Grade 4 SAILON

(4.1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.	(A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.
Interactive Student (B) Salmon Challenge (B) Earth Day (B) Free the Beach	Interactive Teacher (B) What's wrong with this picture
(4.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations.	(A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect information by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct simple graphs, tables, maps, and charts to organize, examine, and evaluate information.
Interactive Student (B) Dolphins in Depth (E) Kids Graphing Page (E) Pie Chart (E) Graphing Hobbies	Interactive Teacher (A,B,C,D) Green Thumb Movie
(4.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions.	(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on information related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and (E) connect Grade 4 science concepts with the history of science and contributions of scientists.
Interactive Student (E) Famous Scientist	Interactive Teacher (E) Biographical Dictionary
(4.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry.	(A) collect and analyze information using tools including calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devices, balances, and compasses; and (B) demonstrate that repeated investigations may increase the reliability of results.
Interactive Student (A) Virtual Scanning Electron Microscopy	Interactive Teacher
(4.5) Science concepts. The student knows that complex systems may not work if some parts are removed.	(A) identify and describe the roles of some organisms in living systems such as plants in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and (B) predict and draw conclusions about what happens when part of a system is removed.
Interactive Student (A) Pond Explorer	Interactive Teacher (A)(B) Interactive Food Web
(4.6) Science concepts. The student knows that change can create recognizable patterns.	(A) identify patterns of change such as in weather, metamorphosis, and objects in the sky; (B) illustrate that certain characteristics of an object can remain constant even when the object is rotated like a spinning top, translated like a skater moving in a straight line, or reflected on a smooth surface; and (C) use reflections to verify that a natural object has symmetry.
Interactive Student (A) Weather Patterns (A) Edheads Weather (A) Seasonal Cycles (A) The night sky	Interactive Teacher
(4.7) Science concepts. The student knows that matter has physical properties.	(A) observe and record changes in the states of matter caused by the addition or reduction of heat; and (B) conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy.
Interactive Student (A) Phases of Matter (A) Changing State (B) Density Lab	Interactive Teacher (A) Infrared Experiment (A) Solid, Gas, Liquids (B) States of Matter
(4.8) Science concepts. The student knows that adaptations may increase the survival of members of a species.	(A) identify characteristics that allow members within a species to survive and reproduce; (B) compare adaptive characteristics of various species; and (C) identify the kinds of species that lived in the past and compare them to existing species.
Interactive Student (A) Build a Fish (A) Build a Caterpiller (A) Squish the Fish	Interactive Teacher (C) Dinosaurs
(4.9) Science concepts. The student knows that many likenesses between offspring and parents are inherited or learned.	(A) distinguish between inherited traits and learned characteristics; and (B) identify and provide examples of inherited traits and learned characteristics.
Interactive Student	Interactive Teacher (A) Animal Spot (A) Inherited Traits Form
(4.10) Science concepts. The student knows that certain past events affect present and future events.	(A) identify and observe effects of events that require time for changes to be noticeable including growth, erosion, dissolving, weathering, and flow; and (B) draw conclusions about "what happened before" using fossils or charts and tables.
Interactive Student (B) Fossil Fun	Interactive Teacher (A) US Erosion
(4.11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky.	(A) test properties of soils including texture, capacity to retain water, and ability to support life; (B) summarize the effects of the oceans on land; and (C) identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle.
Interactive Student (A) Rocks and Soils (A) Soil Safari	Interactive Teacher (C) Sun (C) Water Cycle

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:	(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and (B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:	(A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions; (B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps; (C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data; (D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured; (E) perform repeated investigations to increase the reliability of results; and (F) communicate valid, oral, and written results supported by data.

(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:	(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen; (C) represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size; and (D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:	(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and (B) use safety equipment as appropriate, including safety goggles and gloves.

(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:	(A) measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float; (B) predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water; and (C) compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water.

(6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:	(A) differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal; (B) differentiate between conductors and insulators; (C) demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field; and (D) design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.

(7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:	(A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants; (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and (C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:	(A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key; (B) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and (C) collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.

(9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:	(A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and (B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to:	(A) explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants; (B) demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses; and (C) explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans.

