Reading Students at this level use general skills and strategies of the reading process to understand and interpret a variety of literary texts
Writing Students at this level use the skills and strategies of the writing process (planning, organization, drafting, revising, and presentation) while incorporating stylistic and rhetorical aspects writing.
Speaking & Listening Students at this level use listening and speaking strategies for different purposes.
Students will be able to: • Adjust reading strategies to fit the purpose of reading, including reading for information, for pleasure, and reading non-‐fiction texts. • Makes, confirms, and revises simple predictions about what will be found in text, including using prior knowledge, ideas presented, topic sentences, and key words to make predictions • Uses the general skills and strategies of the reading process • Uses pictures to preview text and skims material • Reads for information • Makes and confirms predictions about what is found in the text • Uses prior knowledge to make predictions • Uses ideas presented in text such as, topic sentences, and key words to make predictions • Uses root words, syntactic structure, and semantic context to decode unknown words • Demonstrates comprehension through a variety of strategies, including summaries, questions, and supporting points with evidence from text • Read, understand, and interpret a variety of literary texts, including fairy tales, folktales, fiction, non-‐fiction, poems, chapter books, fantasies, fables, myths, historical fiction, and biographies • Know the defining characteristics of a variety of literary forms and genres, including the defining characteristics of fairy tales, myths, fiction, poetry, and fantasies. • Understand conflict and the concept of resolution • Understand changes that characters undergo, the importance of characters’ actions to the plot and theme, differences between main and minor characters • Understand the ways in which language is used in literary texts, including simile, beat or rhythm, metaphor, hyperbole, and alliteration • Make connections between characters and events in literary work and people and events in his/her own life • Uses reading skills and strategies to understand a variety of informational texts, including research, directions, letters, procedures, electronic encyclopedias • Uses topic sentences, summary sentences, graphic features, typeface, and chapter titles to determine main ideas • Uses the various parts of a book to locate information, including the table of contents to locate information • Knows the defining characteristics of a variety of informational texts, including directions • Paraphrases main idea in texts • Understands structural patterns or organization in informational texts including compare-‐ and-‐contrast and cause-‐and-‐effect
Students will be able to: • Use prewriting strategies to plan written work • Use strategies to draft and revise written work • Use strategies to edit and publish written work • Write with attention to word choice and sentence variation • Write paragraphs with topic sentences to develop separate ideas • Use reference materials to edit writing • Incorporate page elements (paragraphing, margins, indentations, titles) • Evaluate self and others’ writing • Use descriptive language, including similes and metaphors • Produce writing in a variety of genres, including poetry, research, narrative, expository, fiction, and non-‐fiction • Use grammatical and mechanical conventions of print, cursive, and word processing • Uses story maps to plan written work in Narrative prompts using graphic organizer • Takes notes to plan written work • Engage in research, organizing notes into outline format • Uses conventions of print, cursive and word processing in written compositions • Uses conventions of spelling in written compositions, including Mastery of Syllabication, alphabetization, • Uses dictionary, compounds, homophones, antonyms and synonyms, word associations and analogies, roots, and suffixes to spell words • Uses complete, correct sentences and a variety of sentence structures, such as simple and compound • Uses conventions of capitalization in written compositions at the beginning of sentences, for titles, proper nouns, direct quotations, verbs, adjectives, adverbs • Use proper use of negatives in written compositions • Uses conventions of punctuation in written compositions including, periods in abbreviations, commas in dates, addresses, and in a series, clauses, and apostrophes in contractions • Writes responses to literature, narrative accounts, and expository compositions.
Students will be able to: • Use strategies to enhance listening comprehension • Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification • Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details • Listens in order to understand topic and purpose in spoken texts • Respond to comprehension questions explaining the topic and the purpose • Use level-‐appropriate vocabulary in speech • Use grammatically correct vocabulary for the audience and specific vocabulary to communicate ideas and supporting details • Makes oral presentations to the class with clear speech, appropriate volume and pitch for purpose and audience, eye contact, pauses, and inflection
Process
PROBLEM SOLVING
COMMUNICATION AND REPRESENTATION
REASONING AND PROOF
Students will be able to:
Students will be able to:
Students will be able to:
Analyze a problem to determine the question(s) to be answered and identify necessary and extraneous information
Follow a logical argument and judge its validity
Determine an efficient strategy, verify, interpret, and evaluate the results with respect to the original problem Try more than one strategy when the first strategy proves to be unproductive Select and use strategies and procedures to find solutions to problems Interpret and solve a variety of mathematical problems by paraphrasing Check the reasonableness of a solution
Draw logical conclusions about mathematica l problems
Review and refine the assumptions and steps used to derive conclusions in mathematica l arguments
Justify and explain the solutions to problems using manipulative s and physical models
Content
Use inquiry techniques to solve mathematical problems
Use a variety of methods to represent and communicate mathematical ideas through oral, verbal, and written formats Identify and translate key words and phrases that imply mathematical operations Use informal and mathematical language to explain why certain strategies or procedures were used to find a solution.
