Appendix on Implementing District Standards
There will be reading and writing the Texas Assessment of Knowledge and Skills (TEKS) that will be integral for the planning and execution of this curriculum unit. The TEKS included are as follows:
4.11ABi, Bii, C, and D address the writing standards that 4th-grade students are expected to master by the end of the school year. After classroom discussions and exploration of food deserts, equitable accessibility to nutritious sustenance, and investigation of democracy for the community the students live in, they will plan the first draft and develop an informational piece that is focused, structured, and coherent. Students will then revise and edit their work, model the peer review method utilized in the seminar with Ian, and publish it for an appropriate audience.
Collegiality prevails and makes the hard work worth doing in the Yale National Initiative, and that will be reciprocated in my classroom with my 4th-grade students. This unit will set the tone for how the expectation of reading, researching, and applying that knowledge to an informational essay is the goal or purpose for acquiring this newfound knowledge.
(4.11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
(B) develop drafts into a focused, structured, and coherent piece of writing by:
(i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and
(ii) developing an engaging idea with relevant details;
(C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
(D) edit drafts using standard English conventions, including:
(4.12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
(B) write informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
(D) compose correspondence that requests information.
(4.13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
(A) generate and clarify questions on a topic for formal and informal inquiry;
(B) develop and follow a research plan with adult assistance;
(C) identify and gather relevant information from a variety of sources;
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