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	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) Changes of State Quiz (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	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 (A)(B) Bronx Zoo Trivia	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	Interactive Teacher (C) Sun (C) Water Cycle

Online TAKS Released Test 2006 Reading 2006 Writing 2004 Reading 2004 Writing 2003 Reading 2003 Writing
(4.1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings.	(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); (B) eliminate barriers to effective listening (4-8); and (C) understand the major ideas and supporting evidence in spoken messages (4-8).
Interactive Student	Interactive Teacher
(4.2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s).	(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8); (B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery (4-5); (C) distinguish between the speaker's opinion and verifiable fact (4-8); and (D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).
Interactive Student (C) Leap Into Language - Fact or Opinion (C) Fact or Opinion Game #2 (C) Fact or Opinion	Interactive Teacher
(4.3) Listening/speaking/appreciation. The student listens, enjoys, and appreciates spoken language.	(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8); (B) describe how the language of literature affects the listener (4-5); and (C) assess how language choice and delivery affect the tone of the message (4-5).
Interactive Student (A) Storytelling Workshop	Interactive Teacher
(4.4) Listening/speaking/culture. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures.	(A) connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening (4-8); (B) compare oral traditions across regions and cultures (4-8); and (C) identify how language use such as labels and sayings reflects regions and cultures (4-8).
Interactive Student (A) Story Scramble	Interactive Teacher (A) Listening Quizzes (C) Folklore
(4.5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions.	(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8); (D) use effective rate, volume, pitch, and tone for the audience and setting (4-8); (E) give precise directions and instructions such as in games and tasks (4-5); and (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).
Interactive Student (B)Create your Scenario	Interactive Teacher
(4.6) Reading/word identification. The student uses a variety of word recognition strategies.	(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural analysis to identify root words with prefixes such as dis-, non-, in-; and suffixes such as -ness, -tion, -able (4-6); and (C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8).
Interactive Student (A) Word Clues (A) See 'N Spell: Blends (A) Blender Game (A) Waiter There's a Fly in my Alphabet Soup (C) Fake Out (C) Student Dictionary	Interactive Teacher (C) OneLook Dictionary (C) Reference Desk (C) Definitions-Choose a word and guess the definition
(4.7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.	(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (4); (B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" fourth grader reads approximately 90 wpm) (4); (C) demonstrate characteristics of fluent and effective reading (4-6); (D) adjust reading rate based on purposes for reading (4-8); (E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and (F) read silently with increasing ease for longer periods (4-8).
Interactive Student (B)(E) Reading Comprehension (A) Scoop	Interactive Teacher
(4.8) Reading/variety of texts. The student reads widely for different purposes in varied sources.	(A) read classic and contemporary works (2-8); (B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5); and (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).
Interactive Student	Interactive Teacher (A)(B) The Fiction Collection
(4.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.	(A) develop vocabulary by listening to selections read aloud (4-8); (B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5); (C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8); (D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre- , un- (4-8); and (E) study word meanings systematically such as across curricular content areas and through current events (4-8).
Interactive Student (A) Listening Quizzes (B) Word Confusion - Homophones (C) Student Dictionary (C) Thesaurus (C) Build Your Own Dictionary (E) Fake Out	Interactive Teacher (A) Listening Quizzes (C) OneLook Dictionary (C) Reference Desk
(4.10) Reading/comprehension. The student comprehends selections using a variety of strategies.	(A) use his/her own knowledge and experience to comprehend (4-8); (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8); (C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4- 8); (D) describe mental images that text descriptions evoke (4-8); (E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8); (G) paraphrase and summarize text to recall, inform, and organize ideas (4-8); (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); (I) find similarities and differences across texts such as in treatment, scope, or organization (4- 8); (J) distinguish fact and opinion in various texts (4- 8); (K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8); and (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4- 8).
Interactive Student (C) Reading Comprehension (C) Student Dictionary (H) Making Predictions (J) Fact or Opinion (L) Venn Diagram	Interactive Teacher (C) OneLook Dictionary (C) Thesaurus
(4.11) Reading/literary response. The student expresses and supports responses to various types of texts.	(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); (B) interpret text ideas through such varied means as journal writing, discussion, enactment, media (4- 8); (C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and (D) connect, compare, and contrast ideas, themes, and issues across text (4-8).
Interactive Student	Interactive Teacher
(4.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).	(A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here ?" (4-5); (B) recognize that authors organize information in specific ways (4-5); (C) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8); (D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8); (E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); (F) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5); (G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7); (H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); (I) recognize and analyze story plot, setting, and problem resolution (4-8); and (J) describe how the author's perspective or point of view affects the text (4-8).
Interactive Student (H)(I) Puppet Workshop (H) What are they Thinking? (H) Character Trading Cards	Interactive Teacher (H) Lesson Plans for Character trading Cards
(4.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources.	(A) form and revise questions for investigations, including questions arising from interests and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8); (F) produce research projects and reports in effective formats using visuals to support meaning, as appropriate (4-5); (G) draw conclusions from information gathered from multiple sources (4-8); and (H) use compiled information and knowledge to raise additional, unanswered questions (3-8).