CONNECTIONS
Students will be able to: Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics Use physical models to explain the relationship between concepts and procedures Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science Identify, explain, and use mathematics in everyday life Use technology, including calculators, to develop mathematical concepts
NUMBERS OPERATIONS IN BASE TEN
MEASUREMENT
Students will be able to:
Students will be able to:
• Read and write numbers in words using standard and • expanded form. • Compare numbers using place value and symbols. • Round a multi-‐digit number to any place • Add and subtract multi-‐digit numbers using the standard algorithm. • Choose the correct operation to solve a multi-‐step word problem and interpret any remainders in the problem. • Multiply a multi-‐digit number by a one-‐digit number • Demonstrate multiplication of two two-‐digit numbers using rectangular arrays, place value, and the area model. • Demonstrate division of a multi-‐digit number using place value, rectangular arrays, and area models (2-‐digit • dividends and 1-‐digit divisors). • Use models to create and explain why different fractions are equivalent. • Understand that when comparing two fractions, the same whole must be referenced. • Compare two fractions by reasoning about their size or by creating equivalent fractions with a common • denominator. • Order fractions using <, >, and =. • Add fractions with denominators of 10 and 100. Add and subtract fractions and mixed numbers. • • Solve word problems with fractions. • Create a line plot with fractions and use the information to solve addition and subtraction problems. • Explain the relationship between a fraction and a decimal. Write a fraction with a denominator 10 or 100 as a decimal. • Identify the tenths and hundredths place. • Show decimals on a number line. • Compare decimals to the hundredths place.
OPERATIONS AND ALGEBRAIC THINKING Students will be able to:
Describe the • Define factors relative size of and multiples units and and list the represent larger factor pairs of units using any number smaller units between 1 (metric and and 100. customary). • Define prime Convert larger and units into composite equivalent numbers and smaller units. determine if a Solve word number is problems prime or related to composite. measurement that include • Generate a whole numbers, number fractions, and pattern that decimals. follows a Use formulas to given rule. solve problems involving area and perimeter. Identify the parts of an angle and define it by referencing measurement in degrees.
GEOMETRY Students will be able to:
• Identify a point, line, line segment, ray, angle, parallel lines, and perpendicular lines, and show examples by drawing. • Classify two-‐ dimensional shapes into categories. • Classify shapes by angles. • Generate a shape pattern that follows a given rule, and identify additional shape patterns within a pattern that go beyond the rule. • Define symmetry. • Identify shapes with symmetry and draw a line of symmetry
Structures of Life (Life Science) Students will be able to: • Describe and sort seeds using properties • Compare and record the number and properties of seeds • Sort and compare seeds • Observe the life cycle of a seed • Observe and sort seedlings by properties of germination • Compare germination in different types of seeds from a variety of fruits • Compare and record observations about structures of • Compare and observe the behaviors of organisms such as snails
Magnetism & Electricity (Physical Science)
Water (Earth Science)
Students will be able to: • Identify, describe and sort objects and materials using observed physical properties such as magnetic properties • Sort and classify natural and manufactured materials and objects according to physical properties • Observe magnetic interactions and sort objects based on whether they are affected by a magnet. • Measure the force of attraction between magnets. • Know that electrically charged material pulls on all other materials and can attract or repel other charged materials • Build a test circuit and test objects for conductivity • Predict conductivity of materials • Sort materials based on whether they conduct electricity • Observe the functioning of different kinds of circuits • Compare the brightness of lamps in different kinds of circuits • Determine the defining characteristics of series and parallel circuits • Analyze and solve circuitry problems • Observe the interaction between an electromagnet and objects • Systematically investigate ways to strengthen electromagnets • Compare the strength of electromagnets • Explore the behavior of an electromagnet under different • Encode and decode clicks produced by a telegraph
Students will be able to: • Observe and compare water on a variety of surfaces • Observe and compare rates of water flow • Observe and Compare the interaction of water at different temperatures • Observe and Describe the properties of water in two states, solid and liquid • Observe evaporation and condensation • Compare rates of evaporation under different conditions • Observe and Compare movement of water through different materials • Observe water power
Fourth Grade Social Studies Curriculum at a Glance
Students in fourth grade engage in interdisciplinary thematic units of study. The focus of these units is on depth of knowledge and engagement with the themes of Time, Continuity, Change, Citizenship and Culture.
