comprehension Item Annotations and Correct Answers” and a “Writing Prompt Scoring” rubric that identifies performance criteria for written responses. These resources provide information that supports interpretation of student performance on assessment tasks.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials also offer guidance on reviewing assessment results and identifying instructional responses. For example, the unit 4 “Reading Comprehension Assessment Analysis” resource provides information on reviewing student performance and identifying instructional next steps. In unit 6, the “Pausing Point” section directs educators to review unit and formative assessment results and includes options such as reteaching lessons, support questions, fluency rereading activities, additional writing prompts, and instruction delivered to individual students, small groups, or the whole class based on assessment results.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also provide tools for students to monitor their own progress. For example, the “My Weekly Reflection” resource gives students opportunities to reflect on their learning by identifying concepts they have learned, skills they can perform successfully, areas where they may need additional support, and goals for future learning. This resource offers students structured opportunities to reflect on their learning and monitor their progress over time.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (20 out of 20 points)
Evaluation for 3.1a
The materials provide guidance for educators on differentiated instruction and scaffolded learning opportunities for students who have not yet reached proficiency in grade-level content and skills. For example, in unit 4, lessons 7 and 11, educators establish Small Group 1 and Small Group 2 based on student needs. Students requiring additional support participate in guided reading with educator-directed assistance and scaffolded practice while completing grade-level tasks. Students showing greater independence complete the same activities with reduced instructional support.
The materials also provide embedded supports for differentiated instruction throughout the lessons. For example, in unit 1, activity 1.1, educators receive guidance for helping students generate topics for personal narratives, including supports for students who need additional assistance and prompts that encourage students to expand their thinking and responses.
Evaluation for 3.1b
The materials contain pre-teaching supports for unfamiliar vocabulary and references in the text through the K–5 Text Complexity and Vocabulary Guide. This resource identifies tier-one, tier-two, and tier-three vocabulary as well as sayings and phrases associated with each grade 4 unit. Educators receive guidance for introducing unfamiliar academic language, figurative language, and text-based references prior to reading.
The lesson materials also provide embedded vocabulary supports. For example, in unit 6, the “Advance Preparation and Vocabulary” section directs educators to provide native-language supports, word banks, sentence frames, and definitions of unfamiliar terms. Educators also receive guidance to help students understand literary and academic language, including alliteration, repetition, and slant rhyme encountered within lesson texts.
Evaluation for 3.1c
The materials provide enrichment opportunities for students who have shown proficiency in grade-level content and skills. For example, in unit 3, the “Pausing Point” section includes enrichment activities that extend student learning through the application of grade-level writing skills. Activities PP1–PP3 direct students to continue revising and refining personal narrative drafts using graphic organizers and question stems that encourage additional development of story elements.
The materials also provide embedded extension opportunities within the lessons. For example, in unit 1, lesson 1, students create a six-word memory based on their writing. The “Challenge” sidebar extends the activity by directing students to create a six-word memory from the perspective of another character. This activity requires students to consider an alternative point of view while applying their narrative writing skills.
Evaluation for 3.2a
The materials contain explicit prompts and guidance that help educators model and explain concepts during instruction. For example, in unit 6, lesson 4, “Modeling: Writing an Essay,” educators use a think-aloud strategy to demonstrate how to transform an essay map into a complete informative essay. The lesson provides scripted explanations and modeled language for developing an introduction, organizing supporting details, and drafting a conclusion.
The materials also explain how to model writing skills. For example, in unit 3, lesson 1, “Creating Detailed Descriptions,” educators present example sentences, compare their effectiveness, and guide students in analyzing descriptive language. Educator prompts, explanations, and discussion questions focus on how authors use language to create detailed descriptions and characterization.
Evaluation for 3.2b
The materials provide guidance on lesson delivery through a variety of instructional approaches. For example, in unit 1, lesson 4, “Describing Feelings and Emotions,” students participate in partner discussions and movement-based activities related to the lesson content. During a polling activity, students distinguish between emotional and physical feelings and then discuss their responses with peers.
The materials also include recommendations on facilitating lessons. For example, in unit 1, lesson 2, the “Lesson at a Glance” section gives educators guidance on transitioning between whole-group, partner, and independent learning activities. The lesson identifies grouping structures and suggests time allocations for the lesson components.
Evaluation for 3.2c
The materials recommend teaching structures and guide educators to support implementation of lesson activities. For example, in unit 1, lesson 1, the “Lesson at a Glance” section identifies whole-group, partner, and independent learning opportunities. The lesson also suggests time allocations and offers guidance for transitioning between instructional settings.
The materials support guided, collaborative, and independent practice through a variety of teaching structures. For example, in unit 1, lesson 7, students participate in partner review activities focused on cause-and-effect relationships, engage in partner reading, and complete an independent close-reading task. Educator guidance includes recommendations for whole-group, small-group, partner, and independent learning opportunities throughout the lesson.
Evaluation for 3.3a
The materials offer educators guidance on providing linguistic accommodations aligned with multiple ELPS proficiency levels. The K–5 Supporting All Learners resource includes scaffolded instructional strategies for emergent bilingual (EB) students. In addition, the embedded “Emergent Bilingual” sidebars (found throughout the grade 4 lessons) contain accommodations for students at the Pre-Production/Beginning, Intermediate, and High Intermediate/Advanced proficiency levels.
In addition, in grade 4, unit 1, lesson 1, educators receive guidance that includes guided oral responses, vocabulary scaffolds, sentence frames, and structured writing supports. Beginning students use supported oral language to describe experiences and ideas. Intermediate students use sentence frames to expand their responses with additional details and academic vocabulary. High Intermediate and Advanced students apply narrative conventions and audience awareness through increasingly independent oral and written responses.
Evaluation for 3.3b
Implementation guidance is provided for using the materials within bilingual and English as a second language (ESL) instructional settings. The K–5 User Guide contains biliteracy strategies aligned with language program models and provides guidance related to building background knowledge, vocabulary development, assessment administration, family engagement, and culturally and linguistically responsive learning environments.
The materials also provide instructional guidance in the K–5 Supporting All Learners resource. For example, “Foundational Skills Support: Emergent Bilinguals” includes recommended instructional strategies, implementation guidance, and sample instructional routines related to foundational reading skills. These resources provide information that educators can use when implementing instruction in bilingual and ESL settings.
Evaluation for 3.3c
The materials contain embedded guidance to help EB students develop their academic vocabulary, increase their comprehension, and build background knowledge. For example, in grade 4, unit 1, the “Support” sidebar includes instructional strategies such as cognates, rephrased questions, guided inference activities, and checks for understanding. Educators are also directed to work with students in small groups to clarify vocabulary used when creating the six-word memories and use organizers that help students identify elements such as the narrator and setting.
The materials also contain embedded EB supports aligned with listening, speaking, reading, and writing expectations. For example, in grade 4, unit 1, lesson 1, educators use sentence frames, structured language supports, and proficiency-level accommodations to facilitate oral and written discourse. Beginning students use supported oral language and academic vocabulary to describe personal memories, while Intermediate and Advanced students expand ideas through increasingly complex oral and written responses.
The materials further provide opportunities for cross-linguistic connections through written discourse. For example, in grade 4, unit 4, lesson 8, students are encouraged to plan writing in their home language and refer to previously created graphic organizers and textual evidence when composing responses.
Evaluation for 3.3d
This guidance does not apply because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials also provide embedded supports for differentiated instruction throughout the lessons. For example, in unit 1, activity 1.1, educators receive guidance for helping students generate topics for personal narratives, including supports for students who need additional assistance and prompts that encourage students to expand their thinking and responses.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
The lesson materials also provide embedded vocabulary supports. For example, in unit 6, the “Advance Preparation and Vocabulary” section directs educators to provide native-language supports, word banks, sentence frames, and definitions of unfamiliar terms. Educators also receive guidance to help students understand literary and academic language, including alliteration, repetition, and slant rhyme encountered within lesson texts.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials also provide embedded extension opportunities within the lessons. For example, in unit 1, lesson 1, students create a six-word memory based on their writing. The “Challenge” sidebar extends the activity by directing students to create a six-word memory from the perspective of another character. This activity requires students to consider an alternative point of view while applying their narrative writing skills.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The materials also explain how to model writing skills. For example, in unit 3, lesson 1, “Creating Detailed Descriptions,” educators present example sentences, compare their effectiveness, and guide students in analyzing descriptive language. Educator prompts, explanations, and discussion questions focus on how authors use language to create detailed descriptions and characterization.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The materials also include recommendations on facilitating lessons. For example, in unit 1, lesson 2, the “Lesson at a Glance” section gives educators guidance on transitioning between whole-group, partner, and independent learning activities. The lesson identifies grouping structures and suggests time allocations for the lesson components.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The materials support guided, collaborative, and independent practice through a variety of teaching structures. For example, in unit 1, lesson 7, students participate in partner review activities focused on cause-and-effect relationships, engage in partner reading, and complete an independent close-reading task. Educator guidance includes recommendations for whole-group, small-group, partner, and independent learning opportunities throughout the lesson.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
In addition, in grade 4, unit 1, lesson 1, educators receive guidance that includes guided oral responses, vocabulary scaffolds, sentence frames, and structured writing supports. Beginning students use supported oral language to describe experiences and ideas. Intermediate students use sentence frames to expand their responses with additional details and academic vocabulary. High Intermediate and Advanced students apply narrative conventions and audience awareness through increasingly independent oral and written responses.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials also provide instructional guidance in the K–5 Supporting All Learners resource. For example, “Foundational Skills Support: Emergent Bilinguals” includes recommended instructional strategies, implementation guidance, and sample instructional routines related to foundational reading skills. These resources provide information that educators can use when implementing instruction in bilingual and ESL settings.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials also contain embedded EB supports aligned with listening, speaking, reading, and writing expectations. For example, in grade 4, unit 1, lesson 1, educators use sentence frames, structured language supports, and proficiency-level accommodations to facilitate oral and written discourse. Beginning students use supported oral language and academic vocabulary to describe personal memories, while Intermediate and Advanced students expand ideas through increasingly complex oral and written responses.
The materials further provide opportunities for cross-linguistic connections through written discourse. For example, in grade 4, unit 4, lesson 8, students are encouraged to plan writing in their home language and refer to previously created graphic organizers and textual evidence when composing responses.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
100% (92 out of 92 points)
Evaluation for 4.A.1a
The materials offer educators guidance to help students organize presentations and express opinions for specific purposes and audiences. In the Teacher Guide, unit 2, the “Good Pitch, Bad Pitch” section guides students to analyze effective and ineffective invention pitches by considering both presentation content, “What You Say,” and delivery, “How You Say It.” This guidance helps students evaluate how ideas, evidence, and delivery choices affect communication for a specific purpose and audience.
The materials also provide guidance for organizing and presenting evidence-based opinions in the Teacher Guide, unit 8, lesson 12. Students participate in a structured debate about future energy sources in which they state claims, respond to counterclaims, and support opinions using evidence from notes and texts. Together, these instructional supports help grade 4 students organize presentations and express evidence-based opinions for specific purposes and audiences in alignment with the grade-level TEKS.
Evaluation for 4.A.1b
The materials offer educators guidance and provide students with opportunities to follow, restate, and give oral instructions during collaborative tasks. In the Teacher Guide, unit 7, the “Grammar: Sequencing Adjectives” section enables students to learn and practice the steps for sequencing adjectives before orally restating the procedure to a partner. For example, students answer questions about the sequence of steps and provide guidance on completing the task. These structured routines help students process directions, restate procedures, and communicate oral instructions during grade-level speaking and listening activities.
The materials also give students opportunities to follow and restate directions before completing collaborative learning tasks. In the Teacher Guide, unit 1, the “Peer Review” section allows students to review activity directions, restate instructions in their own words, and ask clarifying questions before starting the revision process. These instructional opportunities support grade 4 students in following, restating, and communicating oral instructions while engaging in collaborative tasks aligned with the grade-level TEKS.
Evaluation for 4.A.1c
The materials provide structured opportunities for students to participate in collaborative discussions and share ideas about literary texts. In the Teacher Guide, unit 3, lesson 3 think-pair-share activity, students discuss character development and respond to a partner’s interpretation. During the think-pair-share activity, students discuss differences in a character’s moods using textual evidence and are prompted to ask follow-up questions as well as restate a partner’s ideas to show active listening and clarify understanding. This routine helps students listen to others, ask questions, and exchange ideas to build understanding of the text.
The materials also give students opportunities to respond to their classmates’ ideas and use discussion to deepen understanding. In the Teacher Guide, unit 9, lesson 4, students participate in collaborative discussions connected to both reading and writing. For example, students respond to text-dependent questions using evidence, orally summarize their narrative plots, provide feedback to their classmates, and ask questions that deepen their understanding of the text as well as their writing. Students practice active listening, clarify their ideas, and communicate information in collaborative settings.
Evaluation for 4.B.1a
The materials contain a systematic sequence for introducing grade-level sound–spelling patterns, as demonstrated in the K–5 Program Overview, the “Foundational Skills Year by Year” chart, and the grade 4 instructional materials. These resources show how foundational skills develop across the program and how grade 4 instruction builds from previously taught sound–spelling knowledge toward more complex word reading and spelling expectations. For example, the “Foundational Skills Year by Year” chart identifies the progression of foundational skills across grade levels, helping educators see how students move from earlier phonics instruction into grade 4 work with more advanced spelling patterns, syllable types, and word-analysis skills. This progression supports educators in understanding how grade-level sound–spelling instruction fits within the broader K–5 sequence.
The materials also provide grade 4 lessons that introduce and reinforce sound–spelling patterns through connected reading, spelling, and word-analysis routines. In the Teacher Guide, unit 1 prompts educators to review regular and irregular plural spelling patterns while students decode words in connected text. For example, educators remind students how plural spelling patterns function as they encounter words during reading, helping students apply sound–spelling knowledge in context. Across the grade 4 materials, students continue to apply spelling patterns during word reading, spelling practice, and connected text activities, demonstrating a yearlong progression in which educators introduce, review, and reinforce sound–spelling knowledge through increasingly complex reading and writing tasks.
Evaluation for 4.B.1b
The materials help educators present grade-level sound–spelling patterns through clear modeling during spelling instruction. In the Teacher Guide, unit 5, “Spelling: Introduce Spelling Words” section, educators introduce spelling words by writing each word on the board, pronouncing the word, sounding out each syllable, and naming each letter while students follow along. This routine helps students connect pronunciation, spelling, and syllable patterns before applying the words in later tasks.
The materials also provide tools and routines that help educators guide students in analyzing word parts and spelling patterns. In unit 5, educators use the “Pronunciation/Syllabication Chart” and the “Individual Code” chart to highlight sound–spelling features such as vowel teams, r-controlled syllables, final stable syllables, suffixes (-able, -ible, -ful, and -less), and the schwa sound in words like faithful. This support helps students examine how sounds, spellings, syllables, and word parts work together in multisyllabic words.
Evaluation for 4.B.1c
The materials give students opportunities to practice grade-level sound–spelling patterns through spelling and word-analysis routines. In the Teacher Guide, unit 4, students practice spelling words using multisensory routines that reinforce sound–spelling relationships. For example, students use the say-spell-say strategy, oral rehearsal, visualization, and sentence application to practice spelling words and strengthen orthographic mapping. These routines help students develop and reinforce sound–spelling knowledge through repeated practice with grade-level words and patterns.
The materials also contain cumulative review and assessment resources that help students revisit previously taught sound–spelling patterns. In the middle-of-year “Word Reading in Isolation Assessment,” students participate in a cumulative word-reading task with accompanying analysis and remediation resources. The assessment and support materials revisit previously taught letter-sound correspondences, phonemes, and syllable types, including closed, open, r-controlled, schwa, and final -le syllable patterns. These resources help students reinforce grade-level sound–spelling patterns through ongoing cumulative review.
Evaluation for 4.B.2a
The materials explain how to introduce regular and irregular high-frequency words through an organized routine. The “How to Use This Guide” section of the K–5 High-Frequency Word Routines Guide describes how to select and introduce grade-level, high-frequency words based on students’ sound–spelling knowledge and word frequency. For example, the guide states that educators introduce regular high-frequency words as students master the corresponding sound–spelling patterns. In addition, educators strategically introduce irregular high-frequency words and help students analyze them by identifying both the decodable and irregular parts. This guidance helps educators introduce high-frequency words in a way that links word recognition to students’ developing sound–spelling knowledge.
The materials also provide routines that help students analyze, sort, and apply high-frequency words after educators introduce them. In the K–5 High-Frequency Word Routines Guide, “Sorting Words 2.0 (Grades 3–5),” students categorize high-frequency words based on shared sound–spelling correspondences, affixes, syllable patterns, and orthographic features. For example, students sort words based on patterns they notice, discuss the features that connect the words, and use this analysis to build automatic recognition of both regular and irregular high-frequency words. These routines support word recognition by helping students examine word parts, spelling patterns, and irregular features over time.