(1) History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. The student is expected to:	(A) identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and (B) compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration.
Interactive Student (B) Clovis Time Machine (A,B) Beyond Texas History Adventures (A) World of the Caddo (will need to turn off pop-up blockers)	Interactive Teacher (A)(B) New Words
(2) History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. The student is expected to:	(A) summarize reasons for European exploration and settlement of Texas and the Western Hemisphere; (B) identify the accomplishments of significant explorers such as Cabeza de Vaca; Christopher Columbus; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle and explain their impact on the settlement of Texas; (C) explain when, where, and why the Spanish established Catholic missions in Texas; (D) identify the accomplishments of significant empresarios including Moses Austin, Stephen F. Austin, and Martín de León and explain their impact on the settlement of Texas; and (E) identify the impact of Mexico's independence from Spain on the events in Texas.
Interactive Student (D) Texas Hero Wordsearch	Interactive Teacher
(3) History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:	(A) analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto; (B) describe the successes and problems of the Republic of Texas; (C) explain the events that led to the annexation of Texas to the United States; (D) explain the impact of the Mexican War on Texas; and (E) identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones.
Interactive Student	Interactive Teacher
(4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:	(A describe the impact of the Civil War and Reconstruction on Texas; (B) explain the growth and development of the cattle and oil industries; (C) identify the impact of railroads on life in Texas, including changes to cities and major industries; and (D) describe the effects of political, economic, and social changes on Native Americans in Texas.
Interactive Student	Interactive Teacher
(5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:	(A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, and the growth of aerospace and other technology industries; and (B) identify the accomplishments of notable individuals such as Henry Cisneros, Miriam A. Ferguson, Audie Murphy, Cleto Rodríguez, and John Tower.
Interactive Student	Interactive Teacher
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:	(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and (B) translate geographic data into a variety of formats such as raw data to graphs and maps.
Interactive Student	Interactive Teacher
(7) Geography. The student understands the concept of regions. The student is expected to:	(A) describe a variety of regions in Texas and the Western Hemisphere such as political, population, and economic regions that result from patterns of human activity; (B) describe a variety of regions in Texas and the Western Hemisphere such as landform, climate, and vegetation regions that result from physical characteristics; and (C) compare the regions of Texas with regions of the United States and other parts of the world.
Interactive Student	Interactive Teacher
(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:	(A) identify clusters of settlement in Texas and explain their distribution; (B) explain patterns of settlement at different time periods in Texas; (C) describe the location of cities in Texas and explain their distribution, past and present; and (D) explain the geographic factors that influence patterns of settlement and the distribution of population in Texas, past and present.
Interactive Student (C) Meet the people of Ft. Griffin	Interactive Teacher
(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:	(A) describe ways people have adapted to and modified their environment in Texas, past and present; (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs; and (C) analyze the consequences of human modification of the environment in Texas, past and present.
Interactive Student (A,B) How Many Ways Can You Use a Buffalo?	Interactive Teacher
(10) Economics. The student understands the basic economic patterns of early societies in Texas and the Western Hemisphere. The student is expected to:	(A) explain the economic patterns of various early Native-American groups in Texas and the Western Hemisphere; and (B) explain the economic patterns of early European immigrants to Texas and the Western Hemisphere.
Interactive Student	Interactive Teacher
(11) Economics. The student understands the reasons for exploration and colonization. The student is expected to:	(A) identify the economic motivations for European exploration and settlement in Texas and the Western Hemisphere; and (B) identify the economic motivations for Anglo-American colonization in Texas.