Interactive Student (A) Ask Jeeves Kids (A) Google (A) Yahooligans (B) Bio Cube (C G) RainForest Identification	Interactive Teacher (B) Lesson Plan for Bio Cube
(4.14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.	(A) compare text events with his/her own and other readers' experiences (4-8); (B) determine distinctive and common characteristics of cultures through wide reading (4-8); and (C) articulate and discuss themes and connections that cross cultures (4-8).
Interactive Student	Interactive Teacher
(4.15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms.	(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); (B) write to influence such as to persuade, argue, and request (4-8); (C) write to inform such as to explain, describe, report, and narrate (4-8); (D) write to entertain such as to compose humorous poems or short stories (4-8); (E) exhibit an identifiable voice in personal narratives and in stories (4-5); and (F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4- 5).
Interactive Student (D) Writer's Block - Writing On Topic (D) Wacky Tales - Complete the Story (D) Poetry Splatter	Interactive Teacher
(4.16) Writing/penmanship/capitalization/ punctuation. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly.	(A) write legibly by selecting cursive or manuscript as appropriate (4-8); and (B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5).
Interactive Student (B) Comma Confusion (B) Punctuation Campground (B) Title Ball	Interactive Teacher
(4.17) Writing/spelling. The student spells proficiently.	(A) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6); (B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (4-6); (C) use resources to find correct spellings (4-8); and (D) spell accurately in final drafts (4-8).
Interactive Student (A) Scramble-Saurus - 3 levels (A)(B) Build Your Own Dictionary (A)(B) Gators Smash 'em (B) Spell Check - Easy or hard levels (B) 2 Bee or Nottoobee - Verb Conjugation (B) See 'N Spell: Plurals (C) Student Dictionary	Interactive Teacher (C) Thesaurus (C) OneLook Dictionary (C) Reference Desk
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.	(A) use regular and irregular plurals correctly (4-6); (B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5); (C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8); (D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8); (E) use prepositional phrases to elaborate written ideas (4-8); (F) use conjunctions to connect ideas meaningfully (4- 5); (G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's (4-8); and (H) write with increasing accuracy when using objective case pronouns such as "Dan cooked for you and me." (4-5).
Interactive Student (A) The Plural Girls (A) Monster Truck Verbs (B) Sentence Sort (B) Verb Viper (C) Wacky Web Tales (C) Flood (C) Grammar Gorilla (C) Parts of Speech (C) Subject-Verb Mixup (C) Word Invasion (G) Contractions (G) Contractions (G) Contractions	Interactive Teacher
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.	(A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs (4-8); (B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8); (C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8); (D) revise drafts for coherence, progression, and logical support of ideas (4-8); (E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8); (F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8); (G) refine selected pieces frequently to "publish" for general and specific audiences (4-8); (H) proofread his/her own writing and that of others (4-8); and (I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).
Interactive Student (A)(F) Guided Writing (A)(F) Paragraph Writing (A,B,F) Beginning a Story (I) Thesaurus (I) Dictionary (I) Student Dictionary (I) Ask Jeeves Kids (I) Google (I) Yahooligans	Interactive Teacher (I) Reference Desk
(4.20) Writing/evaluation. The student evaluates his/her own writing and the writings of others.	(A) apply criteria to evaluate writing (4-8); (B) respond in constructive ways to others' writings (4-8); (C) evaluate how well his/her own writing achieves its purposes (4-8); (D) analyze published examples as models for writing (4-8); and (E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).
Interactive Student (D) Create your Scenario	Interactive Teacher
(4.21) Writing/inquiry/research. The student uses writing as a tool for learning and research.	(A) frame questions to direct research (4-8); (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8); (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8); (D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4- 8); (E) present information in various forms using available technology (4-8); and (F) evaluate his/her own research and raise new questions for further investigation (4-8).
Interactive Student (A) Ask Jeeves Kids (A) Google (A) Yahooligans	Interactive Teacher (A) Reference Desk (D) Art Tales
(4.22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing.	(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and (B) correspond with peers or others via e-mail or conventional mail (4-8).
Interactive Student (A) Wacky Tales (B) Storyteller - You Are The Author	Interactive Teacher
(4.23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings.	(A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8); (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and (C) use media to compare ideas and points of view (4- 8).
Interactive Student	Interactive Teacher
(4.24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings.	The student is expected to: (A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5); and (B) compare and contrast print, visual, and electronic media such as film with written story (4-8).
Interactive Student	Interactive Teacher
(4.25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others.	(A) select, organize, or produce visuals to complement and extend meanings (4-8); and (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4- 8).
Interactive Student	Interactive Teacher

(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	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	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 appl

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 (B) Scottie Nickel	Interactive Teacher (A) Place Values to Millions (A) Comparing Numbers to Millions Place (B) Compare and Order Decimals (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) Tony Fractions Pizza Game (D) Decimal to Fractions Concentration	Interactive Teacher (C)Comparing and Ordering Fractions (D) Compare and Order Decimals (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) Math Facts (A) Space Shuttle Launch (B) Change Maker	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 (D) Katie and Arlo (D) Speed Math (E) Tunnel Blaster - Division (D) Meteor Multiplication	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 (C) 3-D Lab Diagrams that fold to solids (C) Package Company	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 (B) Soda Jerk (B) Metric 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 and Perimeter Area Explorer	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)Tens of Word Problems (A) Word Problem Baseball (B)(C) Fox, Chicken, Corn (B) Lemonade Game (A,B,C,D) Grand Slam Math	Interactive Teacher
(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