Evaluation for 4.B.2b
The materials offer educators guidance on explicitly modeling how to read and spell regular and irregular high-frequency words. In the K–5 High-Frequency Word Routines Guide, “Find the Word,” educators model how to identify, decode, and spell irregular high-frequency words through sound–spelling analysis. For example, educators model the word been by analyzing individual phonemes, identifying known sound–spelling correspondences, and explaining the irregular spelling feature before students practice encoding the word. This routine helps students analyze sound–spelling relationships, identify irregular parts, and build automatic word recognition.
The materials also provide opportunities for guided practice that help students apply high-frequency word knowledge during reading and spelling activities. In the K–5 High-Frequency Word Routines Guide, “Word Hunt,” educators model decoding and encoding the word down by segmenting the sounds, connecting sounds to spellings, and discussing tricky spellings before students read and spell words independently. In the Teacher Guide, unit 1, lesson 1, the “Support” sidebar directs educators to model reading before students work with a partner to identify and read grade 4 Dolch or Fry high-frequency words and then apply those words when creating six-word memories. These routines give students repeated opportunities to decode, encode, and recognize high-frequency words with growing independence.
Evaluation for 4.B.2c
The materials provide a variety of routines that help students practice reading, analyzing, spelling, and writing regular and irregular high-frequency words. In the K–5 High-Frequency Word Routines Guide, “High-Frequency Word Routines,” students engage with routines that support automatic recognition, decoding, and encoding. For example, students participate in “Find the Word,” “Word Hunt,” “Say It Fast,” “Sorting Words 2.0,” “Word Part Analysis,” and “Context Clues and Close Reading.” These routines require students to identify, read, analyze, sort, spell, and write high-frequency words while applying sound–spelling correspondences and knowledge of tricky spellings. Students strengthen their automatic recognition and apply their sound–spelling knowledge to high-frequency words.
The materials also provide opportunities for cumulative review through spelling instruction, assessment, and error analysis. In the Teacher Guide, unit 7, students complete a sequence of spelling activities through “Spelling: Introduce Spelling Words,” “Spelling: Practice Spelling Words,” and “Spelling Assessment.” For example, students read, pronounce, analyze, spell, write, and review previously introduced words while educators use spelling analysis resources to identify misconceptions and provide targeted reteaching. These activities help students revisit previously taught words, analyze errors, and reinforce decoding and encoding skills over time.
Evaluation for 4.B.2d
The materials provide routines that help students read and write high-frequency words in isolation as well as in connected text. In the K–5 High-Frequency Word Routines Guide, “Word Hunt” and “Say It Fast,” students gain exposure to high-frequency words through repeated reading, analysis, and application. For example, the “Word Hunt” routine requires students to read high-frequency words in isolation, analyze sound–spelling correspondences and tricky spellings, and then locate and read those same words within connected text. The “Say It Fast” routine provides opportunities for repeated practice reading high-frequency words from word walls or index cards to build automaticity and word recognition. These routines support automatic recognition by helping students read, analyze, and apply high-frequency words across contexts.
The materials include memory-building strategies that help students retain and accurately write high-frequency words. In the Teacher Guide, unit 4, students use structured spelling routines to strengthen their orthographic memory. For example, students use the say-spell-say routine, close their eyes, look at the ceiling, or trace letters with their fingers to visualize and remember spellings. Students also write words in isolation and apply them in connected text by creating original sentences with the spelling words. These activities help students strengthen their orthographic memory while reading and writing words in isolation as well as in connected text.
Evaluation for 4.B.3a
The materials outline a progression for syllable instruction that builds across grade levels and supports students’ work with multisyllabic words. In the K–5 Program Overview and the “Foundational Skills Year by Year” chart, the materials show how foundational skills develop from earlier syllable awareness and syllabication work into grade 4 expectations for syllable division and multisyllabic word analysis. For example, the chart shows that students move from earlier instruction in syllable awareness and syllable patterns to grade 4 work with more advanced syllabication and multisyllabic word-reading skills. This progression helps educators see how grade 4 instruction builds upon previously taught syllable knowledge.
The materials also identify where students apply syllable types and syllable division principles within the grade-level curriculum. In the Grade 4 Curriculum Map, the materials identify instruction in advanced syllable division patterns for spelling multisyllabic words in unit 4 and extend this work through decoding orthographic patterns and multiple syllable types in unit 5. For example, students apply syllable division knowledge while working with multisyllabic spelling and decoding tasks across these units. This sequence supports students as they use previously learned syllable knowledge with increasingly complex multisyllabic reading and spelling tasks.
Evaluation for 4.B.3b
The materials offer educators guidance on modeling how to apply syllable types and syllable division principles when working with multisyllabic words. In the Teacher Guide, unit 4, lesson 6, the spelling routine guides educators to model pronunciation, syllabication, and spelling patterns in grade-level words. For example, educators are directed to write each spelling word, “sound out each syllable, naming each letter aloud as you write it,” and use the “Pronunciation/Syllabication” chart to identify syllable patterns in words such as declaration, independence, and representative. This routine helps students connect pronunciation, syllable structure, and spelling patterns as they decode and encode multisyllabic words.
The materials also provide tools that help educators analyze syllable patterns and support students after instruction or assessment. In unit 4, lesson 10, educators use the “Pronunciation/Syllabication” chart to review spelling assessment results and analyze errors by syllable pattern. For example, educators use the chart to identify where students need additional support with syllable types and spelling patterns, then provide targeted reteaching based on the assessment analysis. These supports help educators reinforce syllable types and syllable division principles through targeted review and reteaching.
Evaluation for 4.B.3c
The materials give students opportunities to develop and practice decoding and encoding multisyllabic words through spelling, syllabication, and word-analysis routines. In the Teacher Guide, unit 4, lesson 11, “Spelling—Introduce Spelling Words,” students work with multisyllabic words that reinforce previously taught morphology concepts, including the prefixes im- and in-. For example, students read and spell words such as imperfect, immobile, inflexible, insufficient, and intolerable while educators guide them to read and spell each word syllable by syllable using the “Pronunciation/Syllabication” chart as well as the “Individual Code” chart. The routine also draws attention to syllable patterns, prefixes, and sound–spelling relationships. Students apply syllable knowledge, morphology, and sound–spelling patterns as they read and spell multisyllabic words.
The materials also provide cumulative review activities that help students revisit previously taught word patterns across multiple lessons and tasks. In unit 4, lesson 11, students complete activity page 11.5 where they analyze words by prefix, determine meanings, and apply the words in context. In lesson 13, “Spelling—Practice Spelling Words,” students continue reviewing the same multisyllabic words through sentence-writing activities and a multisensory say-spell-say routine that incorporates visualization and tracing strategies. Students use these routines to strengthen their orthographic memory while continuing to work with words that contain previously taught morphology patterns. These activities help students reinforce multisyllabic word decoding and encoding skills over time.
Evaluation for 4.B.3d
The materials give students opportunities to practice decoding and encoding multisyllabic words in isolation using syllable types as well as syllable division principles. In the Teacher Guide, unit 5, lesson 6, “Spelling: Introduce Spelling Words,” students work with multisyllabic words in isolated word study. For example, students decode and spell words like captain, ferocious, treasure, voyage, and fortune while educators use the “Pronunciation/Syllabication” chart to highlight syllable types and division patterns, including open, closed, r-controlled, and digraph syllables. Students read and spell each word syllable by syllable, which helps them analyze syllable patterns and apply their syllable knowledge to multisyllabic words.
The materials also give students opportunities to apply the same multisyllabic words and syllable knowledge in connected reading and writing tasks. In unit 5, lesson 6, students extend practice through activity pages 6.5 and 6.6. For example, students alphabetize words, practice spelling, and use the words in sentences. The spelling and vocabulary words are also embedded within the unit reading selection, giving students opportunities to encounter and apply the same multisyllabic words in connected text. Students transfer their syllable knowledge from isolated word study to connected reading and writing while reinforcing previously taught syllable patterns and decoding strategies.
Evaluation for 4.B.4a
The materials outline a yearlong progression for morphology instruction that builds across grade levels and identifies the grade-level morphemes students will study. In the K–5 Program Overview, the “Foundational Skills Year by Year” chart, and the table of contents for units 4, 5, and 7, the materials organize grade 4 morphology instruction within the broader K–5 foundational skills progression. The resources identify the roots, prefixes, and suffixes taught in grade 4 and show where morphology instruction appears across the school year. This structure helps educators see how students move from previously taught foundational skills into grade-level work with roots, prefixes, and suffixes.
The materials also show how the grade-level sequence introduces and extends specific morphemes across units. In grade 4, unit 4 introduces the root port, the prefixes im- and in-, and the suffixes -able and -ible; unit 5 expands instruction with the root bio, additional prefixes and roots, and the suffixes -ful and -less; and unit 7 continues the sequence with the root rupt and the suffix -ly. The sequence helps students move from initial morphology instruction in unit 4 to additional affix and root study in later units, demonstrating a planned progression rather than isolated word study. This progression supports students as they build their understanding of grade-level morphemes over time.
Evaluation for 4.B.4b
The materials explain how to help students recognize word parts and use their meanings during word analysis. In grade 4, unit 5, lessons 2 and 6, the materials provide educators with scripted guidance for introducing roots and affixes and clarifying how morphemes contribute to word meaning. For example, in lesson 2, educators explain that a root forms the base meaning of a word, define the Greek root bio as meaning “life,” and model how the root contributes to the meanings of words such as biology, biography, and biodegradable. Educators guide students to analyze the words by meaning, part of speech, and use in context. This instruction helps students use morphology to understand unfamiliar words and support vocabulary development as well as reading comprehension.
The materials also provide opportunities for guided and independent practice so that students can apply their morphology knowledge in context. In grade 4, unit 5, lesson 6, educators introduce the prefixes im- and in- as meaning “not” and the Latin root port as meaning “to carry.” Educators model how these morphemes affect the meanings of words such as immature, independent, important, and porter before students apply the word parts in activities 2.3 and 6.4. These activities give students opportunities to use morphology-based vocabulary in context while supporting decoding of unfamiliar words, accurate spelling, vocabulary development, and comprehension.
Evaluation for 4.B.4c
The materials provide activities that help students build and apply morphology knowledge through educator modeling, discussion, and word analysis. In grade 4, unit 4, lesson 2, students analyze words containing the root port and discuss how the root contributes to word meaning. Students determine the meanings of words with port, discuss the root’s meaning, and apply the root in context through independent practice. These activities help students understand how word parts contribute to meaning and support vocabulary development.
The materials also provide opportunities for cumulative review that help students revisit and apply previously taught morphemes across tasks. In grade 4, unit 5, lesson 11, students extend their morphology learning by working with the suffixes -ful and -less. Students create antonym pairs, complete sentence activities, discuss word meanings, and practice spelling words that incorporate previously learned morphology patterns. These activities help students strengthen their morphology knowledge through repeated practice, sentence application, independent work, and review.
Evaluation for 4.B.4d
The materials give students opportunities to decode and encode words with morphemes in isolation while building on previously taught morphology knowledge. In grade 4, unit 7, lesson 11, students revisit the suffixes -ly and -y and the roots graph and rupt through educator modeling, morphology charts, and independent practice. The educator models adding suffixes to base words such as busy/busily and taste/tasty, presents morphology charts with words and sentences, and guides students to complete activity page 11.2 using correctly affixed words in sentence contexts. These activities help students analyze word parts, determine meanings, and accurately read and spell morphologically complex words.
The materials also give students opportunities to apply morpheme knowledge in connected text and written responses. In grade 4, unit 8, lesson 9, students extend their morphology work during close reading by analyzing morphemes in words such as nonrenewable and renewable to determine meaning. For example, students apply this vocabulary as they read the text and complete written responses, giving them opportunities to use morphology knowledge in connected reading and writing rather than only in isolated word study. These tasks help students transfer morphology knowledge from isolated word work to connected text and written application.
Evaluation for 4.C.1a
The materials clarify how to introduce reference resources that support vocabulary development. In grade 4, unit 7, lesson 7, educators model how to use both print and online thesauruses to locate synonyms and make more precise word choices. For example, educators explain that thesauruses help students identify stronger or more exact words when reading, writing, and discussing vocabulary before guiding students to independently apply the same process. This guidance helps students understand how reference tools support word meaning, word choice, and vocabulary development.
The materials clarify how to introduce reference resources that support vocabulary development. In grade 4, unit 7, lesson 7, educators model how to use both print and online thesauruses to locate synonyms and make more precise word choices. For example, educators explain that thesauruses help students identify stronger or more exact words when reading, writing, and discussing vocabulary before guiding students to independently apply the same process.
Evaluation for 4.C.1b
The materials contain reference resources that help students determine the meaning and part of speech of vocabulary during word study and reading. In grade 4, unit 4, lesson 2, students use the “Roots” chart to examine the root port and analyze related words. Students determine the meanings and parts of speech of words like import, export, transportation, and portable by connecting each word to the meaning of the root. The unit 5 “Reader Glossary” also supports students by providing definitions and parts of speech for text-specific vocabulary so that students can confirm word meanings while reading. These resources support vocabulary development by helping students examine how word parts, meanings, and grammatical features work together.
The materials also include resources that help students determine pronunciation and syllabication while reading and analyzing vocabulary. In grade 4, unit 4, lesson 11, students use the “Pronunciation/Syllabication” chart to analyze spelling and vocabulary words. Students use the chart to determine pronunciation, syllabication, definitions, and parts of speech for words they encounter during instruction. These resources give students multiple sources of word information and support vocabulary development, word analysis, and reading comprehension.
Evaluation for 4.C.1c
The materials give students opportunities to use context to determine the meaning of multiple-meaning or unfamiliar words when reading. In grade 4, unit 7, lesson 4, students examine the multiple-meaning word fault by identifying clues across several sentences. Students discuss possible meanings of fault, examine how the word is used in context, and select the meaning that best fits the passage. This routine helps students use surrounding text to determine the intended meaning of a word and support their understanding of the passage.
The materials also give students opportunities to explain how textual details support the meaning of unfamiliar words or phrases. In grade 4, unit 7, lesson 11, students determine the meaning of the unfamiliar term sandblasting machine by analyzing details and context clues within the text. Students use evidence from the passage to explain their interpretation of the term and then apply the inferred meaning to better understand the reading. This practice helps students connect vocabulary understanding to reading comprehension.
Evaluation for 4.D.1a
The materials offer a variety of grade-level texts that help students practice fluent reading across genres and purposes. In the Grades 4–5 Fluency Packet, the K–5 Independent Reading Guide, and the grade 4 units, students read literary, informational, historical, biographical, scientific, and narrative texts. The Fluency Packet provides poetry, folklore, fables, and other selections for repeated oral reading, while the Independent Reading Guide recommends chapter books, picture books, informational texts, fiction, poetry, and plays. Grade 4, unit 1 includes personal narratives, a short essay, and excerpts from longer works. Unit 2 contains biographical articles, histories of inventions, and scientific explanations of simple machines. Unit 4 includes informational accounts of historical events and a literary selection tied to the same time period. These texts give students opportunities to adjust fluency based on genre, structure, and reading purpose.
The materials also provide fluency routines that help students practice rate, accuracy, expression, phrasing, and prosody. In grade 4, unit 1, lesson 7, students work with partners to read a conversation aloud. Students divide the conversational roles, are reminded that fluent readers read at a steady pace, read each sentence accurately, read with expression and feeling, and then reread the conversation several times to practice fluency. Grade 4, unit 3 also supports purposeful reading by having students engage with the text in varied ways, including silently, aloud, with partners, in small groups, and independently. These routines help students read aloud with expression and accuracy while responding to the purpose and demands of the text.
Evaluation for 4.D.1b
The materials provide structured fluency routines that allow students to practice word reading fluency across multiple instructional settings. In the Grades 4–5 Fluency Packet, students participate in a five-day fluency routine that includes educator modeling, choral reading, partner reading, repeated reading, independent practice, partner performances, differentiated small-group support, and at-home repeated reading through the Caregiver Support Letter set. Students practice the same passage across the week in educator-facilitated, partner, independent, small-group, and home settings to build accuracy, automaticity, rate, phrasing, expression, and prosody. These routines provide opportunities for repeated fluency practice in varied settings rather than limiting fluency development to one instructional format.
The materials also provide unit-level fluency tasks that require students to read and reread texts in whole-group, partner, independent, collaborative, and performance-based settings. In grade 4, unit 6, lesson 1, students work with the “Little Red Riding Hood and the Wolf” poem through a whole-class read-aloud, partner reading, independent rereading, collaborative discussion, and oral performance. The educator models fluent reading during the read-aloud, students divide conversational roles and read the dialogue in pairs, and students independently reread portions of the poem to answer literal and inferential questions. The unit also extends fluency through pausing-point rereading opportunities and a “Poetry Performance” activity in which students orally present poems to their classmates. In grade 4, unit 1, lesson 7, students also read a conversation aloud with partners, divide roles, reread several times, and are reminded to read at a steady pace, read accurately, and use expression as well as feeling. These activities give students varied opportunities to strengthen fluent reading across settings and purposes.