Interactive Student	Interactive Teacher
(12) Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:	(A) describe the development of the free enterprise system in Texas; (B) describe how the free enterprise system works in Texas; and (C) give examples of the benefits of the free enterprise system in Texas.
Interactive Student	Interactive Teacher
(13) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:	(A) explain how people in different regions of Texas earn their living, past and present; (B) explain how geographic factors have influenced the location of economic activities in Texas; (C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas; (D) describe the impact of mass production, specialization, and division of labor on the economic growth of Texas; (E) explain how developments in transportation and communication have influenced economic activities in Texas; and (F) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas.
Interactive Student	Interactive Teacher
(14) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:	(A) identify ways in which technological changes have resulted in increased interdependence among Texas, the United States, and the world; (B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world; and (C) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.
Interactive Student	Interactive Teacher
(15) Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to:	(A) compare how selected Native-American groups governed themselves; and (B) identify characteristics of Spanish and Mexican colonial governments and their influence on inhabitants of Texas.
Interactive Student	Interactive Teacher
(16) Government. The student understands important ideas in historic documents of Texas. The student is expected to:	(A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and the Treaty of Velasco; and (B) identify and explain the basic functions of the three branches of state government.
Interactive Student	Interactive Teacher
(17) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:	(A) explain the meaning of selected patriotic symbols and landmarks of Texas, including the six flags over Texas, San José Mission, and the San Jacinto Monument; (B) sing or recite Texas, Our Texas; (C) recite and explain the meaning of the Pledge to the Texas Flag; and (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Interactive Student	Interactive Teacher
(18) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:	(A) explain how individuals can participate voluntarily in civic affairs at state and local levels; (B) explain the role of the individual in state and local elections; (C) identify the importance of historical figures such as Sam Houston, Barbara Jordan, and Lorenzo de Zavala who modeled active participation in the democratic process; and (D) explain how to contact elected and appointed leaders in state and local governments.
Interactive Student	Interactive Teacher
(19) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:	(A) identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties; and (B) identify leadership qualities of state and local leaders, past and present.
Interactive Student	Interactive Teacher
(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:	(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas; (B) identify customs, celebrations, and traditions of various culture groups in Texas; and (C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
Interactive Student	Interactive Teacher
(21) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to:	(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, and Patillo Higgins and their contributions; (B) describe how scientific discoveries and technological innovations have benefited individuals, businesses, and society in Texas; and (C) predict how future scientific discoveries and technological innovations might affect life in Texas.
Interactive Student	Interactive Teacher
(22) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:	(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (D) identify different points of view about an issue or topic; (E) identify the elements of frame of reference that influenced the participants in an event; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.
Interactive Student (C) Create a Timeline	Interactive Teacher
(23) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:	(A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.
Interactive Student	Interactive Teacher
(24) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:	(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Interactive Student (B) Ways of Knowing Trail	Interactive Teacher

