Grade 4 Essential Standards Department of Teaching and Learning 2013-­‐2014 4th Grade Essential Standards and Curriculum Resources Essential Standards are assessed via district wide common assessments, and reported biannually on the district report card. Reading / Language Arts Resources: DRA-­ Developmental Reading Assessment, Mondo-­Bookshop, Pacific Learning, Rigby, HMH Journeys, Eagle Crest, and Sundance Book Collections Making Meaning, Benchmark Writer’s Workshop, Word Study, Building Vocabulary, Zaner-­Bloser Handwriting Style, DIBELS Next progress monitoring tools Literature Essential: 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant charters found in mythology (e.g., Herculean). 5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first and third person narrations. Important: 1. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. 2. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures, including American Indian. 3. By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-­‐5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-­‐select texts for personal enjoyment, interest, and academic tasks. Informational Text Essential: 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4. Determine the meaning of general academic and domain-­‐specific words or phrases in a text relevant to a grade 4 topic or subject area. 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 6. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Important: 1. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably 2. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-­‐select texts for personal enjoyment, interest, and academic tasks. 3. Compare and contrast a firsthand and secondhand account, including those by or about Minnesota American Indians, of the same event or topic; describe the differences in focus and the information provided. 4. Explain how an author uses reasons and evidence to support particular points in a text. Foundational Skills Essential: 1. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-­‐level text with purpose and understanding. b. Read grade-­‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-­‐correct word recognition and understanding, rereading as necessary. Important: 1. Know and apply grade-­‐level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-­‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Writing Essential: 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. 2. Write informative /explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) 5. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). Important: 1. With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards up to and including grade 4). 2. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 3. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 5. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal, enjoyment interest, and academic tasks. Language Essential: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-­‐ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use comma and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-­‐appropriate words correctly, consulting references as needed. 3. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Important: 1. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-­‐
group discussion). 2. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-­‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 3. Acquire and use accurately grade-­‐appropriate general academic and domain-­‐specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Speaking, Viewing, Listening and Media Literacy Important: 1. Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-­‐upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. e. Cooperate and problem solve as appropriate for productive group discussion. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Identify the reasons and evidence a speaker provides to support particular points. 4. Report on a topic or text and avoid plagiarism by identifying sources, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Distinguish among, understand, and use different types of print, digital, and multimodal media. a. Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers). b. Locate and use information in print, non-­‐print, and digital resources using a variety of strategies. c. Check for accuracy of information between two different sources. d. Recognize safe practices in social and personal media communications. Enhancing: 1. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 2. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-­‐group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards for specific expectations.) 3. Create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.) a. Evaluate the Fair Use of each visual element or piece of music used in a media work and create a list documenting the source for each found image or piece of music. b. Publish the work and share it with an audience. Math Resources: Everyday Mathematics, Math from Many Cultures The K-­‐5 mathematics curriculum encompasses the use of Everyday Mathematics, a comprehensive program that is organized into six mathematical content strands that cover a number of skills and concepts. This provides a rich yet balanced curriculum-­‐ attention to numeration and computation without neglecting geometry, data, and algebraic thinking. Grade 4 Content Strands: • Fact Fluency: Students will demonstrate fluency with multiplication facts • Number and Numeration: Students will read, write and compare whole numbers up to 1,000,000,000, decimals through thousandths, negative numbers to -­‐100 and fractions; understand relations between fractions, decimals, and percents; locate fractions and mixed numbers on a number line; generate equivalent fractions. • Operations and Computation: Students will use paper and pencil algorithms to add, subtract, multiply and divide multi-­‐digit whole numbers and decimals, using mental arithmetic to compute exact answers and to estimate; round from millions to hundredths, model multiplication with arrays and area; use several methods to add and subtract fractions. • Data and Chance: Students will create, read and interpret graphs; identify landmarks in data sets, including range, median, mode and mean; list all possible outcomes in simple situations; use fractions to quantify probabilities; use experimental results to make predictions. • Measurement and Reference Frames: Students will measure length, area, volume, weight, temperature and time; develop personal references for inches, centimeters, •