Evaluation for 4.D.1c
The materials provide educator-facing tools that help educators establish, manage, and monitor self-sustained reading with high-quality, grade-level texts. In the K–5 Independent Reading Guide, educators receive a structured framework titled “Seven Steps to Implementing a Successful Independent Reading Program,” which supports routines for book selection, reading progress, conferences, and student goal setting. The guide includes an Independent Reading Planning Template, a completed planning model, differentiated Reading Logs, conferencing guidance, and reproducible resources that help educators organize the launch, reading period, and independent reading wrap-up. The guide also explains that, starting in grade 3, students are encouraged to practice independent reading while building independence and confidence as readers. These tools help educators organize opportunities for independent reading, support accountability, and monitor students’ self-sustained reading over time.
The materials also provide grade-level reading opportunities that help students sustain engagement with texts independently. In the grade 4, unit 7, “Pausing Point” section, educators extend learning through enrichment selections that students may read independently from the Student Reader. For example, students read grade-level informational texts such as “The Rock Towns of Cappadocia,” “Violent Vesuvius,” and “A Deep-Sea Detective Story” and complete corresponding Activity Book pages to support comprehension and accountability. The materials also encourage students to conduct independent research to support written responses, such as comparing geological processes, responding to scientific scenarios, composing letters from the perspective of scientists, and creating myths using unit concepts. These opportunities support self-sustained reading by giving students structured ways to read, research, respond to, and discuss grade-level texts.
Evaluation for 4.D.1d
The materials contain texts at varied levels of complexity that support students as they build fluency and comprehension across literary and informational genres. In the Grades 4–5 Fluency Packet and the K–5 Text Complexity and Vocabulary Guide, the materials provide poetry, folklore, fables, informational passages, Student Readers, and read-alouds across a progression of text complexity. For example, the K–5 Text Complexity and Vocabulary Guide includes a Lexile-based progression and explains that students in grades 3–5 engage with both Student Readers and read-alouds to interact with literary and informational texts at multiple levels of complexity. The guide also describes texts that range from more straightforward language and structure to selections with “sophisticated syntax and nuanced content.” These texts give grade 4 students opportunities to build accuracy, fluency, prosody, and comprehension with increasingly complex reading experiences.
The materials also provide instructional routines and tools that support students as they read, reread, discuss, and respond to texts. In the Grades 4–5 Fluency Packet, students practice fluency through educator modeling, choral reading, partner reading, repeated reading, and independent reading. Each passage includes comprehension questions and a “Fluency Passage Performance” rubric that evaluates accuracy, rate, and expression. The K–5 Text Complexity and Vocabulary Guide also explains that students participate in shared reading, partner reading, small-group instruction, and independent reading, with Student Readers used daily in grades 3–5 to increase reading fluency, practice comprehension, and build content knowledge and vocabulary. These routines help grade 4 students strengthen accuracy, rate, expression, prosody, and comprehension through repeated reading and supported practice.
Evaluation for 4.E.1a
The materials contain resources that support explicit grade-level handwriting instruction through a structured cursive program. Grade 4, unit 1 of the Grades 2–5 Cursive Writing Implementation Guide explains how to implement a sequenced 14-lesson cursive program. The guide provides support for lesson pacing, daily or weekly handwriting lessons, instructional routines, accompanying activity pages, and continued practice with lowercase and uppercase letters. The guide also clarifies that students in grades 2–5 have instructional opportunities to refine their penmanship through handwriting and cursive writing practice, showing that handwriting instruction is an intentional part of the program. These resources support handwriting instruction by providing a clear routine for teaching accurate and legible cursive writing.
The materials also connect handwriting practice to students’ current literacy learning through authentic writing tasks and assessment opportunities. In grade 4, unit 1, students apply newly learned cursive skills by completing selected writing assignments in cursive after practicing individual letters in the Activity Book. The Cursive Writing Implementation Guide directs educators to identify writing assignments in the core program that students can complete using cursive, such as spelling activities, writing prompts, or responses to text, and to have students publish formal writing assignments using cursive. The materials also include self-assessment, peer, and educator assessment criteria for letter formation, letter spacing, word spacing, line quality, slant, and letter connections. These supports help students refine their handwriting while using cursive in meaningful classroom writing.
Evaluation for 4.E.1b
The materials give students frequent opportunities to practice grade-level handwriting skills through a structured cursive sequence. In the “Practice” section of the Grades 2–5 Cursive Writing Implementation Guide and the unit 1, cursive program of the Teacher Guide, students participate in 14 sequenced cursive lessons with accompanying Activity Book practice pages. For example, educators model writing each letter, guide students to trace and copy the letter, model writing several words from the activity page, and model a line or sentence for students to copy. Students then complete activity pages aligned with each letter group; practice tracing, copying, and independently writing letters, words, and sentences; and receive support as educators circulate and provide assistance. These routines help students develop accurate and legible cursive handwriting through repeated guided and independent practice.
The materials also give students opportunities to apply their handwriting skills in connected and authentic writing tasks. After students learn all the cursive letters, the Grades 2–5 Cursive Writing Implementation Guide recommends ongoing practice through activity pages, cursive journals, classroom writing assignments, spelling activities, writing prompts, responses to text, and publishing final writing in cursive. The Teacher Guide encourages students to complete selected classroom assignments in cursive, and the Activity Book provides individual letter practice pages that reinforce letter formation while building toward connected cursive writing. These activities help students build handwriting fluency by moving from isolated letter formation to words, sentences, homework practice, and meaningful classroom writing.
4.A.1 Oral Language Development
4.A.1a
Materials include teacher guidance to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade level TEKS. (T)
Materials include teacher guidance to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade level TEKS. (T)
4 out of 4 points
Evaluation for 4.A.1a
Evaluation for 4.A.1a
Materials include teacher guidance to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade level TEKS. (T)
4 out of 4 points
The materials offer educators guidance to help students organize presentations and express opinions for specific purposes and audiences. In the Teacher Guide, unit 2, the “Good Pitch, Bad Pitch” section guides students to analyze effective and ineffective invention pitches by considering both presentation content, “What You Say,” and delivery, “How You Say It.” This guidance helps students evaluate how ideas, evidence, and delivery choices affect communication for a specific purpose and audience.
The materials also provide guidance for organizing and presenting evidence-based opinions in the Teacher Guide, unit 8, lesson 12. Students participate in a structured debate about future energy sources in which they state claims, respond to counterclaims, and support opinions using evidence from notes and texts. Together, these instructional supports help grade 4 students organize presentations and express evidence-based opinions for specific purposes and audiences in alignment with the grade-level TEKS.
4.A.1b
Materials include guidance and opportunities for students to follow, restate, and give oral instructions as directed by the grade-level English language arts TEKS. (S)
Materials include guidance and opportunities for students to follow, restate, and give oral instructions as directed by the grade-level English language arts TEKS. (S)
6 out of 6 points
Evaluation for 4.A.1b
Evaluation for 4.A.1b
Materials include guidance and opportunities for students to follow, restate, and give oral instructions as directed by the grade-level English language arts TEKS. (S)
6 out of 6 points
The materials also give students opportunities to follow and restate directions before completing collaborative learning tasks. In the Teacher Guide, unit 1, the “Peer Review” section allows students to review activity directions, restate instructions in their own words, and ask clarifying questions before starting the revision process. These instructional opportunities support grade 4 students in following, restating, and communicating oral instructions while engaging in collaborative tasks aligned with the grade-level TEKS.
4.A.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 4.A.1c
Evaluation for 4.A.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
The materials also give students opportunities to respond to their classmates’ ideas and use discussion to deepen understanding. In the Teacher Guide, unit 9, lesson 4, students participate in collaborative discussions connected to both reading and writing. For example, students respond to text-dependent questions using evidence, orally summarize their narrative plots, provide feedback to their classmates, and ask questions that deepen their understanding of the text as well as their writing. Students practice active listening, clarify their ideas, and communicate information in collaborative settings.
4.B.1 Sound-Spelling Patterns (4-5)
4.B.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS
1 out of 1 points
Evaluation for 4.B.1a
Evaluation for 4.B.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS
1 out of 1 points
The materials also provide grade 4 lessons that introduce and reinforce sound–spelling patterns through connected reading, spelling, and word-analysis routines. In the Teacher Guide, unit 1 prompts educators to review regular and irregular plural spelling patterns while students decode words in connected text. For example, educators remind students how plural spelling patterns function as they encounter words during reading, helping students apply sound–spelling knowledge in context. Across the grade 4 materials, students continue to apply spelling patterns during word reading, spelling practice, and connected text activities, demonstrating a yearlong progression in which educators introduce, review, and reinforce sound–spelling knowledge through increasingly complex reading and writing tasks.
4.B.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
1 out of 1 points
Evaluation for 4.B.1b
Evaluation for 4.B.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
1 out of 1 points
The materials also provide tools and routines that help educators guide students in analyzing word parts and spelling patterns. In unit 5, educators use the “Pronunciation/Syllabication Chart” and the “Individual Code” chart to highlight sound–spelling features such as vowel teams, r-controlled syllables, final stable syllables, suffixes (-able, -ible, -ful, and -less), and the schwa sound in words like faithful. This support helps students examine how sounds, spellings, syllables, and word parts work together in multisyllabic words.
4.B.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (S)
3 out of 3 points
Evaluation for 4.B.1c
Evaluation for 4.B.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (S)
3 out of 3 points
The materials also contain cumulative review and assessment resources that help students revisit previously taught sound–spelling patterns. In the middle-of-year “Word Reading in Isolation Assessment,” students participate in a cumulative word-reading task with accompanying analysis and remediation resources. The assessment and support materials revisit previously taught letter-sound correspondences, phonemes, and syllable types, including closed, open, r-controlled, schwa, and final -le syllable patterns. These resources help students reinforce grade-level sound–spelling patterns through ongoing cumulative review.
4.B.2 Regular and Irregular High-Frequency Words
4.B.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words
Materials include a systematic sequence for introducing regular and irregular high-frequency words
2 out of 2 points
Evaluation for 4.B.2a
Evaluation for 4.B.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words
2 out of 2 points
The materials also provide routines that help students analyze, sort, and apply high-frequency words after educators introduce them. In the K–5 High-Frequency Word Routines Guide, “Sorting Words 2.0 (Grades 3–5),” students categorize high-frequency words based on shared sound–spelling correspondences, affixes, syllable patterns, and orthographic features. For example, students sort words based on patterns they notice, discuss the features that connect the words, and use this analysis to build automatic recognition of both regular and irregular high-frequency words. These routines support word recognition by helping students examine word parts, spelling patterns, and irregular features over time.
4.B.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (T)
4 out of 4 points
Evaluation for 4.B.2b
Evaluation for 4.B.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (T)
4 out of 4 points
The materials also provide opportunities for guided practice that help students apply high-frequency word knowledge during reading and spelling activities. In the K–5 High-Frequency Word Routines Guide, “Word Hunt,” educators model decoding and encoding the word down by segmenting the sounds, connecting sounds to spellings, and discussing tricky spellings before students read and spell words independently. In the Teacher Guide, unit 1, lesson 1, the “Support” sidebar directs educators to model reading before students work with a partner to identify and read grade 4 Dolch or Fry high-frequency words and then apply those words when creating six-word memories. These routines give students repeated opportunities to decode, encode, and recognize high-frequency words with growing independence.
4.B.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (S)
12 out of 12 points
Evaluation for 4.B.2c
Evaluation for 4.B.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (S)
12 out of 12 points
The materials also provide opportunities for cumulative review through spelling instruction, assessment, and error analysis. In the Teacher Guide, unit 7, students complete a sequence of spelling activities through “Spelling: Introduce Spelling Words,” “Spelling: Practice Spelling Words,” and “Spelling Assessment.” For example, students read, pronounce, analyze, spell, write, and review previously introduced words while educators use spelling analysis resources to identify misconceptions and provide targeted reteaching. These activities help students revisit previously taught words, analyze errors, and reinforce decoding and encoding skills over time.
4.B.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences). (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences). (S)
4 out of 4 points
Evaluation for 4.B.2d
Evaluation for 4.B.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences). (S)
4 out of 4 points
The materials include memory-building strategies that help students retain and accurately write high-frequency words. In the Teacher Guide, unit 4, students use structured spelling routines to strengthen their orthographic memory. For example, students use the say-spell-say routine, close their eyes, look at the ceiling, or trace letters with their fingers to visualize and remember spellings. Students also write words in isolation and apply them in connected text by creating original sentences with the spelling words. These activities help students strengthen their orthographic memory while reading and writing words in isolation as well as in connected text.
4.B.3 Decoding and Encoding Multisyllabic Words
4.B.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS
2 out of 2 points
Evaluation for 4.B.3a
Evaluation for 4.B.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS
2 out of 2 points
The materials also identify where students apply syllable types and syllable division principles within the grade-level curriculum. In the Grade 4 Curriculum Map, the materials identify instruction in advanced syllable division patterns for spelling multisyllabic words in unit 4 and extend this work through decoding orthographic patterns and multiple syllable types in unit 5. For example, students apply syllable division knowledge while working with multisyllabic spelling and decoding tasks across these units. This sequence supports students as they use previously learned syllable knowledge with increasingly complex multisyllabic reading and spelling tasks.
4.B.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode multisyllabic words. (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode multisyllabic words. (T)
4 out of 4 points
Evaluation for 4.B.3b
Evaluation for 4.B.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode multisyllabic words. (T)
4 out of 4 points
The materials also provide tools that help educators analyze syllable patterns and support students after instruction or assessment. In unit 4, lesson 10, educators use the “Pronunciation/Syllabication” chart to review spelling assessment results and analyze errors by syllable pattern. For example, educators use the chart to identify where students need additional support with syllable types and spelling patterns, then provide targeted reteaching based on the assessment analysis. These supports help educators reinforce syllable types and syllable division principles through targeted review and reteaching.
4.B.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode multisyllabic words (through cumulative review). (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode multisyllabic words (through cumulative review). (S)
6 out of 6 points
Evaluation for 4.B.3c
Evaluation for 4.B.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode multisyllabic words (through cumulative review). (S)
6 out of 6 points
The materials also provide cumulative review activities that help students revisit previously taught word patterns across multiple lessons and tasks. In unit 4, lesson 11, students complete activity page 11.5 where they analyze words by prefix, determine meanings, and apply the words in context. In lesson 13, “Spelling—Practice Spelling Words,” students continue reviewing the same multisyllabic words through sentence-writing activities and a multisensory say-spell-say routine that incorporates visualization and tracing strategies. Students use these routines to strengthen their orthographic memory while continuing to work with words that contain previously taught morphology patterns. These activities help students reinforce multisyllabic word decoding and encoding skills over time.
4.B.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in connected text that builds on previous instruction. (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in connected text that builds on previous instruction. (S)
8 out of 8 points
Evaluation for 4.B.3d
Evaluation for 4.B.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in connected text that builds on previous instruction. (S)
8 out of 8 points
The materials also give students opportunities to apply the same multisyllabic words and syllable knowledge in connected reading and writing tasks. In unit 5, lesson 6, students extend practice through activity pages 6.5 and 6.6. For example, students alphabetize words, practice spelling, and use the words in sentences. The spelling and vocabulary words are also embedded within the unit reading selection, giving students opportunities to encounter and apply the same multisyllabic words in connected text. Students transfer their syllable knowledge from isolated word study to connected reading and writing while reinforcing previously taught syllable patterns and decoding strategies.
4.B.4 Morphological Awareness
4.B.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS
1 out of 1 points
Evaluation for 4.B.4a
Evaluation for 4.B.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS
1 out of 1 points
The materials also show how the grade-level sequence introduces and extends specific morphemes across units. In grade 4, unit 4 introduces the root port, the prefixes im- and in-, and the suffixes -able and -ible; unit 5 expands instruction with the root bio, additional prefixes and roots, and the suffixes -ful and -less; and unit 7 continues the sequence with the root rupt and the suffix -ly. The sequence helps students move from initial morphology instruction in unit 4 to additional affix and root study in later units, demonstrating a planned progression rather than isolated word study. This progression supports students as they build their understanding of grade-level morphemes over time.
4.B.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
4 out of 4 points
Evaluation for 4.B.4b
Evaluation for 4.B.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
4 out of 4 points
The materials also provide opportunities for guided and independent practice so that students can apply their morphology knowledge in context. In grade 4, unit 5, lesson 6, educators introduce the prefixes im- and in- as meaning “not” and the Latin root port as meaning “to carry.” Educators model how these morphemes affect the meanings of words such as immature, independent, important, and porter before students apply the word parts in activities 2.3 and 6.4. These activities give students opportunities to use morphology-based vocabulary in context while supporting decoding of unfamiliar words, accurate spelling, vocabulary development, and comprehension.