US States and Regions The US States and Regions unit consists of three major focal points. These focal points include government, geography, and state history. Students learn research, and map skills. Students make a Powerpoint about a state that they have researched and produce timelines. They are exposed to early United States history.
South America The South American unit exposes students to regions, which provides them with the opportunity to describe and compare places. There is a focus on the physical attributes of the continent and a study of South American people and culture. Students research sustainability and migration.
Modern Olympics The Modern Olympics unit analyzes Modern Olympic Games, which are rooted in the ancient ideal to strive for perfection. Compare and Contrast events, rituals, and ceremonies of the ancient Olympics and the modern day Olympics. Students read and summarize passages. They also actively take part in a mock Olympic game.
Students will be able to: Students will be able to: Students will be able to: • Compare past and present situations • Describe the history, interaction, and • Interpret timelines of events studied and events contribution of the various peoples and cultures • Compare maps of the modern world with that have lived or migrated to a community or historical maps • Explain the cause and effect region relationships in the interactions among • Describe how an Olympic athlete honors his people and cultures that have lived in or • Use a variety of historical sources including country by participating in the Olympics migrated to a community or region artifacts, pictures, and documents to help define • Describe the myths and stories of classical Greece; factual historical evidence • Give examples of people and events, give examples of Greek gods and goddesses, and developments that brought • Compare information from the multiple sources heroes, and events, and where and how we see important changes to a community or recounting the same event. their names used today region • Describe the impact of various technological • Observe and reflect on past and current events as developments • Describe the ways in which the English well as one’s own personal feelings in order to colonists became Americans before, delve deeper into a topic • Define culture and discuss the many facets that during, and after the Revolutionary War. make up a culture • Compare and contrast the ancient and modern • Interpret timelines of events studied Olympic games • Identify the factors that make the South American region unique including cultural • Give examples of people, events, and developments that brought important diversity, industry, agriculture, and landforms
changes to a community or region Describe the impact of various technological developments Describe the Bill of Rights of the US Constitution
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Give examples of places that are similar and different from South America Characterize the South American regions using different types of features such as physical, political cultural, urban and rural Read, retell, and write about folktales related to South America Give examples of developments that brought important changes to a community or region through the humanities Explain and correctly use the elements of maps and globes Explain the relationship between geography and important industries
Art Students will be able to: Students in grades K-‐5 develop competencies in demonstrating knowledge and understanding of forms, styles, ideas, and functions of art and applying skills, techniques, media, and processes to create and present art. They also use the language of art to critique, assess, analyze, and communicate and make connections between art and other disciplines, personal experience, world history, and cultures.
•Identify and explore different forms of art. •Understand that art can convey ideas and serve different functions. •Manipulate the elements of art and the principles of design including: line, shape and form, color, value, and texture Balance, Contrast, Movement, Emphasis, Pattern, Proportion, and Unity •Distinguish between different forms and styles of art and make informed decisions
Music
Physical Education
Students will be able to: • Use accurate pitch, • Remember longer phrases, • Use some breathe control and posture, • Use correct articulation, • Demonstrate increasing aural memory, • Demonstrate increasing physical control and sound projection, • Sing partner songs, • Develop a clear understanding of low and high pitch in relation to instruments, • Use wind instruments as well as tuned and un-‐tuned percussion, • Begin to develop some breathe control in relation to playing instruments • Work on their own, in groups of different sizes, and as a class, • Begin to play two part harmony, • Hold their part in a two part harmony, • Develop a clear understanding of harmony (bass, chords, melody), • Perform music using gradual changes of tempo and dynamics • Use of musical emphases/accents and musical phrasing. • Sing or play with use of dynamics, musical phrasing appropriate to the composition’s musical ideas. • Perform with intent. • Integrate elements of music with melodies, rhythms, and musical devices, to perform
Students will be able to: • Send a ball to a moving target. • Catch an object sent with different amounts of force. • Move to strike an object with hand or implement alternating hits with partner. • Strike a ball demonstrating a bump, volley and serve. • Punt or dropkick a ball. • Maintain a dribble with hands and feet using the dominant or non-‐dominant hand. • Demonstrate a ready position and move quickly to move a ball. • Move to an open space to receive a pass. • Keep an object away from one or more opponents with one or more partners. • Move to fake or avoid an opponent. • Position self to protect a space or goal. • Create and perform a dance and gymnastic sequence. • Mount and dismount a vault or apparatus. • Create a sequence of jump rope skills. • Understand and use movement concepts related to dance, gymnastics or sport. • Demonstrate basic game tactics in partner or small group activities. • Recognize that appropriate practice improves performance. • Understand the purpose of rules and apply that knowledge to a variety of physical activity settings. • Identify personal benefits of participation in physical activity outside