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feet, meter and yard; estimate length and weight find areas and perimeters of rectangles, parallelograms and triangles; find volumes of rectangular prisms by counting cubic units; calculate elapsed time; use correct units in all measurements; calculate distances using map scales. Geometry: Students will locate points on a coordinate grid; draw and measure angles; classify angles as acute, obtuse or right; classify lines as parallel, intersecting, or perpendicular; recognize and use transformations, including reflections and line symmetry; build 2-­‐ and 3-­‐dimensional shapes; describe, compare and analyze 2-­‐ and 3-­‐dimensional shapes. Patterns, Functions and Algebra: Students will use letters and other symbols for unknowns; simplify expressions containing parentheses; create, extend and describe patterns; use formulas for finding the areas of simple geometric figures; determine rules that relate numbers in pairs; find missing numbers in tables; translate among verbal, numerical and graphical representations; understand and write number models for number stories. Social Studies Resources: Harcourt Brace – Social Studies, National Geographic Social Studies resources, Bloomington 5 Star Research process Grade 4 departs from the approach in the primary years (an approach that placed equal emphasis on each of the social studies disciplines) to a more discipline-­‐centered approach. A “lead discipline” is featured in each grades four through eight. In grade four, the lead discipline is geography, focusing on political geography and the cultural landscape of North America. Students master the understandings that lay the geographical foundation for the interdisciplinary Minnesota, United States, and Global Studies course to follow in the middle grades. They create and use various kinds of maps to identify the physical and human characteristics of places, examine regions in different locations and time periods, and analyze patterns and trends in the United States, Mexico and Canada. They learn about tribal government and develop a better understanding of the multiple players involved in the United States government (political leaders and the public) and the economy (buyers and sellers in a market). Students practice a reasoned decision-­‐making process to make choices-­‐an important building block for their understanding of personal finance that will be developed in later grades. Government and Citizenship Essential: 1. Describe tribal government and some of the services it provides; distinguish between United States and tribal forms of government. For example: Services provided by tribal governments—schools, hunting and fishing regulations. 2. Identify the major roles and responsibilities of elected and appointed leaders in the community, state and nation; name some current leaders who function in these roles and how they are selected. For example: Mayor, city council member, state senator, and governor. Important: 1. Describe how people take action to influence a decision on a specific issue; explain how local, state, national or tribal governments have addressed that issue. For example: Ways people take action—write a letter, make phone calls, create an advertisement or web page, attend a meeting. Economics Important: 1. Describe a market as any place or manner in which buyers and sellers interact to make exchanges; describe prices as payments of money for items exchanged in markets. Enhancing: 1. Apply a reasoned decision-­‐making process to make a choice. For example: Processes -­‐ a decision tree or PACED decision-­‐making process (Problem, Alternative, Criteria, Evaluation, Decision). A choice—evaluating the benefits and costs of buying a new game. 2. Define the productivity of a resource and describe ways to increase it. For example: Productivity equals the amount of output divided by the amount of input (resource). Things that can increase productivity—division of labor, specialization, improvements in technology (the way things are made). The productivity of a corn farmer (resource) has been improved by the use of specialized equipment, development of new varieties of seeds and fertilizers and improved farming techniques. Geography Essential: 1. Create and use various kinds of maps, including overlaying thematic maps, of places in the United States, and also Canada or Mexico; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information. For example: “TODALS” map basics—title, orientation, date, author, legend/key, and scale. Spatial information—cities, roads, boundaries, bodies of water, regions. 2. Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico. For example: How has human activity had an impact on the environment? Which region has the largest population? Where are the manufacturing centers of a country? Which languages are spoken in different places? Other questions might relate to environmental concerns, transportation issues, and flood control. 3. Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico. For example: Physical characteristics—
landforms (Rocky Mountains), ecosystems (forest), bodies of water (Mississippi River, Hudson Bay), soil, vegetation, weather and climate. Human characteristics— structures (Statue of Liberty), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs. 4. Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications. For example: Humans cut down a forest to clear land for farming, which leads to soil erosion. Consequently, humans have to use more fertilizer to supplement the nutrients in the soil. Important: 1. Use photographs or satellite-­‐produced images to interpret spatial information about the United States, and also Canada or Mexico. 2. Name and locate states and territories, major cities and state capitals in the United States. 3. Name and locate countries neighboring the United States and their major cities. For example: Countries neighboring the United States—Canada, Mexico, Cuba, Russia; Major cities—Toronto, Montreal, Winnipeg, Vancouver, Mexico City, Havana. 4. Use data to analyze and explain the changing distribution of population in the United States and Canada over the last century. 5. Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada. For example: Geographic factors—climate, landforms, availability of natural resources Enhancing: 1. Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada. 2. Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States. For example: Agricultural regions—