4.B.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
3 out of 3 points
Evaluation for 4.B.4c
Evaluation for 4.B.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
3 out of 3 points
The materials also provide opportunities for cumulative review that help students revisit and apply previously taught morphemes across tasks. In grade 4, unit 5, lesson 11, students extend their morphology learning by working with the suffixes -ful and -less. Students create antonym pairs, complete sentence activities, discuss word meanings, and practice spelling words that incorporate previously learned morphology patterns. These activities help students strengthen their morphology knowledge through repeated practice, sentence application, independent work, and review.
4.B.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in connected text that builds on previous instruction (e.g., within sentences). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in connected text that builds on previous instruction (e.g., within sentences). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 4.B.4d
Evaluation for 4.B.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in connected text that builds on previous instruction (e.g., within sentences). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
The materials also give students opportunities to apply morpheme knowledge in connected text and written responses. In grade 4, unit 8, lesson 9, students extend their morphology work during close reading by analyzing morphemes in words such as nonrenewable and renewable to determine meaning. For example, students apply this vocabulary as they read the text and complete written responses, giving them opportunities to use morphology knowledge in connected reading and writing rather than only in isolated word study. These tasks help students transfer morphology knowledge from isolated word work to connected text and written application.
4.C.1 Vocabulary Development
4.C.1a
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as dictionaries, glossaries, eBooks, and online dictionaries. (T)
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
Evaluation for 4.C.1a
Evaluation for 4.C.1a
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
The materials clarify how to introduce reference resources that support vocabulary development. In grade 4, unit 7, lesson 7, educators model how to use both print and online thesauruses to locate synonyms and make more precise word choices. For example, educators explain that thesauruses help students identify stronger or more exact words when reading, writing, and discussing vocabulary before guiding students to independently apply the same process.
4.C.1b
Materials include print and digital resources to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
Materials include print and digital resources to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
4 out of 4 points
Evaluation for 4.C.1b
Evaluation for 4.C.1b
Materials include print and digital resources to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
4 out of 4 points
The materials also include resources that help students determine pronunciation and syllabication while reading and analyzing vocabulary. In grade 4, unit 4, lesson 11, students use the “Pronunciation/Syllabication” chart to analyze spelling and vocabulary words. Students use the chart to determine pronunciation, syllabication, definitions, and parts of speech for words they encounter during instruction. These resources give students multiple sources of word information and support vocabulary development, word analysis, and reading comprehension.
4.C.1c
Materials support students in using context to determine the meaning of unfamiliar words according to grade-level TEKS. (S)
Materials support students in using context to determine the meaning of unfamiliar words according to grade-level TEKS. (S)
1 out of 1 points
Evaluation for 4.C.1c
Evaluation for 4.C.1c
Materials support students in using context to determine the meaning of unfamiliar words according to grade-level TEKS. (S)
1 out of 1 points
The materials also give students opportunities to explain how textual details support the meaning of unfamiliar words or phrases. In grade 4, unit 7, lesson 11, students determine the meaning of the unfamiliar term sandblasting machine by analyzing details and context clues within the text. Students use evidence from the passage to explain their interpretation of the term and then apply the inferred meaning to better understand the reading. This practice helps students connect vocabulary understanding to reading comprehension.
4.D.1 Reading Fluency
4.D.1a
Materials include a variety of grade-level texts to support students to read fluently according to the reading purpose. (S)
Materials include a variety of grade-level texts to support students to read fluently according to the reading purpose. (S)
1 out of 1 points
Evaluation for 4.D.1a
Evaluation for 4.D.1a
Materials include a variety of grade-level texts to support students to read fluently according to the reading purpose. (S)
1 out of 1 points
The materials also provide fluency routines that help students practice rate, accuracy, expression, phrasing, and prosody. In grade 4, unit 1, lesson 7, students work with partners to read a conversation aloud. Students divide the conversational roles, are reminded that fluent readers read at a steady pace, read each sentence accurately, read with expression and feeling, and then reread the conversation several times to practice fluency. Grade 4, unit 3 also supports purposeful reading by having students engage with the text in varied ways, including silently, aloud, with partners, in small groups, and independently. These routines help students read aloud with expression and accuracy while responding to the purpose and demands of the text.
4.D.1b
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
Evaluation for 4.D.1b
Evaluation for 4.D.1b
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
The materials also provide unit-level fluency tasks that require students to read and reread texts in whole-group, partner, independent, collaborative, and performance-based settings. In grade 4, unit 6, lesson 1, students work with the “Little Red Riding Hood and the Wolf” poem through a whole-class read-aloud, partner reading, independent rereading, collaborative discussion, and oral performance. The educator models fluent reading during the read-aloud, students divide conversational roles and read the dialogue in pairs, and students independently reread portions of the poem to answer literal and inferential questions. The unit also extends fluency through pausing-point rereading opportunities and a “Poetry Performance” activity in which students orally present poems to their classmates. In grade 4, unit 1, lesson 7, students also read a conversation aloud with partners, divide roles, reread several times, and are reminded to read at a steady pace, read accurately, and use expression as well as feeling. These activities give students varied opportunities to strengthen fluent reading across settings and purposes.
4.D.1c
Materials include materials and tools for teachers, with strategies to support students through self-sustained reading with high-quality grade-level texts. (T)
Materials include materials and tools for teachers, with strategies to support students through self-sustained reading with high-quality grade-level texts. (T)
1 out of 1 points
Evaluation for 4.D.1c
Evaluation for 4.D.1c
Materials include materials and tools for teachers, with strategies to support students through self-sustained reading with high-quality grade-level texts. (T)
1 out of 1 points
The materials also provide grade-level reading opportunities that help students sustain engagement with texts independently. In the grade 4, unit 7, “Pausing Point” section, educators extend learning through enrichment selections that students may read independently from the Student Reader. For example, students read grade-level informational texts such as “The Rock Towns of Cappadocia,” “Violent Vesuvius,” and “A Deep-Sea Detective Story” and complete corresponding Activity Book pages to support comprehension and accountability. The materials also encourage students to conduct independent research to support written responses, such as comparing geological processes, responding to scientific scenarios, composing letters from the perspective of scientists, and creating myths using unit concepts. These opportunities support self-sustained reading by giving students structured ways to read, research, respond to, and discuss grade-level texts.
4.D.1d
Materials include various texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
Materials include various texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
Evaluation for 4.D.1d
Evaluation for 4.D.1d
Materials include various texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
The materials also provide instructional routines and tools that support students as they read, reread, discuss, and respond to texts. In the Grades 4–5 Fluency Packet, students practice fluency through educator modeling, choral reading, partner reading, repeated reading, and independent reading. Each passage includes comprehension questions and a “Fluency Passage Performance” rubric that evaluates accuracy, rate, and expression. The K–5 Text Complexity and Vocabulary Guide also explains that students participate in shared reading, partner reading, small-group instruction, and independent reading, with Student Readers used daily in grades 3–5 to increase reading fluency, practice comprehension, and build content knowledge and vocabulary. These routines help grade 4 students strengthen accuracy, rate, expression, prosody, and comprehension through repeated reading and supported practice.
4.E.1 Handwriting Development
4.E.1a
Materials include resources to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
Materials include resources to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 4.E.1a
Evaluation for 4.E.1a
Materials include resources to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
The materials also connect handwriting practice to students’ current literacy learning through authentic writing tasks and assessment opportunities. In grade 4, unit 1, students apply newly learned cursive skills by completing selected writing assignments in cursive after practicing individual letters in the Activity Book. The Cursive Writing Implementation Guide directs educators to identify writing assignments in the core program that students can complete using cursive, such as spelling activities, writing prompts, or responses to text, and to have students publish formal writing assignments using cursive. The materials also include self-assessment, peer, and educator assessment criteria for letter formation, letter spacing, word spacing, line quality, slant, and letter connections. These supports help students refine their handwriting while using cursive in meaningful classroom writing.
4.E.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 4.E.1b
Evaluation for 4.E.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
The materials also give students opportunities to apply their handwriting skills in connected and authentic writing tasks. After students learn all the cursive letters, the Grades 2–5 Cursive Writing Implementation Guide recommends ongoing practice through activity pages, cursive journals, classroom writing assignments, spelling activities, writing prompts, responses to text, and publishing final writing in cursive. The Teacher Guide encourages students to complete selected classroom assignments in cursive, and the Activity Book provides individual letter practice pages that reinforce letter formation while building toward connected cursive writing. These activities help students build handwriting fluency by moving from isolated letter formation to words, sentences, homework practice, and meaningful classroom writing.
Rubric Section 5
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade levels.
Total
100% (29 out of 29 points)
Evaluation for 5.A.1a
The materials contain a yearlong sequence of units designed to build knowledge across multiple disciplines. In the K–5 Cross-Curricular Connections and the Grade 4 Program Overview, the materials map grade 4 units to the science and social studies TEKS while describing the disciplinary focus and content knowledge developed throughout the year. For example, the Grade 4 Program Overview identifies units that build historical knowledge, scientific knowledge, literary knowledge, and literary arts knowledge through connected grade-level texts and learning experiences. This structure provides sustained opportunities for students to build background knowledge across science, history, literature, and the arts.
The materials also provide specific units that develop disciplinary knowledge through focused content, texts, and integrated learning. In grade 4, students build historical knowledge in unit 4, “Road to Independence: The American Revolution,” where they study the causes and effects of the American Revolution and learn why the 13 original colonies broke away to become an independent nation. Students build scientific knowledge in unit 7, “Geology: This Rock You’re Standing On,” by studying the composition of the earth and geological processes such as plate tectonics and erosion, and in unit 8 “Energy,” by learning about renewable and nonrenewable energy technologies. Students also develop literary knowledge through unit 1, “Personal Narratives: My Story, My Voice,” unit 5, “Treasure Island: X Marks the Spot,” and unit 9, “Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler,” which also connects to the arts because the novel centers on children solving a mystery in the Metropolitan Museum of Art. In unit 6, “Poetry: Wondrous Words,” students engage in the analysis and creation of poetry, supporting knowledge development in the literary arts.
Evaluation for 5.A.1b
In the K–5 Cross-Curricular Connections and the grade 4 program resources, the materials connect grade 4 units to the science and social studies TEKS while showing how English Language Arts and Reading (ELAR) instruction develops knowledge across science, history, literature, and the arts. For example, the program guide shows a progression of literature, history, and science connections from year to year. In grade 4, students study unit 4, “Road to Independence: The American Revolution,” which builds from prior learning about Colonial America, and unit 8 “Energy,” which connects to earlier learning about light and sound. These resources give educators a clear view of how content knowledge is intentionally sequenced across the year and across grade levels.
In grade 4, unit 7, “Geology: This Rock You’re Standing On,” the introduction includes a “Prior Knowledge” section that explains how students build upon learning from grades K through 2 before studying geology concepts in grade 4. For example, students connect prior learning from “Taking Care of the Earth,” “Astronomy: Space Exploration,” “The History of the Earth,” and “Cycles of Nature: Clouds to Raindrops” to new learning about geographical features, layers of the Earth, geological change, and types of rocks. The unit then deepens students’ understanding of plate tectonics, geological processes, weathering, erosion, and rock formation while preparing them for increased vocabulary and syntax demands in later grades.
Evaluation for 5.A.1c
In the Grade 4 Curriculum Map and the introduction to unit 7, the materials identify thematic units that devote multiple weeks to connected knowledge-building topics. For example, unit 7 includes 15 daily lessons plus 4 pausing-point days, with a recommended instructional length of up to 19 days. Across the unit, students build an understanding of geological concepts through connected texts, vocabulary, discussion, writing, and assessment activities. This structure gives students sustained time to develop content knowledge through a coherent sequence of lessons and tasks.
The materials also provide connected learning experiences that help students deepen and apply their knowledge across the unit. In grade 4, unit 4, “Road to Independence: The American Revolution,” students spend more than three weeks building knowledge about the causes, events, and consequences of the American Revolution. For example, students read connected texts about historical figures, key events, and multiple perspectives from the Revolutionary War era. During the pausing point, students revise and extend cause-and-effect essays, select significant events from the Student Reader and explain their importance, create timelines of events leading up to and during the Revolutionary War, and respond to evidence-based writing prompts. These experiences give students repeated opportunities to read, discuss, write, analyze, and apply their knowledge about the same topic over an extended period of time.
Evaluation for 5.A.1d
In grade 4, unit 4, “Road to Independence: The American Revolution,” students engage with a cohesive Student Reader and related historical texts focused on the causes, major figures, events, and consequences of the American Revolution. For example, the unit focuses on important events and people that led the colonists to declare independence from the British government, and students examine the sequence of events leading up to the American Revolution and what happened during the war itself. This structure helps students develop a coherent understanding of the Revolutionary era through related texts, vocabulary instruction, discussion, and writing activities.
In grade 4, unit 4, the introduction explains that students’ understanding is supported by prior learning from grades K through 3. For example, students build upon earlier learning from “Presidents and American Symbols: Our Joyful American,” “A New Nation: American Independence,” “Journeys to America: Land of Opportunity,” and “Learning from the Land: Native American Regions and Cultures” as they study the American Revolution in greater depth. The unit’s “Big Idea” further reinforces this progression by having students explore the causes, major figures, and consequences of the American Revolution. This sequence helps students revisit and extend previously developed historical knowledge through a connected set of texts and lessons.
Evaluation for 5.A.1e
In grade 4, unit 4, lesson 2, students build historical understanding while learning vocabulary and grammar in context. For example, students learn the word boycott within the context of colonial resistance, discuss why colonists used boycotts as a form of protest, and practice comma usage with sentences about key events and figures from the American Revolution. In unit 7, “Geology: This Rock You’re Standing On,” lesson 12, students also apply their understanding of the rock cycle while analyzing a model descriptive paragraph that uses scientific concepts, domain-specific vocabulary, and descriptive language. These activities help students build content knowledge while developing vocabulary, grammar, discussion, and language skills.
The materials connect writing tasks to the same texts, topics, and language work students study during the lesson or unit. In grade 4, unit 6, “Poetry: Wondrous Words,” lessons 2 and 3, students read and analyze poems before applying what they have learned in written tasks. For example, in lesson 2, students read “Ask Aden” and “Wishes”; identify explicit and implicit meanings; answer text-dependent questions; make inferences using textual evidence; compare poems; and analyze repetition, alliteration, and slant rhyme. Students then use these mentor texts to compose original question-and-answer poems in poet’s journal 2.3. In lesson 3, students read “My First Memory (of Librarians),” analyze the point of view, make inferences, use textual details to visualize the library setting, and plan original memory poems. These tasks help students apply their knowledge from reading, discussion, and language analysis in authentic writing.
Evaluation for 5.A.2a
Before starting new instruction, educators help students connect the upcoming unit to literary concepts they have already studied. In the “Prior Knowledge” section of unit 3 in the Teacher Guide, educators are reminded that students who have participated in the program from grades K through 3 have already developed foundational literary knowledge that can support their work in the unit. For example, students build upon previously learned concepts such as the characters, plot, setting, theme, and perspective as they read and analyze contemporary fiction. The guidance connects this new learning to earlier units, including “Stories: Fairy Tales and Folktales, Fables and Stories, Fairy Tales and Tall Tales,” and “Classic Tales: The Wind in the Willows.” This support helps students use familiar literary elements as an entry point into more complex grade-level texts.
In the K–5 Program Overview, the “Making Connections Year by Year” section identifies how historical content progresses from grades K through 5. For example, the overview connects earlier history units such as “Colonial Towns and Townspeople,” “A New Nation: American Independence,” and “Colonial America” to later grade 4 learning in “Road to Independence: The American Revolution” and grade 5 learning in “Native Americans and the United States.” This progression helps educators activate previously learned academic content before starting new instruction so that students can connect prior knowledge to increasingly complex texts, concepts, and content across grade levels.
Evaluation for 5.A.2b
In the Teacher Guide, unit 8, lesson 1, educators prompt students to recall what they have learned about inventions in unit 2, “Eureka! The Art of Invention,” before studying energy. For example, students brainstorm and categorize everyday inventions using activity page 1.1 and then use their prior understanding of inventions to explain how energy powers those inventions. This routine helps students connect familiar content to the new unit and gives them an entry point for understanding energy concepts.
The materials also connect previously learned skills to new tasks in a different content area. In the Teacher Guide, unit 7, lesson 12, “Introduce a Descriptive Paragraph,” educators remind students of the descriptive writing and personification skills they developed in unit 1, “Personal Narratives: My Story, My Voice,” before beginning a new writing task. Students apply those writing techniques as they compose descriptive paragraphs about rocks and analyze examples of personification in a scientific context. This connection helps students transfer prior learning across units and strengthen writing, comprehension, and content understanding.
Evaluation for 5.A.2c
The materials provide program-level guidance for building the background knowledge students need to engage with increasingly complex texts. In the K–5 Cross-Curricular Connections document, the materials show how educators intentionally build historical, scientific, and literary knowledge while developing academic vocabulary across units. For example, the resource connects content knowledge to reading instruction so that students are prepared to engage with texts that require understanding of discipline-specific topics, vocabulary, and concepts. This guidance helps educators support comprehension by connecting background knowledge and vocabulary development to grade-level texts.