Art
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:	(A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and (B) choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.
Interactive Student (B) Color - Primary & Secondary (B) Color - Warm and Cool (B) Color - Complimentary (B) Shape (B) Lines (B) Space - Depth (B) Space - Positive & Negative (B) Space - Perspective (B) Rhythm (B) Balance	Interactive Teacher
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:	(A) integrate a variety of ideas about self, life events, family, and community in original artworks; (B) design original artworks; and (C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
Interactive Student (B) The Art Zone	Interactive Teacher
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:	(A) identify simple main ideas expressed in art; (B) compare and contrast selected artworks from a variety of cultural settings; and (C) identify the roles of art in American society.
Interactive Student	Interactive Teacher
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:	(A) describe intent and form conclusions about personal artworks; and (B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.
Interactive Student (A,B) Grandpa's Painting	Interactive Teacher
Music
(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:	(A) categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments of various cultures; (B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and (C) identify music forms presented aurally such as AB, ABA, and rondo.
Interactive Student (A) Instruments of the Orchestra	Interactive Teacher
(2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:	(A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument.
Interactive Student	Interactive Teacher
(3) Creative expression/performance. The student reads and writes music notation. The student is expected to:	(A) read and write music notation, using a system (letters, numbers, syllables); (B) incorporate basic rhythmic patterns in simple meters in musical compositions; and (C) identify music symbols and terms referring to dynamics and tempo, interpreting them appropriately when performing.
Interactive Student (B) Counting Music	Interactive Teacher
(4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:	(A) create rhythmic and melodic phrases; and (B) create simple accompaniments.
Interactive Student	Interactive Teacher
(5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:	(A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) perform music and movement from diverse cultures; (C) perform music representative of American and Texas heritage; and (D) identify connections between music and the other fine arts.
Interactive Student	Interactive Teacher
(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:	(A) apply basic criteria in evaluating musical performances and compositions; (B) justify, using music terminology, personal preferences for specific music works and styles; and (C) practice concert etiquette as an actively involved listener during live performances.
Interactive Student	Interactive Teacher
Theatre
(1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:	(A) relate sensory and emotional responses to theatre; (B) develop body awareness and spatial perceptions, using rhythmic and expressive movement; (C) respond to sounds, music, images, and the written word, using movement; (D) express emotions and ideas, using interpretive movements, sounds, and dialogue; (E) imitate and synthesize life experiences in dramatic play; and (F) represent environment, characterization, and actions.
Interactive Student (B) Bodies Tell Stories (B) Faces Tell Stories	Interactive Teacher
(2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:	(A) demonstrate safe use of the voice and body; (B) describe clearly characters, their relationships, and their surroundings; (C) develop characters and assume roles in short improvised scenes, using imagination, personal experiences, heritage, literature, and history; and (D) dramatize literary selections in unison, pairs, and groups and create simple stories collaboratively through imaginative play in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events.
Interactive Student (B) Mr. Picasso Head	Interactive Teacher
(3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:	(A) demonstrate the safe use of props, costumes, and visual elements, defining character, environment, action, and theme; (B) alter space to create suitable environments for play-making; (C) plan brief dramatizations collaboratively; and (D) interact cooperatively with others in brief dramatizations.
Interactive Student	Interactive Teacher
(4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:	(A) explain theatre as a reflection of life in particular times, places, and cultures; and (B) identify the role of live theatre, film, television, and electronic media in American society.
Interactive Student	Interactive Teacher
(5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:	(A) identify and apply appropriate audience behavior at performances; (B) define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and discuss these aspects as found in art, dance, and music; (C) compare and contrast the ways ideas and emotions are depicted in art, dance, music, and theatre and select movement, music, or visual elements to enhance classroom dramatizations; and (D) compare theatre artists and their contributions.
Interactive Student	Interactive Teacher