Technology
Foreign Language
Level I Level II Students develop Students will be able to: Students will be able to: competencies in Mouse and Keyboard use, • Comprehend • Use appropriate Graphics, Word common expressions vocabulary, processing, Content area and structures used gestures, and oral reinforcement (reading in everyday expressions for and writing), situations as spoken greeting, Simulations, Multimedia by teachers and introductions, leave native speakers presentations, Data taking, and other accustomed to Handling, and dealing with common or familiar Introductions to language learners. interactions. Programming. • Participate in limited oral exchanges on • Uses the target Students will be able to: familiar topics to language to express • Demonstrate increased develop proficiency needs, feelings, and competency in touch in the target ideas related to typing language. everyday situations. • Identify essential • Use word processing, information in short graphics, research, and written texts to • Understand the simulations tools to recognize written basic ideas of oral demonstrate structures of the messages and short understanding and depth target language. conversations based of knowledge in subject • Write expressions on simple or familiar area content, in the and short sentences topics appropriate at areas of social studies to convey personal ideas, concepts, and this developmental and science information. level. • Use technology to • Learn general facts handle and interpret concerning the • Understand oral and data geography of the written descriptions • Work independently country and cultural and collaboratively to of people and heritage and create and present a objects in the lifestyles of the
about the ideas or functions used in the creation of the art •Demonstrate an understanding on how to use certain artistic forms or styles to convey specific ideas or functions •Use the vocabulary of art to compare and contrast works of art. •Use art concepts and vocabulary to evaluate their own and others artwork. •Self-‐assess choices when planning and creating art. •Use artwork to communicate and enhance understanding of concepts in other subject areas. •Recognize that art objects, motifs, and styles define cultural identity; relate works of art to a particular time period. •Know and compare the characteristics of artworks in various eras and cultures and can describe a variety of art objects in historical and cultural contexts. •Understand that culture and historical events influence art.
and/or • Compose music. • Integrate composed lyrics and melody with other fundamental elements of music, to compose their own songs. • Are able to perform/compose music that is true to cultural ad stylistic trends • Read music from traditional notation, • Read rests and note values. • Recognize the treble and bass clefs, bars, bar lines, time signatures, and music ties. • Identify elements of music within the context of performance of an ensemble, using appropriate terminology. • Identify some musical periods and genres using their knowledge of period and genre specific elements. • Use provided criteria (i.e. technical accuracy, instrumentation, timbre, projection, diction, stage presence, musician communication and chemistry, precision, synchronization, appropriateness of venue, etc.) and appropriate terminology to evaluate the quality of a composition or performance. • Recognize distinguishing characteristics of a representative musical genre or style as they have been applied or appear in a musical selection, in relation to historical or cultural trends.
of physical education. • Participate in moderate-‐to-‐vigorous activities outside of physical education class for longer periods of time. • Develop an awareness of participation in physical activities as a conscious personal decision, choosing activities for the purpose of improving skill and health. • Perform activities that enhance fitness components. • Maintain continuous aerobic activity for a specified time, and demonstrate an ability to pace performance relative to intensity and duration. • Relate personal fitness strengths and weaknesses to the ability to perform various tasks. • Work cooperatively and productively with a partner or small group to complete an assigned task. • Make judgments about safe use of equipment and space. • Demonstrate acceptance of skills and abilities of others through verbal and nonverbal behavior. • Identify the purpose of rules, procedures and safe practices, and apply them in physical activity settings. • Practice physically challenging activities in order to experience success and continue to play. • Enjoy participating in physical activities that are personally interesting. • Celebrate personal success and achievement, and that of others due to effort and practice. Accept the challenge of learning a new skill or activity and enjoy expanding their movement repertoire.
people in order to develop a cultural awareness. • Uses technology to present information about family, school events, and celebrations.
variety of multimedia projects
environment. • Learn poetry, songs, proverbs, short anecdotes or narratives. • Writes in a variety of formats to describe and provide information about oneself, friends and family, school activities.
• Uses technology to research and present on a variety of information of designated special projects, school events, and celebrations.