The materials also provide lesson-level routines that give students targeted context before reading. In the Teacher Guide, unit 1, Student Reader, educators introduce essential background knowledge about infectious diseases before students read excerpts from “Small Steps: The Year I Got Polio.” Students discuss measles, polio, COVID-19, vaccines, and disease transmission to build the historical and medical context needed to understand the events and challenges in the narrative. This background knowledge helps students engage more deeply with the text because they can connect the narrator’s experiences to real-world information about illness, prevention, and public health.
Evaluation for 5.A.3a
Students engage with central ideas and themes by analyzing how details and events develop meaning in a text. In the Teacher Guide, unit 1 “Personal Narratives: My Story, My Voice,” lesson 9, students examine the memoir’s central ideas by discussing how Peg Kehret changes throughout the narrative. For example, students support themes such as resilience and personal growth with evidence from the text, explain how the events contribute to the author’s message, evaluate the purpose of the ending, and connect central ideas to supporting evidence. These tasks require students to connect textual evidence to larger ideas instead of answering isolated comprehension questions.
Students extend their thinking through research and writing connected to the unit’s larger topic. In the Grade 4 Curriculum Map, unit 8, “Energy,” includes inquiry, discussion, research, and argumentative writing centered on the topic of energy. For example, students generate research questions, investigate primary and secondary sources, defend a proposed “fuel of the future” with evidence, and develop an energy proposal through which they apply their learning to an authentic issue. These tasks require students to synthesize information, develop a position, and support their thinking with evidence from research and unit learning.
Evaluation for 5.A.3b
In the Teacher Guide, unit 8, lesson 8, “Close Reading,” students revisit information from the lesson 3 text “Spindletop Gusher” before reading “Oil Rig Workers.” Students use activity page 8.1 to compare and contrast historical and modern oil workers by analyzing their workplaces, extraction methods, and job-related dangers. This task helps students combine information from multiple texts to deepen their understanding of energy production and how oil-related work has changed over time.
Students also integrate information across texts to explain how different sources develop related ideas. In the Teacher Guide, unit 1, lesson 4, students revisit “Introduction to Polio” and “The Diagnosis” to analyze how each source develops information about polio. Students use activity page 4.3 to compare evidence from both texts; explain how primary and secondary sources contribute differently to their understanding; and synthesize information about symptoms, paralysis, and disease transmission. This work supports deeper comprehension because students use evidence from more than one source to explain the topic and understand how different types of texts build knowledge.
Evaluation for 5.A.3c
Students demonstrate understanding of the unit topic by gathering and synthesizing evidence from multiple related texts and learning experiences. In the Teacher Guide, unit 8, “Writing” subsection, students investigate the unit’s essential question—“What are the fuels of the future?”—through readings, research activities, and discussions before developing an argumentative essay and multimodal presentation. Students build background knowledge across the unit, generate research questions, gather evidence from related texts, develop and support their claims, and use their learning to explain a position about future energy sources. This task requires students to connect information across texts and use that knowledge to create evidence-based written and oral products.
In the Teacher Guide, unit 8, lesson 13, “Close Reading,” students read “Houston Affects the Earth” and compare the new information with ideas from previously read unit texts. For example, students identify details that confirm or challenge earlier learning, connect evidence across multiple sources, and strengthen the claims they make in their culminating argumentative essays and presentations. These tasks require students to synthesize information from related texts, apply reading comprehension and critical thinking skills, and demonstrate their understanding of energy through evidence-based communication.
Evaluation for 5.A.3d
Students connect unit learning to familiar real-world situations by applying new concepts to everyday examples. In the Teacher Guide, unit 8, lesson 1, “Making Connections,” students consider how energy supports daily life. For example, students brainstorm everyday inventions that rely on fuel, categorize inventions by fuel type using activity page 1.1, and explain how energy powers those inventions. Students also respond to a writing prompt identifying three important uses of energy in their own lives. This helps students connect the unit topic to familiar experiences and understand how energy is used outside the classroom.
Students also apply their learning through an authentic research task that requires them to gather firsthand information. In the Teacher Guide, unit 8, lesson 8, “Collecting Primary Sources of Information,” students apply their understanding of primary sources by conducting interviews about energy use. For example, students develop interview questions; gather responses from classmates, educators, or family members; and use the information as evidence in their essays. These tasks help students transfer their understanding of energy and research methods to real-world contexts while using evidence to support their writing.
Evaluation for 5.A.4a
The materials organize vocabulary instruction across the year so that students encounter academic and domain-specific words within connected knowledge-building units. The K–5 Text Complexity and Vocabulary Guide provides a yearlong vocabulary plan that organizes tier-two academic vocabulary and tier-three domain-specific vocabulary by unit and text. The guide sequences vocabulary across grade 4 topics such as personal narratives, the American Revolution, geology, and energy so that students encounter increasingly sophisticated academic language through connected reading, discussion, and writing tasks. This structure helps students build vocabulary while developing knowledge across multiple units and content areas.
The materials also provide lesson-level routines that help students preview, discuss, and apply vocabulary during reading and response tasks. In grade 4, unit 4, “Road to Independence: The American Revolution,” educators introduce and reinforce lesson-specific core vocabulary before students read historical texts. Students preview the vocabulary; discuss word meanings; and apply tier-two words such as conflict, strategic, and implication alongside domain-specific words like militia, regiment, and American Revolution as they analyze historical events and support responses with evidence from the text. These routines support vocabulary development through intentional sequencing, repeated exposure, and application within meaningful knowledge-building experiences.
Evaluation for 5.A.4b
The materials give educators a consistent structure for teaching academic vocabulary within meaningful reading, speaking, and writing experiences. In the K–5 Text Complexity and Vocabulary Guide, educators integrate vocabulary instruction into read-alouds, shared reading, independent reading, and “Word Work” routines. Educators monitor student understanding through discussion and application activities, giving students repeated opportunities to encounter academic vocabulary in meaningful contexts as they build disciplinary knowledge across the year. These routines help students practice and apply new vocabulary through reading, conversation, and writing, rather than learning words in isolation.
In grade 4, unit 4, “Road to Independence: The American Revolution,” lesson 7, educators explicitly teach the “Word Work” term implication by modeling its meaning in context, guiding students to generate examples, and prompting students to use the sentence frame, “An implication of __________ is __________.” For example, students discuss authentic situations, explain possible outcomes, apply the word during collaborative conversations, and use the word orally as well as in writing. Educators provide one-on-one support for Beginning EB students, partner practice for Intermediate students, sentence frames, and a connection to the Spanish cognate implicar. These scaffolds help students strengthen their academic vocabulary while supporting oral language, writing, and reading comprehension.
Evaluation for 5.A.4c
Students use academic vocabulary during reading, discussion, and writing tasks connected to the lesson or unit text. In the K–5 Text Complexity and Vocabulary Guide, educators are guided to introduce academic vocabulary through interactive reading routines and then prompt students to use the words while responding to literal, inferential, and evaluative questions. For example, students apply newly introduced vocabulary as they discuss ideas, analyze texts, and communicate understanding through informational, argumentative, and other knowledge-building writing tasks. These routines help students move from recognizing word meanings to using vocabulary in meaningful reading, speaking, and writing contexts.
Students also apply vocabulary by explaining, creating examples, and using the word in complete sentences. In grade 4, unit 4, lesson 14, educators introduce the “Word Work” term console within the context of the unit text. Students explain the meaning of console, respond to the question, “What are some other examples of someone being consoled?”, and use the sentence frame “__________ consoled __________ because __________.” Students also identify console as a verb and work with partners to create original sentences using related words and synonyms. These tasks strengthen vocabulary knowledge, comprehension, and academic language because students use the word to explain ideas connected to the text.
Evaluation for 5.A.4d
Students use visual supports to connect academic vocabulary to the ideas and concepts they are studying. In the K–5 Text Complexity and Vocabulary Guide, educators use image cards and visuals embedded within the Student Readers to introduce and reinforce domain-specific vocabulary. Students use visual information to build their background knowledge, connect vocabulary to concepts in the text, and strengthen their comprehension of increasingly complex reading selections. These supports help students connect word meaning to images and visuals as they develop academic vocabulary during knowledge-building lessons.
Students also apply vocabulary by using visual information to discuss and write about the lesson topic. In grade 4, unit 6, lesson 11, educators provide images representing weather terms from the lesson word bank before students compose extended metaphor poems. For example, students examine images for words such as breeze, hail, lightning, clouds, gust, rain, and tornado; discuss visual characteristics with a partner; generate descriptive vocabulary; and then apply the vocabulary in their writing. These tasks help students use academic vocabulary purposefully while connecting visual details to word meanings and written expression.
Evaluation for 5.B.1a
Students begin the inquiry process by generating questions and planning how they will investigate a topic. In the Teacher Guide, unit 8, lesson 6, students use questions generated from a class Know–Wonder–Learn (KWL) chart to investigate the research question, “What are the fuels of the future?” Educators introduce multiple research sources (including library books, magazines, and digital resources) and help students record central ideas and supporting details using T-charts. Students identify what information they need to answer their research questions, gather relevant information from a variety of sources, organize evidence, and begin developing an argumentative response. This routine helps students move from curiosity about energy to a focused research plan.
In the Teacher Guide, unit 8, lesson 7, students revisit their notes, generate additional research questions, determine what information they still need to support their claims, and adjust their claims based on newly gathered evidence. Students refine their research questions, continue gathering and organizing relevant information, and synthesize evidence from their research into argumentative writing. Through these tasks, students use evidence from research to support claims, explain ideas, and communicate new learning about future fuels.
Evaluation for 5.B.1b
Students learn to distinguish source types by examining examples and explaining how each source is used in research. In the Teacher Guide, unit 8, lesson 8, “Identifying Primary and Secondary Resources,” educators review the definitions, characteristics, and purposes of primary and secondary sources before students classify examples on activity page 8.2. For example, students identify whether each example is a primary or secondary source, compare their responses with a partner, and justify their thinking during a whole-class discussion. This routine helps students understand how source types differ based on purpose, origin, and use in research.
Students also apply their understanding of source types during research tasks connected to the unit topic. In the Teacher Guide, unit 8, lesson 8, “Collecting Primary Source Information,” students gather firsthand information through interviews and determine which research questions are appropriate for primary sources. For example, students identify interviews as primary sources, explain the difference between primary and secondary sources, provide an example of each, and classify source examples during the “Exit Ticket” and “Check for Understanding” activities. These tasks help students make informed decisions about source use as they collect evidence for their research and writing.
Evaluation for 5.B.1c
This guidance does not apply to grades 4–5 because it only applies to grades 6–8.
5.A.1 Connected Knowledge-Building Units and Lessons
5.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
Evaluation for 5.A.1a
Evaluation for 5.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
The materials also provide specific units that develop disciplinary knowledge through focused content, texts, and integrated learning. In grade 4, students build historical knowledge in unit 4, “Road to Independence: The American Revolution,” where they study the causes and effects of the American Revolution and learn why the 13 original colonies broke away to become an independent nation. Students build scientific knowledge in unit 7, “Geology: This Rock You’re Standing On,” by studying the composition of the earth and geological processes such as plate tectonics and erosion, and in unit 8 “Energy,” by learning about renewable and nonrenewable energy technologies. Students also develop literary knowledge through unit 1, “Personal Narratives: My Story, My Voice,” unit 5, “Treasure Island: X Marks the Spot,” and unit 9, “Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler,” which also connects to the arts because the novel centers on children solving a mystery in the Metropolitan Museum of Art. In unit 6, “Poetry: Wondrous Words,” students engage in the analysis and creation of poetry, supporting knowledge development in the literary arts.
5.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
Evaluation for 5.A.1b
Evaluation for 5.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
In grade 4, unit 7, “Geology: This Rock You’re Standing On,” the introduction includes a “Prior Knowledge” section that explains how students build upon learning from grades K through 2 before studying geology concepts in grade 4. For example, students connect prior learning from “Taking Care of the Earth,” “Astronomy: Space Exploration,” “The History of the Earth,” and “Cycles of Nature: Clouds to Raindrops” to new learning about geographical features, layers of the Earth, geological change, and types of rocks. The unit then deepens students’ understanding of plate tectonics, geological processes, weathering, erosion, and rock formation while preparing them for increased vocabulary and syntax demands in later grades.
5.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
Evaluation for 5.A.1c
Evaluation for 5.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
The materials also provide connected learning experiences that help students deepen and apply their knowledge across the unit. In grade 4, unit 4, “Road to Independence: The American Revolution,” students spend more than three weeks building knowledge about the causes, events, and consequences of the American Revolution. For example, students read connected texts about historical figures, key events, and multiple perspectives from the Revolutionary War era. During the pausing point, students revise and extend cause-and-effect essays, select significant events from the Student Reader and explain their importance, create timelines of events leading up to and during the Revolutionary War, and respond to evidence-based writing prompts. These experiences give students repeated opportunities to read, discuss, write, analyze, and apply their knowledge about the same topic over an extended period of time.
5.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
Evaluation for 5.A.1d
Evaluation for 5.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
In grade 4, unit 4, the introduction explains that students’ understanding is supported by prior learning from grades K through 3. For example, students build upon earlier learning from “Presidents and American Symbols: Our Joyful American,” “A New Nation: American Independence,” “Journeys to America: Land of Opportunity,” and “Learning from the Land: Native American Regions and Cultures” as they study the American Revolution in greater depth. The unit’s “Big Idea” further reinforces this progression by having students explore the causes, major figures, and consequences of the American Revolution. This sequence helps students revisit and extend previously developed historical knowledge through a connected set of texts and lessons.
5.A.1e
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Evaluation for 5.A.1e
Evaluation for 5.A.1e
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
The materials connect writing tasks to the same texts, topics, and language work students study during the lesson or unit. In grade 4, unit 6, “Poetry: Wondrous Words,” lessons 2 and 3, students read and analyze poems before applying what they have learned in written tasks. For example, in lesson 2, students read “Ask Aden” and “Wishes”; identify explicit and implicit meanings; answer text-dependent questions; make inferences using textual evidence; compare poems; and analyze repetition, alliteration, and slant rhyme. Students then use these mentor texts to compose original question-and-answer poems in poet’s journal 2.3. In lesson 3, students read “My First Memory (of Librarians),” analyze the point of view, make inferences, use textual details to visualize the library setting, and plan original memory poems. These tasks help students apply their knowledge from reading, discussion, and language analysis in authentic writing.
5.A.2 Context and Student Background Knowledge
5.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
Evaluation for 5.A.2a
Evaluation for 5.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
In the K–5 Program Overview, the “Making Connections Year by Year” section identifies how historical content progresses from grades K through 5. For example, the overview connects earlier history units such as “Colonial Towns and Townspeople,” “A New Nation: American Independence,” and “Colonial America” to later grade 4 learning in “Road to Independence: The American Revolution” and grade 5 learning in “Native Americans and the United States.” This progression helps educators activate previously learned academic content before starting new instruction so that students can connect prior knowledge to increasingly complex texts, concepts, and content across grade levels.
5.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level. (S)
Materials activate or supply background knowledge by making connections across units within a grade level. (S)
1 out of 1 points
Evaluation for 5.A.2b
Evaluation for 5.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level. (S)
1 out of 1 points
The materials also connect previously learned skills to new tasks in a different content area. In the Teacher Guide, unit 7, lesson 12, “Introduce a Descriptive Paragraph,” educators remind students of the descriptive writing and personification skills they developed in unit 1, “Personal Narratives: My Story, My Voice,” before beginning a new writing task. Students apply those writing techniques as they compose descriptive paragraphs about rocks and analyze examples of personification in a scientific context. This connection helps students transfer prior learning across units and strengthen writing, comprehension, and content understanding.
5.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (T/S)
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (T/S)
1 out of 1 points
Evaluation for 5.A.2c
Evaluation for 5.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (T/S)
1 out of 1 points
The materials also provide lesson-level routines that give students targeted context before reading. In the Teacher Guide, unit 1, Student Reader, educators introduce essential background knowledge about infectious diseases before students read excerpts from “Small Steps: The Year I Got Polio.” Students discuss measles, polio, COVID-19, vaccines, and disease transmission to build the historical and medical context needed to understand the events and challenges in the narrative. This background knowledge helps students engage more deeply with the text because they can connect the narrator’s experiences to real-world information about illness, prevention, and public health.
5.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
5.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes. (S)
Questions and tasks require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
Evaluation for 5.A.3a
Evaluation for 5.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
Students extend their thinking through research and writing connected to the unit’s larger topic. In the Grade 4 Curriculum Map, unit 8, “Energy,” includes inquiry, discussion, research, and argumentative writing centered on the topic of energy. For example, students generate research questions, investigate primary and secondary sources, defend a proposed “fuel of the future” with evidence, and develop an energy proposal through which they apply their learning to an authentic issue. These tasks require students to synthesize information, develop a position, and support their thinking with evidence from research and unit learning.