Online TAKS Released Test: 2006 2004 2003
(4.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals.	(A) use place value to read, write, compare, and order whole numbers through the millions place; and (B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete models.
Interactive Student (A) Comparing Big Numbers (B) Builder Ted (B) Counting Change (B) Counting Change II (B) Concentration Game (B) Spending Spree	Interactive Teacher (A) Place Values to Millions (A) Comparing Numbers to Millions Place (B) Reading place value to hundreds place
(4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects.	(A) generate equivalent fractions using concrete and pictorial models; (B) model fraction quantities greater than one using concrete materials and pictures; (C) compare and order fractions using concrete and pictorial models; and (D) relate decimals to fractions that name tenths and hundredths using models.
Interactive Student (A) Fresh Baked Fractions (A) Matching Game (A) Fraction Fireworks (A) Equivalent Fraction Concentration (A) Fraction Frenzy (B) Equivalent Ratio Concentration (B) Cross the River (C) Pizza Party (C) Pizza Game (D) Decimal to Fractions Concentration	Interactive Teacher (A,B) Fractions Study Jam (B) Identify Fractions (C) Comparing and Ordering Fractions (D) Decimals to Fractions
(4.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers and decimals.	(A) use addition and subtraction to solve problems involving whole numbers; and (B) add and subtract decimals to the hundredths place using concrete and pictorial models.
Interactive Student (A) Automaths (A) 2 Player Math Game (A) Space Shuttle Launch (A) Jet Ski Addition (A) Island Chase Subtraction (B) Change Maker (A) Dude's Dilema	Interactive Teacher (A,B)Adding Real Numbers (A) The ArithmAttack
(4.4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers.	(A) model factors and products using arrays and area models; (B) represent multiplication and division situations in picture, word, and number form; (C) recall and apply multiplication facts through 12 x 12; (D) use multiplication to solve problems involving two-digit numbers; and (E) use division to solve problems involving one- digit divisors.
Interactive Student (C)(D)(E) Automaths (C)(D) Batter's Up Baseball (B) Farm Stand Math (B) Save the Apples (B) Space Shuttle Launch (C)(D) Multiflyer (C) Numbers (C) Flashcards (C) Matho (C) Multiplication Flashcards (C) Moles (C) Cone Crazy (C) Multiplication Station (C) Grand Prix Multiplication (C) Mental Multiplication (C) Times Table (D) Pumpkin Multiples (D) Speed Math (E) Tunnel Blaster - Division (D) Meteor Multiplication (D) Dude's Dilema (D) Multiplication Conveyor Belt (E) Drag Race Division (E) Demolition Division	Interactive Teacher (A) Multiplication Tables (C)(D)(E) The ArithmAttack
(4.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results.	(A) round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and (B) estimate a product or quotient beyond basic facts.
Interactive Student (A) Equivalent Decimals Concentration (A) Rounding to nearest 10 (A) Rounding to nearest 100 (B) Math Golf (choose Pro)	Interactive Teacher
(4.6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division.	(A) use patterns to develop strategies to remember basic multiplication facts; (B) solve division problems related to multiplication facts (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9; and (C) use patterns to multiply by 10 and 100.
Interactive Student (B) Multiplication Mystery (B) Math Mayhem	Interactive Teacher
(4.7) Patterns, relationships, and algebraic thinking. The student uses organizational structures to analyze and describe patterns and relationships.	The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table.
Interactive Student Bug Coordinates	Interactive Teacher
(4.8) Geometry and spatial reasoning. The student identifies and describes lines, shapes, and solids using formal geometric language.	(A) identify right, acute, and obtuse angles; (B) identify models of parallel and perpendicular lines; and (C) describe shapes and solids in terms of vertices, edges, and faces.
Interactive Student (A) Right Back at You (A) Wiseup Angles (A) Banana Hunt (C) 3-D Lab Diagrams that fold to solids (C) Package Company (A,B,C) Hidden Pictures	Interactive Teacher (C) Inventing With Polygons Movie
(4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry.	(A) demonstrate translations, reflections, and rotations using concrete models; (B) use translations, reflections, and rotations to verify that two shapes are congruent; and (C) use reflections to verify that a shape has symmetry.
Interactive Student (A) Tessellate (A)(C) Virtual Manipulative: Reflection (A) Robopacker (B) Tangrams	Interactive Teacher (A) Ladybug Mazes
(4.10) Geometry and spatial reasoning. The student recognizes the connection between numbers and points on a number line.	The student is expected to locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.
Interactive Student Find Grampy Identify Fractions	Interactive Teacher Number lines Real Number Line
(4.11) Measurement. The student selects and uses appropriate units and procedures to measure weight and capacity.	(A) estimate and measure weight using standard units including ounces, pounds, grams, and kilograms; and (B) estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons.
Interactive Student (A) Animal Weigh-In (A) Soda Jerk (A) Gum Parlor	Interactive Teacher
(4.12) Measurement. The student applies measurement concepts.	The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area.
Interactive Student Measure it Equivalent Measures Concentration Match the equivalent customary measures. Time order Area Explorer Adam Ant	Interactive Teacher Equivalent Metric Concentration Find the equivalent metric measures.
(4.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data.	(A) list all possible outcomes of a probability experiment such as tossing a coin; (B) use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses of a coin; and (C) interpret bar graphs.
Interactive Student (A)(C) What are your chances? (A) Gumball (C) Kids Graphing Page (C) Graphing Hobbies (C) Interpreting Data	Interactive Teacher (A)(C) Roll'em
(4.14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.	(A) identify the mathematics in everyday situations; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem- solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems.
Interactive Student (A)Tons of Word Problems (A) Word Problem Baseball (B)(C) Fox, Chicken, Corn (B) Lemonade Game (A,B,C,D) Grand Slam Math	Interactive Teacher (C) Missing Operation Study Jam
(4.15) Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language.	(A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols.
Interactive Student	Interactive Teacher (B) Multimedia Math Glossary
(4.16) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.	(A) make generalizations from patterns or sets of examples and nonexamples; and (B) justify why an answer is reasonable and explain the solution process.
Interactive Student	Interactive Teacher