"Corn Belt," "Dairy Belt," crop regions. History Essential 1. Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came. Enhancing: 1. Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time. For example: The United States, Canada, or Mexico in 1800 versus 1900; population centers over time; natural resource use over time. Science Resources: Full Option Science Systems – FOSS: Water; Matter and Energy; Magnetism and Electricity; Earth Materials. Engineering is Elementary – Designing Alarm Circuits. Fourth grade students will explore the nature of science and engineering, physical science, earth and space science, life science and health through a variety of science lessons and investigations, as well as integrated math and literature experiences. The main areas of study in grade 4 are water, electricity, magnetism, rocks and minerals. Health topics will focus on identifying body systems, safety, making responsible decisions, and preventing diseases. The student will: The Nature of Science and Engineering 1. Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. 2. Describe a situation in which one invention led to other inventions. Physical Science 1. Measure temperature, volume, weight and length using appropriate tools and units. 2. Distinguish between solids, liquids and gases in terms of shape and volume. 3. Describe how the states of matter change as a result of heating and cooling. 4. Describe the transfer of heat energy when a warm and a cool object are touching or placed near each other. 5. Describe how magnets can repel or attract each other and how they attract certain metal objects. 6. Compare materials that are conductors and insulators of heat and/or electricity. 7. Identify several ways to generate heat energy. 8. Construct a simple electrical circuit using wires, batteries and light bulbs. 9. Demonstrate how an electric current can produce a magnetic force. Earth and Space Science 1. Recognize that rocks may be uniform or made of mixtures of different minerals. 2. Describe and classify minerals based on their physical properties. 3. Identify where water collects on Earth, including atmosphere, ground and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation. 4. Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. Life Science 1. Recognize that the body has defense systems against germs, including tears, saliva, skin and blood. 2. Give examples of diseases that can be prevented by vaccination. Health Resources: Totally Awesome Health – Meeks Heit and Healthteacher.com The Bloomington School District is committed to providing a comprehensive health curriculum for motivating and educating all learners to take active roles to achieve a healthy and balanced lifestyle that emphasizes responsibility, decision making, and promotes a strong self-­image. The student will: 1. Describe the basic structure and functions of the human body systems. 2. Compare the effects of positive and negative behavior on personal health. 3. Demonstrate the ability to apply a decision-­‐making process to health issues and problems. Music Resources: Share the Music – McGraw Hill The general goals of the Bloomington Music Program are valuing, producing, knowing and responding/judging music. The student will: 1. Read using rhythmic syllables, write using standard notation, and improvise and perform (by note and rote) patterns including combinations of: 2.
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• Syncopated patterns • Eighth/two sixteenth notes • Two sixteenth/eighth notes • Dotted quarter/eighth notes Play from notation, simple melodies on a recorder using the following tones: (D’C’ BAG ED); Sing familiar songs with accurate pitch, rhythm, posture, and technique to a chordal accompaniment; Identify by sight and sound all common instruments of all families in the band/orchestra and classify these instruments according to family; Demonstrate knowledge and application of grade appropriate music vocabulary and symbols; Demonstrate core ethical values: •
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Use of personal space and moving safely through group space Safely using instruments, care of personal recorder Taking and missing turns during games and play parties Listening to the others and accepting others’ ideas Physical Education Resources: Bloomington District Developed Materials Presidential Fitness The Bloomington Physical Education Program assures that our graduates possess the knowledge, skills, values, and behaviors which enable them to continue to pursue a variety of fitness enhancing activities throughout their lives. The student will demonstrate motor skills required for individual and team activities by: 1. demonstrating the soccer instep foot pass; 2. performing a rope jump routine using 5 or more stunts; 3. performing a tumbling routine using 5 or more skills; 4. executing a forearm volleyball pass; 5. demonstrating various dance styles; 6. fielding a ground ball; 7. dribbling a basketball around obstacles; 8. staying on task (effort, cooperation, following directions); 9. showing respect for self, peers, adults and equipment; 10. participating in a fitness plan; 11. demonstrating overall fitness based on the Presidential Fitness test; 12. demonstrating knowledge of rules associated with various physical education activities ( recreational, leisure, individual and team sports) Art Resources: Art – McGraw Hill Portfolios – Barrett Kendall The goal of discipline-­based art instruction is to establish district-­wide programs of regular instruction on art that lead to knowledge about art, understanding of its production, and appreciation of the aesthetic properties of art and other objects. Art History and Culture 1. Artist – Chuck Close 2. Artwork – Amate painting, David by Chuck Close 3. Style – Rolk art, Realism, Photorealism, portraiture 4. Culture – Mexico Art Criticism 1. Description 2. Analysis 3. Interpretation 4. Decision/Judgment Aesthetic Perception Develop an understanding and appreciation for art by participating, viewing and discussing.