5.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Evaluation for 5.A.3b
Evaluation for 5.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Students also integrate information across texts to explain how different sources develop related ideas. In the Teacher Guide, unit 1, lesson 4, students revisit “Introduction to Polio” and “The Diagnosis” to analyze how each source develops information about polio. Students use activity page 4.3 to compare evidence from both texts; explain how primary and secondary sources contribute differently to their understanding; and synthesize information about symptoms, paralysis, and disease transmission. This work supports deeper comprehension because students use evidence from more than one source to explain the topic and understand how different types of texts build knowledge.
5.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
Evaluation for 5.A.3c
Evaluation for 5.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
In the Teacher Guide, unit 8, lesson 13, “Close Reading,” students read “Houston Affects the Earth” and compare the new information with ideas from previously read unit texts. For example, students identify details that confirm or challenge earlier learning, connect evidence across multiple sources, and strengthen the claims they make in their culminating argumentative essays and presentations. These tasks require students to synthesize information from related texts, apply reading comprehension and critical thinking skills, and demonstrate their understanding of energy through evidence-based communication.
5.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
Evaluation for 5.A.3d
Evaluation for 5.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
Students also apply their learning through an authentic research task that requires them to gather firsthand information. In the Teacher Guide, unit 8, lesson 8, “Collecting Primary Sources of Information,” students apply their understanding of primary sources by conducting interviews about energy use. For example, students develop interview questions; gather responses from classmates, educators, or family members; and use the information as evidence in their essays. These tasks help students transfer their understanding of energy and research methods to real-world contexts while using evidence to support their writing.
5.A.4 Key Academic Vocabulary and Grade-Level Concepts
5.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
Evaluation for 5.A.4a
Evaluation for 5.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
The materials also provide lesson-level routines that help students preview, discuss, and apply vocabulary during reading and response tasks. In grade 4, unit 4, “Road to Independence: The American Revolution,” educators introduce and reinforce lesson-specific core vocabulary before students read historical texts. Students preview the vocabulary; discuss word meanings; and apply tier-two words such as conflict, strategic, and implication alongside domain-specific words like militia, regiment, and American Revolution as they analyze historical events and support responses with evidence from the text. These routines support vocabulary development through intentional sequencing, repeated exposure, and application within meaningful knowledge-building experiences.
5.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
Evaluation for 5.A.4b
Evaluation for 5.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
In grade 4, unit 4, “Road to Independence: The American Revolution,” lesson 7, educators explicitly teach the “Word Work” term implication by modeling its meaning in context, guiding students to generate examples, and prompting students to use the sentence frame, “An implication of __________ is __________.” For example, students discuss authentic situations, explain possible outcomes, apply the word during collaborative conversations, and use the word orally as well as in writing. Educators provide one-on-one support for Beginning EB students, partner practice for Intermediate students, sentence frames, and a connection to the Spanish cognate implicar. These scaffolds help students strengthen their academic vocabulary while supporting oral language, writing, and reading comprehension.
5.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Evaluation for 5.A.4c
Evaluation for 5.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Students also apply vocabulary by explaining, creating examples, and using the word in complete sentences. In grade 4, unit 4, lesson 14, educators introduce the “Word Work” term console within the context of the unit text. Students explain the meaning of console, respond to the question, “What are some other examples of someone being consoled?”, and use the sentence frame “__________ consoled __________ because __________.” Students also identify console as a verb and work with partners to create original sentences using related words and synonyms. These tasks strengthen vocabulary knowledge, comprehension, and academic language because students use the word to explain ideas connected to the text.
5.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Evaluation for 5.A.4d
Evaluation for 5.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Students also apply vocabulary by using visual information to discuss and write about the lesson topic. In grade 4, unit 6, lesson 11, educators provide images representing weather terms from the lesson word bank before students compose extended metaphor poems. For example, students examine images for words such as breeze, hail, lightning, clouds, gust, rain, and tornado; discuss visual characteristics with a partner; generate descriptive vocabulary; and then apply the vocabulary in their writing. These tasks help students use academic vocabulary purposefully while connecting visual details to word meanings and written expression.
5.B.1 Recursive Inquiry Process
5.B.1a
Materials include opportunities for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources, and synthesizing the information. (S)
Materials include opportunities for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources, and synthesizing the information. (S)
1 out of 1 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include opportunities for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources, and synthesizing the information. (S)
1 out of 1 points
In the Teacher Guide, unit 8, lesson 7, students revisit their notes, generate additional research questions, determine what information they still need to support their claims, and adjust their claims based on newly gathered evidence. Students refine their research questions, continue gathering and organizing relevant information, and synthesize evidence from their research into argumentative writing. Through these tasks, students use evidence from research to support claims, explain ideas, and communicate new learning about future fuels.
5.B.1b
Materials include guidance and opportunities for students to differentiate between primary and secondary sources. (S)
Materials include guidance and opportunities for students to differentiate between primary and secondary sources. (S)
2 out of 2 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include guidance and opportunities for students to differentiate between primary and secondary sources. (S)
2 out of 2 points
Students also apply their understanding of source types during research tasks connected to the unit topic. In the Teacher Guide, unit 8, lesson 8, “Collecting Primary Source Information,” students gather firsthand information through interviews and determine which research questions are appropriate for primary sources. For example, students identify interviews as primary sources, explain the difference between primary and secondary sources, provide an example of each, and classify source examples during the “Exit Ticket” and “Check for Understanding” activities. These tasks help students make informed decisions about source use as they collect evidence for their research and writing.
5.B.1c
Materials include a progression of focused research tasks to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Materials include a progression of focused research tasks to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Not applicable.
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include a progression of focused research tasks to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Not applicable.
Rubric Section 6
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
100% (29 out of 29 points)
Evaluation for 6.1a
The materials explain how core instructional texts are evaluated for grade-level appropriateness using multiple measures of text complexity. In the K–5 Text Complexity and Vocabulary Guide, the materials describe how instructional texts are reviewed using quantitative, qualitative, and reader and task measures. The guide establishes that quantitative ratings are based on grade-level Lexile ranges, while qualitative ratings consider text structure, language features, knowledge demands, and purpose. The guide also includes reader and task ratings that account for the cognitive demands placed on students as they engage with the text. This process supports grade-level text selection by considering more than a single readability measure.
In the K–5 Text Complexity and Vocabulary Guide, the grade 4 unit-specific text complexity tables identify the quantitative, qualitative, and reader and task ratings for core instructional texts used throughout the curriculum. For example, the tables show how each grade 4 core text is evaluated across multiple dimensions of complexity so that educators can understand how the texts align with grade-level expectations. These tools help educators see why texts are appropriate for grade 4 instruction and how the texts support reading comprehension, vocabulary development, and knowledge building across the year.
Evaluation for 6.1b
The core Student Readers reflect the qualities of a professionally developed instructional text through its organization, content accuracy, vocabulary, and visual supports. In grade 4, students engage with the “Geology: The Changing Earth” reader, which presents scientific content through logically organized chapters and precise, grade-appropriate academic vocabulary. For example, the reader includes high-quality photographs, diagrams, maps, captions, and a glossary that supports students as they develop content knowledge and comprehend complex informational text. These features help students build an understanding of geology while reading a coherent, well-crafted informational text.
The materials also include professionally published or vetted texts that support grade-level instruction across the unit. In the grade 4, unit 8, Reader Information document, the materials identify authentic, professionally published trade books with ISBNs and vetted ReadWorks passages used throughout instruction. For example, the inclusion of publication information and vetted supplemental passages shows that students engage with literary and informational texts selected for instructional quality, accuracy, and classroom use. These resources support grade-level reading by providing students with texts that reflect the characteristics of well-crafted, publishable materials.
Evaluation for 6.1c
Students read a range of literary and informational texts across the year that represent different genres, traditions, and time periods. In the Grade 4 Curriculum Map, the materials identify a progression of literary and informational texts, including personal narratives, contemporary fiction, historical texts, classical literature, poetry, and informational texts. For example, students read classical literature such as Treasure Island; diverse poems representing multiple cultures and historical periods; and informational texts focused on science, history, engineering, and energy. This range gives students regular opportunities to engage with varied texts across the grade 4 curriculum.
In the K–5 Cross-Curricular Connections document, the materials show how literary and informational texts connect English language arts instruction with the science and social studies TEKS across the curriculum. For example, grade 4 students engage with texts that build knowledge about historical topics, scientific concepts, engineering ideas, and literary study while reading across multiple genres. These connections enable students to read traditional, contemporary, classical, and diverse texts while developing knowledge across academic content areas.
Evaluation for 6.1d
Students encounter texts that reflect varied identities, experiences, cultures, and perspectives through personal narratives, contemporary fiction, and poetry. In the grade 4 anthology, “Personal Narratives, Contemporary Fiction, and Poetry,” students read memoirs, contemporary fiction, and poems that explore family, identity, culture, and personal experiences. For example, selections such as “Extraordinary, Ordinary People: A Memoir of Family,” “Small Steps: The Year I Got Polio,” and excerpts from “Letters from Heaven” allow students to engage with authentic perspectives and experiences through a variety of voices. These selections give students opportunities to connect literature to the human experience while building comprehension through discussion and written responses.
Students also read and respond to poems from diverse authors, traditions, and time periods. In grade 4, unit 6, “Poetry: Wondrous Words,” the introduction explains that students read poems representing multiple time periods and authors from European, Asian, Black, Native American, and Hispanic backgrounds. Students read, discuss, and analyze diverse poetic voices while exploring multiple perspectives and making personal connections through reading and writing. These tasks help students engage with relevant and meaningful texts that reflect varied backgrounds and experiences while encouraging them to connect their own lives to the experiences of others.
Evaluation for 6.2a
Students engage with grade-level texts through educator-guided discussion, partner talk, and text-dependent questions that require them to explain and support their thinking. In the Teacher Guide, unit 8, lesson 3, “Visualizing Spindletop,” students listen to the “Spindletop Gusher” read-aloud and use visualization to make sense of the events described in the text. Educators prompt students to visualize key moments, discuss their thinking with a partner, and support their sketches with textual evidence. In lesson 4, “Close Reading,” students continue analyzing the text by responding to comprehension questions and orally defending their responses using evidence from the selection. These routines support students as they analyze grade-level text, discuss interpretations, and justify their thinking orally.
Students also communicate their thinking through written responses connected to grade-level poetry. In the Teacher Guide, unit 6, “Poetry,” lesson 5, “Harlem,” educators guide students to analyze how historical context shapes the poem’s meaning. Students discuss open-ended questions, support their interpretations with evidence from the poem, and record their responses in poet’s journal 5.4 before sharing and reviewing their thinking during the “Check for Understanding” activity. These tasks help students organize their ideas, connect textual evidence to interpretation, and strengthen comprehension through both oral discussion and written justification.
Evaluation for 6.2b
In the Teacher Guide, unit 7, lesson 3, “Close Reading,” and lesson 4, “Inferential Question,” educators guide students to analyze the author’s word choices in an informational text. For example, students discuss terms such as rejected and harshly criticized, interpret the idiom “on the right track,” and explain how comparing an earthquake’s focus to a heart helps develop meaning. These discussions support students as they examine how precise language and figurative comparisons deepen understanding of scientific information.
Students also discuss additional aspects of the author’s craft, including purpose, imagery, rhyme scheme, and the relationship between historical and literary texts. In the Teacher Guide, unit 4, lesson 5, “The Truth About Paul Revere,” students analyze how Henry Wadsworth Longfellow’s language choices shape mood, build suspense, and distinguish the poem from the historical account. For example, educators facilitate discussion as students examine figurative language, vocabulary, imagery, and rhyme scheme while using evidence from the text to explain how the author’s choices contribute to meaning. These routines strengthen students’ ability to discuss how language, structure, and the author’s purpose support comprehension of grade-level texts.
Evaluation for 6.2c
Students apply their reading skills before and while reading grade-level texts by making predictions, using genre characteristics, and monitoring their understanding. In the Teacher Guide, unit 1, “Personal Narratives: My Story, My Voice,” lesson 3, educators prompt students to use the title and characteristics of personal narratives to make predictions about the “Small Steps: The Year I Got Polio” reading. Students use what they know about personal narratives to anticipate what the text may be about before reading. As they continue working with the text, educators guide students to identify and sequence events on a timeline, helping them track how the narrative develops and monitor their understanding of the author’s experiences.
In unit 1, lesson 3, students respond to inferential and evaluative questions that require them to analyze the narrator’s reactions and the author’s descriptive language using textual evidence. In the Teacher Guide, unit 8, lesson 6, educators guide students to make inferences and draw conclusions about the skills workers need to extract oil. Students use those conclusions to predict what may happen next and analyze different uses for oil as they continue reading. These lessons require students to predict, infer, analyze, evaluate, and synthesize information while using evidence to support and revise their thinking.
Evaluation for 6.3a
Students access grade-level texts through educator guidance and scaffolds that support comprehension, language, and evidence-based discussion without changing the complexity of the text. In the Teacher Guide, unit 3, “Letters from Heaven,” lesson 4, educators use guided questions, visual supports, graphic organizers, and sentence frames to support students as they read the original grade-level excerpt. Students identify speakers, analyze dialogue, infer character traits, and compare characters using the sentence frame “Lisa and Mami are both __________, but only Lisa __________.” These supports help students participate in grade-level literary analysis while continuing to work with the original text.
The materials also include embedded supports for vocabulary, background knowledge, organization, and discussion during informational text work. In the Teacher Guide, unit 8, lesson 1, “Banana Bread and the Story of Oil,” educators preview key vocabulary, display the text, model how to use a KWL chart, and pause for comprehension questions during reading. EB students receive visual vocabulary support, additional processing time, and sentence stems that help them participate in discussions and respond to the text. These scaffolds reduce linguistic and comprehension barriers while preserving expectations for inference, analysis, discussion, and evidence-based responses.
Evaluation for 6.3b
Students who demonstrate proficiency extend their analysis of grade-level texts through enrichment tasks that require comparison, interpretation, and evidence-based written responses. In the Teacher Guide, unit 5, “Treasure Island: X Marks the Spot,” in the Teacher Resources “Enrichment” section, educators direct students who have mastered the unit concepts to read selections from the original, unabridged Treasure Island. Students compare the original text with the adapted version, respond to analytical writing prompts, rewrite scenes from another character’s perspective, and support their interpretations with textual evidence. These opportunities help students move beyond the core lesson while maintaining rigorous engagement with grade-level literary texts.
The materials also provide enrichment opportunities that ask proficient students to synthesize ideas, analyze craft, and create original responses connected to additional texts. In the Teacher Guide, unit 6, “Pausing Point: Enrichment” section, educators provide additional grade-level poems and accompanying poet’s journals. Students interpret figurative language, analyze poetic meaning, compare ideas across poems, and apply literary techniques in original writing and performance activities. These tasks extend learning by requiring deeper analysis, synthesis, interpretation, and creative application of grade-level text work.
Evaluation for 6.4a
Teachers are provided with text complexity information that supports planning for grade-level reading instruction. In the K–5 Text Complexity and Vocabulary Guide for grade 4, the materials include quantitative and qualitative analyses of the core texts. Educators use Lexile levels and qualitative ratings related to text structure, language demands, levels of meaning, and knowledge demands to understand the complexity of texts before starting instruction. These tools help educators anticipate the supports students may need while maintaining grade-level expectations.
In the K–5 Text Complexity and Vocabulary Guide for grade 4, the materials describe how each unit’s core texts support knowledge building and literacy development appropriate for the grade level. The guide explains how selected texts build students’ reading comprehension, vocabulary, background knowledge, and analytical skills across the year. This rationale supports educators in selecting and sequencing appropriately complex texts while understanding why those texts are used within the curriculum.
Evaluation for 6.4b
The text complexity information aligns with the reading, discussion, and writing tasks students completed in the unit. In the grade-level planning documents and K–5 Text Complexity and Vocabulary Guide, the grade 4, unit 1 text complexity ratings include QT: 800L (quantitative measure), QL: 2 (qualitative measure), and RT: 2 (reader and task measure). These ratings help educators anticipate straightforward cohesion along with some complexity in structure, purpose, and specialized phrasing. Students then study personal narratives and apply genre elements in their own writing, showing alignment between the texts’ quantitative and qualitative demands and the work that students complete.
The materials also match complex texts with tasks that require students to analyze language, structure, content, and meaning. In the Teacher Guide, unit 3, “Introduction,” students work with Lydia Gil’s Letters from Heaven/Cartas del Cielo and related tasks that include bilingual vocabulary, authentic recipes, varied sentence structures, themes, and contrasting points of view. Students read, discuss, analyze, and respond to the text before composing original writing. These tasks are proportionate to the text’s linguistic, structural, and conceptual demands and support grade-level comprehension, analysis, and evidence-based response skills.
Evaluation for 6.5a
Educators monitor students’ understanding of independently read texts through conferences, prompts, and written application tasks. In the grade-level planning documents, K–5 Independent Reading Guide, educators conduct one-on-one conferences using differentiated prompts and assign genre-specific application activities. For example, students summarize plot events, explain character responses, generate questions about informational topics, and identify metaphors or similes in poetry. These routines give educators concrete evidence of comprehension and help determine the support students need for successful independent reading.