(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:	(A) decode multisyllabic words in context and independent of context by applying common spelling patterns including: (i) dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable); (ii) doubling final consonants when adding an ending (e.g., hop to hopping); (iii) changing the final "y" to "i" (e.g., baby to babies); (iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and (v) using knowledge of derivational affixes (e.g., -de, -ful, -able); (B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., mag-net, splen-did); (ii) open syllable (CV) (e.g., ve-to); (iii) final stable syllable (e.g., puz-zle, con-trac-tion); (iv) r-controlled vowels (e.g., fer-ment, car-pool); and (v) vowel digraphs and diphthongs (e.g., ei-ther); (C) decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought); (D) identify and read contractions (e.g., I'd, won't); and (E) monitor accuracy in decoding.
Interactive Student	Interactive Teacher
(2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:	(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
Interactive Student Reading Comprehension Student Dictionary Making Predictions Fact or Opinion Venn Diagram	Interactive Teacher
(3) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Interactive Student	Interactive Teacher Reading Fluency Calculator
(4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:	(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots; (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; (C) identify and use antonyms, synonyms, homographs, and homophones; (D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and (E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.
Interactive Student Listening Quizzes Word Confusion - Homophones Student Dictionary Thesaurus Build Your Own Dictionary	Interactive Teacher Listening Quizzes OneLook Dictionary Reference Desk
(5) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:	(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and (B) compare and contrast the settings in myths and traditional folktales.
Interactive Student	Interactive Teacher
(6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).
Interactive Student Poetry Splatter	Interactive Teacher
(7) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.
Interactive Student	Interactive Teacher
(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:	(A) sequence and summarize the plot's main events and explain their influence on future events; (B) describe the interaction of characters including their relationships and the changes they undergo; and (C) identify whether the narrator or speaker of a story is first or third person.
Interactive Student The Fiction Collection	Interactive Teacher
(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:	(A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and (B) describe characters in a story and the reasons for their actions and feelings
Interactive Student	Interactive Teacher Lesson Plans for Character trading Cards
(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.
Interactive Student	Interactive Teacher
(11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize sensory details in literary text.
Interactive Student	Interactive Teacher
(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time.
Interactive Student Reading Comprehension Scoop	Interactive Teacher
(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing about the text.
Interactive Student	Interactive Teacher
(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:	(A) restate the main idea, heard or read; (B) identify important facts or details in text, heard or read; (C) retell the order of events in a text by referring to the words and/or illustrations; and (D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.
Interactive Student What are they Thinking? Character Trading Cards	Interactive Teacher
(15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:	(A) follow written multi-step directions with picture cues to assist with understanding; and (B) explain the meaning of specific signs and symbols (e.g., map features).
Interactive Student	Interactive Teacher
(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:	(A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and (B) identify techniques used in media (e.g., sound, movement).
Interactive Student Ask Jeeves Kids Google Yahooligans	Interactive Teacher
(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:	(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting a word, phrase, or sentence; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others.
Interactive Student www.storybird.com Create your Scenario Writer's Block - Writing On Topic Wacky Tales - Complete the Story Friendly Letter Maker Guided Writing Beginning a Story Thesaurus Dictionary Student Dictionary Storyteller - You Are The Author	Interactive Teacher Reference Desk
(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:	(A) write brief stories that include a beginning, middle, and end; and (B) write short poems that convey sensory details.
Interactive Student Storytelling Workshop Story Scramble	Interactive Teacher Listening Quizzes Folklore
(19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:	(A) write brief compositions about topics of interest to the student; (B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and (C) write brief comments on literary or informational texts.
Interactive Student	Interactive Teacher
(20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:	(A) understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: green, tall); (iv) adverbs (e.g., time: before, next); (v) prepositions and prepositional phrases; (vi) pronouns (e.g., I, me); and (vii) time-order transition words; (B) speak in complete sentences with correct subject-verb agreement; and (C) ask questions with appropriate subject-verb inversion.
Interactive Student The Plural Girls Monster Truck Verbs Sentence Sort Verb Viper Wacky Web Tales Flood Grammar Gorilla Parts of Speech Subject-Verb Mixup Word Invasion Contractions Contractions Contractions	Interactive Teacher
(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:	(A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences; (B) recognize and use basic capitalization for: (i) the beginning of sentences; (ii) the pronoun "I"; and (iii) names of people; and (C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.
Interactive Student Comma Confusion Punctuation Campground Title Ball	Interactive Teacher
(22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:	(A) use phonological knowledge to match sounds to letters to construct known words; (B) use letter-sound patterns to spell: (i) consonant-vowel-consonant (CVC) words; (ii) consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope"); and (iii) one-syllable words with consonant blends (e.g., "drop"); (C) spell high-frequency words from a commonly used list; (D) spell base words with inflectional endings (e.g., adding "s" to make words plurals); and (E) use resources to find correct spellings.
Interactive Student Word Clues See 'N Spell: Blends Blender Game Waiter There's a Fly in my Alphabet Soup Student Dictionary Scramble-Saurus - 3 levels Build Your Own Dictionary Gators Smash 'em Spell Check - Easy or hard levels 2 Bee or Nottoobee - Verb Conjugation See 'N Spell: Plurals	Interactive Teacher OneLook Dictionary Reference Desk Thesaurus
(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to:	(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and (B) decide what sources of information might be relevant to answer these questions.
Interactive Student	Interactive Teacher Reference Desk Life as an Elk
(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:	(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; (B) use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
Interactive Student Ask Jeeves Kids Google Yahooligans Bio Cube RainForest Identification	Interactive Teacher Lesson Plan for Bio Cube
(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students (with adult assistance) are expected to revise the topic as a result of answers to initial research questions.
Interactive Student	Interactive Teacher
(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.
Interactive Student	Interactive Teacher
(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:	(A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate, and give oral instructions that involve a short related sequence of actions.
Interactive Student (C) Leap Into Language - Fact or Opinion (C) Fact or Opinion Game #2 (C) Fact or Opinion	Interactive Teacher
(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
Interactive Student (A) Storytelling Workshop	Interactive Teacher
(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
Interactive Student Wacky Tales Storyteller - You Are The Author www.storybird.com	Interactive Teacher