The materials also include lesson-level independent reading tasks that require students to show understanding through written responses. In the Teacher Guide, unit 4, lesson 7, students read independently and complete activity page 7.1. Educators use students’ written responses as a formative assessment and verify that students have answered the comprehension questions correctly. This routine establishes a structured cycle in which students independently read, respond to text, and provide evidence educators can use to monitor comprehension.
Evaluation for 6.5b
Students practice independent reading with texts that vary in genre, structure, vocabulary, and knowledge demands. In the unit 5, “Treasure Island: X Marks the Spot,” Student Reader, “Selections for Enrichment” section, students extend their work with the adapted version of Treasure Island by reading “The Voyage,” an excerpt from Robert Louis Stevenson’s more complex original text, and “Blackbeard,” an informational selection about the history behind the novel. Students independently read across literary and informational texts that require them to engage with different language demands, background knowledge, and textual structures.
The Grades 4–5 Fluency Packet includes selections ranging from the 88-word poem “The Arrow and the Song” to longer literary and informational passages tied to history, science, and other topics. Students independently read and reread the passages to practice fluency, prosody, and comprehension. Together, the enrichment selections and fluency passages give grade 4 students independent practice with varied genres, lengths, structures, vocabulary demands, and levels of complexity.
Evaluation for 6.5c
Students follow a structured routine for selecting appropriate independent reading texts and building sustained reading habits. In the K–5 Independent Reading Guide, step 1, “Create a Designated Time, Place, and Routine for Independent Reading,” educators establish designated independent reading periods and model text-selection strategies. For example, students consider their own interests, genre preferences, and reading abilities and use the five-finger rule to determine whether a high-quality text is too easy, too difficult, or appropriately challenging. These routines help students make purposeful text choices during independent reading.
The materials also include goal setting, conferencing, logs, and reflection tools that help students monitor their reading progress independently. In steps 4 and 6 of the K–5 Independent Reading Guide, educators conduct conferences to help students establish achievable SMART reading goals and review their progress. Students maintain reading logs, document completed reading, reflect on their growth, and revise their goals based on feedback. Together, the text-selection routine, sustained reading schedule, individualized goals, conferences, and reflections provide grade 4 students with a complete plan for building reading stamina and maintaining accountability.
6.1 High-Quality Grade-Level Texts
6.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
Evaluation for 6.1a
Evaluation for 6.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
In the K–5 Text Complexity and Vocabulary Guide, the grade 4 unit-specific text complexity tables identify the quantitative, qualitative, and reader and task ratings for core instructional texts used throughout the curriculum. For example, the tables show how each grade 4 core text is evaluated across multiple dimensions of complexity so that educators can understand how the texts align with grade-level expectations. These tools help educators see why texts are appropriate for grade 4 instruction and how the texts support reading comprehension, vocabulary development, and knowledge building across the year.
6.1b
Texts are well-crafted and are of publishable quality.
Texts are well-crafted and are of publishable quality.
1 out of 1 points
Evaluation for 6.1b
Evaluation for 6.1b
Texts are well-crafted and are of publishable quality.
1 out of 1 points
The materials also include professionally published or vetted texts that support grade-level instruction across the unit. In the grade 4, unit 8, Reader Information document, the materials identify authentic, professionally published trade books with ISBNs and vetted ReadWorks passages used throughout instruction. For example, the inclusion of publication information and vetted supplemental passages shows that students engage with literary and informational texts selected for instructional quality, accuracy, and classroom use. These resources support grade-level reading by providing students with texts that reflect the characteristics of well-crafted, publishable materials.
6.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
In the K–5 Cross-Curricular Connections document, the materials show how literary and informational texts connect English language arts instruction with the science and social studies TEKS across the curriculum. For example, grade 4 students engage with texts that build knowledge about historical topics, scientific concepts, engineering ideas, and literary study while reading across multiple genres. These connections enable students to read traditional, contemporary, classical, and diverse texts while developing knowledge across academic content areas.
6.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Evaluation for 6.1d
Evaluation for 6.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Students also read and respond to poems from diverse authors, traditions, and time periods. In grade 4, unit 6, “Poetry: Wondrous Words,” the introduction explains that students read poems representing multiple time periods and authors from European, Asian, Black, Native American, and Hispanic backgrounds. Students read, discuss, and analyze diverse poetic voices while exploring multiple perspectives and making personal connections through reading and writing. These tasks help students engage with relevant and meaningful texts that reflect varied backgrounds and experiences while encouraging them to connect their own lives to the experiences of others.
6.2 Interaction with Grade-Level Text
6.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Students also communicate their thinking through written responses connected to grade-level poetry. In the Teacher Guide, unit 6, “Poetry,” lesson 5, “Harlem,” educators guide students to analyze how historical context shapes the poem’s meaning. Students discuss open-ended questions, support their interpretations with evidence from the poem, and record their responses in poet’s journal 5.4 before sharing and reviewing their thinking during the “Check for Understanding” activity. These tasks help students organize their ideas, connect textual evidence to interpretation, and strengthen comprehension through both oral discussion and written justification.
6.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Students also discuss additional aspects of the author’s craft, including purpose, imagery, rhyme scheme, and the relationship between historical and literary texts. In the Teacher Guide, unit 4, lesson 5, “The Truth About Paul Revere,” students analyze how Henry Wadsworth Longfellow’s language choices shape mood, build suspense, and distinguish the poem from the historical account. For example, educators facilitate discussion as students examine figurative language, vocabulary, imagery, and rhyme scheme while using evidence from the text to explain how the author’s choices contribute to meaning. These routines strengthen students’ ability to discuss how language, structure, and the author’s purpose support comprehension of grade-level texts.
6.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Evaluation for 6.2c
Evaluation for 6.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
In unit 1, lesson 3, students respond to inferential and evaluative questions that require them to analyze the narrator’s reactions and the author’s descriptive language using textual evidence. In the Teacher Guide, unit 8, lesson 6, educators guide students to make inferences and draw conclusions about the skills workers need to extract oil. Students use those conclusions to predict what may happen next and analyze different uses for oil as they continue reading. These lessons require students to predict, infer, analyze, evaluate, and synthesize information while using evidence to support and revise their thinking.
6.3 Supporting Access to Grade-Level Text
6.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
Evaluation for 6.3a
Evaluation for 6.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
The materials also include embedded supports for vocabulary, background knowledge, organization, and discussion during informational text work. In the Teacher Guide, unit 8, lesson 1, “Banana Bread and the Story of Oil,” educators preview key vocabulary, display the text, model how to use a KWL chart, and pause for comprehension questions during reading. EB students receive visual vocabulary support, additional processing time, and sentence stems that help them participate in discussions and respond to the text. These scaffolds reduce linguistic and comprehension barriers while preserving expectations for inference, analysis, discussion, and evidence-based responses.
6.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
Evaluation for 6.3b
Evaluation for 6.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
The materials also provide enrichment opportunities that ask proficient students to synthesize ideas, analyze craft, and create original responses connected to additional texts. In the Teacher Guide, unit 6, “Pausing Point: Enrichment” section, educators provide additional grade-level poems and accompanying poet’s journals. Students interpret figurative language, analyze poetic meaning, compare ideas across poems, and apply literary techniques in original writing and performance activities. These tasks extend learning by requiring deeper analysis, synthesis, interpretation, and creative application of grade-level text work.
6.4 Analysis of Text Complexity
6.4a
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
Evaluation for 6.4a
Evaluation for 6.4a
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
In the K–5 Text Complexity and Vocabulary Guide for grade 4, the materials describe how each unit’s core texts support knowledge building and literacy development appropriate for the grade level. The guide explains how selected texts build students’ reading comprehension, vocabulary, background knowledge, and analytical skills across the year. This rationale supports educators in selecting and sequencing appropriately complex texts while understanding why those texts are used within the curriculum.
6.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Evaluation for 6.4b
Evaluation for 6.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
The materials also match complex texts with tasks that require students to analyze language, structure, content, and meaning. In the Teacher Guide, unit 3, “Introduction,” students work with Lydia Gil’s Letters from Heaven/Cartas del Cielo and related tasks that include bilingual vocabulary, authentic recipes, varied sentence structures, themes, and contrasting points of view. Students read, discuss, analyze, and respond to the text before composing original writing. These tasks are proportionate to the text’s linguistic, structural, and conceptual demands and support grade-level comprehension, analysis, and evidence-based response skills.
6.5 Self-Sustained Independent Reading
6.5a
Materials include explicit (direct) teacher guidance on how to monitor students' comprehension through structured activities during independent reading. (T)
Materials include explicit (direct) teacher guidance on how to monitor students' comprehension through structured activities during independent reading. (T)
1 out of 1 points
Evaluation for 6.5a
Evaluation for 6.5a
Materials include explicit (direct) teacher guidance on how to monitor students' comprehension through structured activities during independent reading. (T)
1 out of 1 points
The materials also include lesson-level independent reading tasks that require students to show understanding through written responses. In the Teacher Guide, unit 4, lesson 7, students read independently and complete activity page 7.1. Educators use students’ written responses as a formative assessment and verify that students have answered the comprehension questions correctly. This routine establishes a structured cycle in which students independently read, respond to text, and provide evidence educators can use to monitor comprehension.
6.5b
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
Evaluation for 6.5b
Evaluation for 6.5b
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
The Grades 4–5 Fluency Packet includes selections ranging from the 88-word poem “The Arrow and the Song” to longer literary and informational passages tied to history, science, and other topics. Students independently read and reread the passages to practice fluency, prosody, and comprehension. Together, the enrichment selections and fluency passages give grade 4 students independent practice with varied genres, lengths, structures, vocabulary demands, and levels of complexity.
6.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
Evaluation for 6.5c
Evaluation for 6.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
The materials also include goal setting, conferencing, logs, and reflection tools that help students monitor their reading progress independently. In steps 4 and 6 of the K–5 Independent Reading Guide, educators conduct conferences to help students establish achievable SMART reading goals and review their progress. Students maintain reading logs, document completed reading, reflect on their growth, and revise their goals based on feedback. Together, the text-selection routine, sustained reading schedule, individualized goals, conferences, and reflections provide grade 4 students with a complete plan for building reading stamina and maintaining accountability.
Rubric Section 7
Evidence-Based Tasks and Responses
Materials require students to engage in reading, writing, and speaking grounded in evidence using literary and informational text.
Total
100% (55 out of 55 points)
Evaluation for 7.A.1a
Students demonstrate understanding by connecting their interpretations to specific details from grade-level texts. In the Teacher Guide, unit 1, lesson 4, “Partner Read,” educators guide partners in rereading “The Diagnosis” and completing the “Narrator’s Feelings” table. Students identify the narrator’s physical and emotional feelings, then quote or paraphrase details from the text (such as connecting the narrator’s impatience to repeatedly looking at the clock) to justify each interpretation.
Students also support their claims by using evidence from informational text. In the Teacher Guide, unit 8, “Energy: Past, Present, and Future,” lesson 3, educators prompt students to sketch mental images from the text, label their visualizations with supporting evidence, and develop and defend a claim explaining why the oil gusher occurred. Students must show comprehension, justify their interpretations, and support their claims with textual evidence through discussion, visual representation, and written responses.
Evaluation for 7.A.1b
Students evaluate how the author’s language and details develop characterization in grade-level texts. In the Teacher Guide, unit 1, lesson 4, educators guide partners to reread “The Diagnosis” and return to specific words and actions in the text. Students complete the “Narrator’s Feelings” table by quoting or paraphrasing evidence and explaining how the author’s descriptive language reveals the narrator’s physical and emotional feelings.
Students also evaluate how key ideas, details, and textual structure support meaning. In unit 1, lesson 2, “Cause and Effect in the Text,” educators guide partners to reread “Extraordinary, Ordinary People: A Memoir of Family” and complete the “Reading for Cause and Effect” table. Students identify textual details, evaluate relationships among key ideas and events, and determine how chronology and cause-and-effect structures organize the narrative. These tasks require students to use textual evidence while evaluating language, details, the author’s craft, and structure.
Evaluation for 7.A.1c
Students defend their interpretations during collaborative discussion by drawing on evidence from grade-level texts. In the Teacher Guide, unit 1, lesson 10, “Interviews,” educators prompt students to respond from Peg Kehret’s perspective. Students discuss key ideas, select evidence from the personal narrative, and use that evidence to justify their interview responses. This task requires students to connect discussion, interpretation, and textual evidence.
Students also paraphrase, compare source information, and integrate evidence into written explanations. In the Teacher Guide, unit 4, “Road to Independence: The American Revolution,” lesson 3, educators guide students to explain the relationship among the French and Indian War, the Stamp Act, and colonial protests. Students use their own words, another source, and a direct quotation as they compare information, paraphrase ideas, and integrate evidence into a cause-and-effect paragraph. These tasks require students to support their claims and justify thinking with textual evidence.
Evaluation for 7.A.1d
Students analyze informational text through differentiated tasks that increase the reasoning and evidence expected. In the Teacher Guide, unit 8, “Energy: Past, Present, and Future,” lesson 3, “Writing and Defending a Claim,” educators provide sentence frames for Beginning students, direct Intermediate students to identify supporting words and phrases, and prompt Advanced students to locate language revealing the author’s point. Students develop and defend their claims explaining why the oil gusher occurred, with extension opportunities requiring multiple pieces of evidence or an argumentative paragraph.
Students also move from possessing a literal understanding to applying and evaluating scientific ideas. In the Teacher Guide, unit 7, lesson 2, “Earth’s Layers and Plate Tectonics,” educators sequence literal, inferential, and evaluative questions. For example, students identify characteristics of the Earth’s layers, apply their understanding of seismic waves to a new scenario, and evaluate why scientific evidence was necessary to develop the theory of plate tectonics. Across both lessons, students move from identifying information with targeted support to applying concepts, evaluating evidence, and defending their conclusions.
Evaluation for 7.A.2a
Educators model how to select textual evidence and connect it to a claim or supported response. In the Teacher Guide, unit 8, lesson 3, “Writing and Defending a Claim,” educators explain that an author states a claim and supports it with facts. For example, the educator models a claim using a familiar ice cream example and provides sentence frames such as “I claim . . .,” “In fact . . .,” and “For instance, the text says . . .” before students use details from the unit text to explain why the oil gusher occurred and defend their claims with relevant evidence.
Educators also model how readers use evidence to explain character perspective. In the Teacher Guide, unit 3, “Contemporary Fiction,” lesson 8 think-aloud, educators verbalize how to determine a character’s perspective by examining the character’s words, actions, and experiences. For example, students observe how specific events from the text support a conclusion about the character’s point of view. Together, these lessons make the reasoning process visible by showing students how to choose relevant details, connect evidence to reasoning, and communicate supported conclusions in text-based responses.
Evaluation for 7.A.2b
Educators facilitate structured discussions that require students to use evidence, academic vocabulary, and complete sentence frames. In the Teacher Guide, unit 9, “Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler,” lesson 2, “Discuss and Reflect,” educators direct students to use evidence or quotations when answering literal, inferential, and evaluative questions about point of view and exposition. For example, students use sentence frames such as “I agree with __________, and I will add __________” and “When you said __________, I thought of __________” to respond to and build on their peers’ ideas using academic language.
Educators also support evidence-based partner discussion during literary analysis. In the Teacher Guide, unit 3, “Contemporary Fiction,” lesson 1, “Partner Discussion,” students use evidence to explain characterization. For example, educators provide question frames such as “What details in the text made you think that Celeste was __________?” and “Why did you draw the grandmother doing __________?” These routines guide students to cite relevant text details, use content-specific vocabulary, and apply academic sentence structures when explaining, supporting, and extending their ideas during collaborative discussions.
Evaluation for 7.B.1a
Students analyze published texts as models before applying similar structures and craft moves in their own writing. In the Teacher Guide, unit 9, “Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler,” lesson 2, “Exposition and Point of View,” educators help students examine how the novel develops the exposition, characters, plot, and point of view. For example, students identify how the author introduces characters and establishes the situation before using those same narrative techniques to support their own fictional narrative writing.
Students also study poetry as a model for original composition. In unit 6, “Poetry: Wondrous Words,” educators help students analyze a diverse collection of poems and use the poet’s journal to connect their study of poetic vocabulary, form, and craft to their own poetry writing. Together, the novel and poetry selections give students models from multiple literary genres and support students in recognizing and applying narrative as well as poetic characteristics in their own compositions.
Evaluation for 7.B.1b
Students compose literary texts for expressive and storytelling purposes. In the Teacher Guide, unit 6, lesson 9, “Drafting Anaphora Poems,” students draft original poems using purposeful repetition to develop emphasis and meaning. For example, students add personal details and may incorporate alliteration as an additional craft technique before sharing their poems with their classmates.
Students also plan fictional narratives for readers interested in literary stories. In the Teacher Guide, unit 9, lesson 4, “Narrative Writing Project: Outlining,” students plan a narrative about a character who overcomes a challenge. Students organize the character, conflict, and plot while selecting details that will engage readers. Across these poetry and narrative tasks, students write for different purposes and audiences while applying genre-specific craft such as anaphora, alliteration, characterization, conflict, and plot development.
Evaluation for 7.B.1c
The Grade 4 Curriculum Map shows informational writing across units 2, 4, 7, and 8 where students explain historical causes and effects, inform readers through a pamphlet and wiki entry, and synthesize evidence from primary and secondary sources. These tasks require students to adjust their writing to the assigned purpose and audience while using informational structures and evidence.
Students also compose a focused informational text through a research-based wiki entry. In unit 7, “Geology: This Rock You’re Standing On,” lesson 7, educators guide students in analyzing a mentor wiki entry and rubric before students research a volcano, paraphrase source information, and organize a focused entry. Students use an introduction, logically sequenced sections, headings, lists, a conclusion, and references for an informational audience. These experiences include explicit instruction, analysis of a mentor text, graphic organizers, and rubrics that support coherent informational writing.
Evaluation for 7.B.1d
In unit 2, “Eureka! The Art of Invention,” students write invention pitches and explanations for their classmates. Educators introduce the pitch as a way to persuade an audience while students explain the importance of their inventions, develop supporting arguments, and tailor their presentations to convince their peers.
Students later develop evidence-based arguments connected to energy. In unit 8, “Energy,” educators guide students in analyzing an argumentative model, identifying its claim and structure, and drafting an introduction before students adapt their essays into “fuel of the future” proposals for listeners. These experiences require students to persuade, explain the importance of an idea, and advocate for a position while applying clear claims, logical organization, relevant evidence, precise language, and conclusions that reinforce the argument.
Evaluation for 7.B.1e
Students compose correspondence for specific recipients and purposes. In unit 2, “Eureka! The Art of Invention,” lesson 1, students write a letter to “Jacques” about their use of a group-work rule. Educators provide a letter template that supports format and organization while students address a specific recipient and explain how their actions demonstrate the selected rule.
Students also write correspondence from a role-based perspective. In unit 7, “Geology: This Rock You’re Standing On,” educators explain how purpose and audience influence correspondence before students write from a scientist’s perspective. Students share expedition plans, request information from an addressee, and maintain an enthusiastic yet professional tone. These tasks provide opportunities for repeated practice composing a letter with a clear purpose, a specific recipient, appropriate organization, and an audience-conscious tone and language.
Evaluation for 7.B.2a
Students carry writing projects through the complete writing process across multiple lessons. In unit 8, “Energy,” students develop an argumentative research project. Educators model brainstorming, research, essay structure, and drafting before students organize evidence; compose an essay; confer with peers and educators; revise their claims and supporting details; edit grammar, punctuation, spelling, and sentence structure with checklists; and publish their arguments through multimedia presentations and a museum walk.
Students also apply the writing process during narrative writing. In unit 9, “Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler,” educators scaffold a narrative project with brainstorming and outlining tools before students draft, confer with partners, revise content and craft using feedback and a rubric, edit conventions, prepare final copies, and share their writing with peers. Across the argumentative and narrative projects, students move from developing their ideas to organizing, revising, editing, and polishing their writing for publication.
Evaluation for 7.B.2b
Educators make each stage of the writing process visible through modeling, guidance, and feedback. In unit 9, “Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler,” the narrative project involves direct educator guidance across multiple lessons. Educators model brainstorming and outlining, demonstrate how to draft an exposition, use think-alouds to revise descriptive language and dialogue, model peer feedback and editing for conventions, confer with students during revision, and guide students in preparing and sharing polished narratives.
Educators also explicitly model the process for argumentative writing. In unit 8, “Energy,” educators model planning research, drafting each component of an argumentative essay, distinguishing revision from editing, using feedback and checklists, and transferring the completed argument into presentation slides with a bibliography. Across both projects, think-alouds, mentor examples, organizers, checklists, conferences, and guided feedback help students apply planning, drafting, revising, editing, and publishing to their own compositions.
Evaluation for 7.B.3a
Educators make sentence construction visible as students write informational and argumentative texts. In unit 7, “Geology: This Rock You’re Standing On,” lessons 3 and 5, educators model how to transform notes into complete sentences with a subject and predicate. For example, educators demonstrate different ways to phrase the same information and guide students in selecting precise language and revising sentences to communicate scientific explanations clearly.
Educators also model sentence-level craft during argumentative writing. In unit 8, “Energy,” lesson 5, educators use a think-aloud, model sentences, and differentiated sentence frames to show how claims are constructed. Students see how irregular past-tense verbs, adverbs of frequency and degree, and prepositional phrases add specificity and interest. These lessons provide explicit modeling and guided application of sentence structure, syntactic choice, and precise vocabulary within authentic writing tasks.
Evaluation for 7.B.3b
Educators provide instruction that helps students move from sentence-level work toward complete compositions. In unit 1, “Personal Narratives: My Story, My Voice,” students learn how topic, supporting, and concluding sentences function within a paragraph and a larger personal narrative. Educators model transitions between ideas and precise verbs before students apply these skills to paragraphs and then expand, revise, edit, and publish a multiparagraph narrative.
Educators also guide students from claim sentences into full argumentative essays. In unit 8, “Energy,” educators use sentence frames and think-alouds to model a clear claim sentence and introduction before guiding students through evidence-based body paragraphs, counterclaims, conclusions, revision, editing, and publication. Together, these sequences start with constructing and refining sentences. Students then apply those skills to coherent narrative and argumentative compositions.
Evaluation for 7.B.3c
Students engage in systematic sentence-level practice before applying these skills in their own writing. The Grade 4 Writing Supplement: Editing helps students move from modeled sentence analysis to guided practice and independent application. Students analyze and correct increasingly complex examples involving subject–verb agreement, fragments, run-ons, comma splices, and compound sentences before revising and editing these features in their own compositions.
Students also apply sentence-level writing, revising, and editing during informational writing. In unit 7, “Geology: This Rock You’re Standing On,” students move from constructing complete explanatory sentences to paraphrasing and connecting information from multiple sources in a multisection wiki entry. Students revise with a rubric and feedback and edit with a sentence-level checklist. These routines provide models, feedback, and opportunities for practice and authentic application as students write, revise, and edit for completeness, complexity, clarity, syntax, punctuation, and grammatical accuracy.
Evaluation for 7.B.4a
Students practice grade-level conventions outside their compositions before applying them in connected writing. The Grade 4 Writing Supplement: Editing provides targeted lessons selected by educators based on student needs. For example, students participate in warm-ups, educator modeling, guided practice, and independent tasks as they construct and edit isolated sentences for subject–verb agreement, verb tense, parts of speech, conjunctions, capitalization, and punctuation.
Students also apply conventions in authentic argumentative writing. In unit 8, “Energy,” lessons 10–15, educators guide students in composing counterclaim and evidence-based sentences; revising body paragraphs for transitions, adverbs, prepositional phrases, clarity, and fluency; and editing argumentative essays for irregular verb tense, grammar, capitalization, spelling, and punctuation. Together, the editing lessons and argumentative writing sequence provide practice both in and out of context.
Evaluation for 7.B.4b
Students engage in systematic practice with grammar, punctuation, and usage before applying conventions in their own compositions. The Grade 4 Writing Supplement: Editing helps students move through modeling, guided practice, and independent editing. For example, students analyze sentence models and correct complete sentences, verb forms, parts of speech, capitalization, punctuation, and usage errors.
Students then apply conventions during narrative writing. In unit 3, “Letters from Heaven,” educators model how narration changes to dialogue before students practice adjusting pronouns and verb forms and adding capitalization, commas, and quotation marks. Students apply these conventions while revising dialogue and editing personal narratives with peer feedback and a checklist. These sequences help students move from isolated practice of conventions to authentic application during revision and editing.
7.A.1 Use of Text Evidence
7.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Evaluation for 7.A.1a
Evaluation for 7.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Students also support their claims by using evidence from informational text. In the Teacher Guide, unit 8, “Energy: Past, Present, and Future,” lesson 3, educators prompt students to sketch mental images from the text, label their visualizations with supporting evidence, and develop and defend a claim explaining why the oil gusher occurred. Students must show comprehension, justify their interpretations, and support their claims with textual evidence through discussion, visual representation, and written responses.
7.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Evaluation for 7.A.1b
Evaluation for 7.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Students also evaluate how key ideas, details, and textual structure support meaning. In unit 1, lesson 2, “Cause and Effect in the Text,” educators guide partners to reread “Extraordinary, Ordinary People: A Memoir of Family” and complete the “Reading for Cause and Effect” table. Students identify textual details, evaluate relationships among key ideas and events, and determine how chronology and cause-and-effect structures organize the narrative. These tasks require students to use textual evidence while evaluating language, details, the author’s craft, and structure.
7.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Evaluation for 7.A.1c
Evaluation for 7.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Students also paraphrase, compare source information, and integrate evidence into written explanations. In the Teacher Guide, unit 4, “Road to Independence: The American Revolution,” lesson 3, educators guide students to explain the relationship among the French and Indian War, the Stamp Act, and colonial protests. Students use their own words, another source, and a direct quotation as they compare information, paraphrase ideas, and integrate evidence into a cause-and-effect paragraph. These tasks require students to support their claims and justify thinking with textual evidence.
7.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Evaluation for 7.A.1d
Evaluation for 7.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Students also move from possessing a literal understanding to applying and evaluating scientific ideas. In the Teacher Guide, unit 7, lesson 2, “Earth’s Layers and Plate Tectonics,” educators sequence literal, inferential, and evaluative questions. For example, students identify characteristics of the Earth’s layers, apply their understanding of seismic waves to a new scenario, and evaluate why scientific evidence was necessary to develop the theory of plate tectonics. Across both lessons, students move from identifying information with targeted support to applying concepts, evaluating evidence, and defending their conclusions.
7.A.2 Teacher Guidance for the Use of Text Evidence
7.A.2a
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Evaluation for 7.A.2a
Evaluation for 7.A.2a
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Educators also model how readers use evidence to explain character perspective. In the Teacher Guide, unit 3, “Contemporary Fiction,” lesson 8 think-aloud, educators verbalize how to determine a character’s perspective by examining the character’s words, actions, and experiences. For example, students observe how specific events from the text support a conclusion about the character’s point of view. Together, these lessons make the reasoning process visible by showing students how to choose relevant details, connect evidence to reasoning, and communicate supported conclusions in text-based responses.
7.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Evaluation for 7.A.2b
Evaluation for 7.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Educators also support evidence-based partner discussion during literary analysis. In the Teacher Guide, unit 3, “Contemporary Fiction,” lesson 1, “Partner Discussion,” students use evidence to explain characterization. For example, educators provide question frames such as “What details in the text made you think that Celeste was __________?” and “Why did you draw the grandmother doing __________?” These routines guide students to cite relevant text details, use content-specific vocabulary, and apply academic sentence structures when explaining, supporting, and extending their ideas during collaborative discussions.
7.B.1 Genre Characteristics and Craft to Compose Multiple Texts
7.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Evaluation for 7.B.1a
Evaluation for 7.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Students also study poetry as a model for original composition. In unit 6, “Poetry: Wondrous Words,” educators help students analyze a diverse collection of poems and use the poet’s journal to connect their study of poetic vocabulary, form, and craft to their own poetry writing. Together, the novel and poetry selections give students models from multiple literary genres and support students in recognizing and applying narrative as well as poetic characteristics in their own compositions.
7.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 7.B.1b
Evaluation for 7.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also plan fictional narratives for readers interested in literary stories. In the Teacher Guide, unit 9, lesson 4, “Narrative Writing Project: Outlining,” students plan a narrative about a character who overcomes a challenge. Students organize the character, conflict, and plot while selecting details that will engage readers. Across these poetry and narrative tasks, students write for different purposes and audiences while applying genre-specific craft such as anaphora, alliteration, characterization, conflict, and plot development.
7.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 7.B.1c
Evaluation for 7.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also compose a focused informational text through a research-based wiki entry. In unit 7, “Geology: This Rock You’re Standing On,” lesson 7, educators guide students in analyzing a mentor wiki entry and rubric before students research a volcano, paraphrase source information, and organize a focused entry. Students use an introduction, logically sequenced sections, headings, lists, a conclusion, and references for an informational audience. These experiences include explicit instruction, analysis of a mentor text, graphic organizers, and rubrics that support coherent informational writing.
7.B.1d
Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 7.B.1d
Evaluation for 7.B.1d
Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students later develop evidence-based arguments connected to energy. In unit 8, “Energy,” educators guide students in analyzing an argumentative model, identifying its claim and structure, and drafting an introduction before students adapt their essays into “fuel of the future” proposals for listeners. These experiences require students to persuade, explain the importance of an idea, and advocate for a position while applying clear claims, logical organization, relevant evidence, precise language, and conclusions that reinforce the argument.
7.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
1 out of 1 points
Evaluation for 7.B.1e
Evaluation for 7.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
1 out of 1 points
Students also write correspondence from a role-based perspective. In unit 7, “Geology: This Rock You’re Standing On,” educators explain how purpose and audience influence correspondence before students write from a scientist’s perspective. Students share expedition plans, request information from an addressee, and maintain an enthusiastic yet professional tone. These tasks provide opportunities for repeated practice composing a letter with a clear purpose, a specific recipient, appropriate organization, and an audience-conscious tone and language.
7.B.2 Writing Process
7.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions authentic to English writing. (S)
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions authentic to English writing. (S)
5 out of 5 points
Evaluation for 7.B.2a
Evaluation for 7.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions authentic to English writing. (S)
5 out of 5 points
Students also apply the writing process during narrative writing. In unit 9, “Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler,” educators scaffold a narrative project with brainstorming and outlining tools before students draft, confer with partners, revise content and craft using feedback and a rubric, edit conventions, prepare final copies, and share their writing with peers. Across the argumentative and narrative projects, students move from developing their ideas to organizing, revising, editing, and polishing their writing for publication.
7.B.2b
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Evaluation for 7.B.2b
Evaluation for 7.B.2b
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Educators also explicitly model the process for argumentative writing. In unit 8, “Energy,” educators model planning research, drafting each component of an argumentative essay, distinguishing revision from editing, using feedback and checklists, and transferring the completed argument into presentation slides with a bibliography. Across both projects, think-alouds, mentor examples, organizers, checklists, conferences, and guided feedback help students apply planning, drafting, revising, editing, and publishing to their own compositions.
7.B.3 Explicit (Direct) and Systematic Writing Instruction
7.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
3 out of 3 points
Evaluation for 7.B.3a
Evaluation for 7.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
3 out of 3 points
Educators also model sentence-level craft during argumentative writing. In unit 8, “Energy,” lesson 5, educators use a think-aloud, model sentences, and differentiated sentence frames to show how claims are constructed. Students see how irregular past-tense verbs, adverbs of frequency and degree, and prepositional phrases add specificity and interest. These lessons provide explicit modeling and guided application of sentence structure, syntactic choice, and precise vocabulary within authentic writing tasks.
7.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence-level and building to compositions according to grade-level TEKS. (T)
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence-level and building to compositions according to grade-level TEKS. (T)
4 out of 4 points
Evaluation for 7.B.3b
Evaluation for 7.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence-level and building to compositions according to grade-level TEKS. (T)
4 out of 4 points
Educators also guide students from claim sentences into full argumentative essays. In unit 8, “Energy,” educators use sentence frames and think-alouds to model a clear claim sentence and introduction before guiding students through evidence-based body paragraphs, counterclaims, conclusions, revision, editing, and publication. Together, these sequences start with constructing and refining sentences. Students then apply those skills to coherent narrative and argumentative compositions.
7.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Evaluation for 7.B.3c
Evaluation for 7.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Students also apply sentence-level writing, revising, and editing during informational writing. In unit 7, “Geology: This Rock You’re Standing On,” students move from constructing complete explanatory sentences to paraphrasing and connecting information from multiple sources in a multisection wiki entry. Students revise with a rubric and feedback and edit with a sentence-level checklist. These routines provide models, feedback, and opportunities for practice and authentic application as students write, revise, and edit for completeness, complexity, clarity, syntax, punctuation, and grammatical accuracy.
7.B.4 Grade-Level Standard English Conventions
7.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Evaluation for 7.B.4a
Evaluation for 7.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Students also apply conventions in authentic argumentative writing. In unit 8, “Energy,” lessons 10–15, educators guide students in composing counterclaim and evidence-based sentences; revising body paragraphs for transitions, adverbs, prepositional phrases, clarity, and fluency; and editing argumentative essays for irregular verb tense, grammar, capitalization, spelling, and punctuation. Together, the editing lessons and argumentative writing sequence provide practice both in and out of context.
7.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Evaluation for 7.B.4b
Evaluation for 7.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Students then apply conventions during narrative writing. In unit 3, “Letters from Heaven,” educators model how narration changes to dialogue before students practice adjusting pronouns and verb forms and adding capitalization, commas, and quotation marks. Students apply these conventions while revising dialogue and editing personal narratives with peer feedback and a checklist. These sequences help students move from isolated practice of conventions to authentic application during revision and editing.