4th Grade Checklists by xiaohuicaicai

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									Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Arts & Crafts
Grade(s): 4
Date: March 1, 2004

                                                                                            Approved 8/26/04 MAC


COURSE DESCRIPTION

Learn and develop the essential skills and technical demands unique to visual arts and use visual arts to express ideas.
Demonstrate an understanding of the dynamics of the creative process and show increased awareness of diverse peoples and cultures
through visual arts.
Observe, discuss, analyze, and make critical judgments about artistic artworks.
Use the visual arts to express ideas.
Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for
expression.

PHILOSOPHY

Visual arts education is basic to developing full literacy. Art is a reflection of life and understanding of art contributes to the
understanding of life.
Visual arts will help students reach a level of visual aesthetic literacy and gain an understanding of the communicative nature through
development of critical thinking, creative thinking, and problem solving skills.
Most stimuli in our environment are visual, therefore development of visual observations and the ability to analyze those observations
is essential.

COURSE OUTLINE

   1. Learn and develop the essential skills and technical demands unique to visual arts.
           A. Participate in the process of making art to understand the elements of art: line, shape, form, color, and texture.
           B. Explore and become familiar with art materials and their related techniques.
           C. Use art materials and tools in a safe and responsible manner.
   2. Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well
        as all other content areas.
             A. Explore similarities and differences between characteristics of the visual arts and other disciplines.
             B. Identify and apply connections between the visual arts and other disciplines in the local curriculum.
   3. Demonstrate an understanding of the dynamics of the creative process.
             A. Understand that works of art come from diverse personal and cultural experiences and inspirations.
             B. Develop appropriate methods of reflection and evaluation of art work.
   4. Observe, discuss, analyze, and make critical judgments about artistic works.
             A. Understand how personal experiences influence the development of specific artworks.
             B. Understand that there are different responses to specific artworks and respect those differences.
             C. Reflect upon and assess the characteristics and merits of one's own artwork.
   5. Show increased awareness of diverse peoples and cultures through visual and performing arts.
             A. Identify specific works of art as belonging to particular cultures, times, and places.
   6. Demonstrate knowledge about how technology and invention have historically influenced artists
      and offered new possibilities.
             A. Demonstrate an understanding of specific inventions that have influenced change in artists'
                ability to create works of art.
             B. Use various technologies to create works of art.
   7. Contribute to communities by sharing expertise in visual arts and by participating in the activities
      of cultural institutions.
             A. Identify and describe visual arts in various artistic settings.
             B. Access museum, gallery, and public settings to increase awareness of art.
             C. Contribute to community culture by exhibiting art work.

CMS Curriculum/Checklist                                      Page 1                                                     10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Arts & Crafts
Grade(s): 4
Date: March 1, 2004

                                                                                                                Approved 8/26/04 MAC

 Dist #         Performance Standard - 1st Semester                 NM Standard Dist #       Performance Standards - 2nd Semester                      NM Standard
1       Identify and/or make art using different materials         Visual Arts 1A1, 20 Discuss how the use of the elements of art can                5A1
        (such as watercolor, tempera, clay, etc.)                  CR3                 express moods and feeling in one's own art and in
                                                                                       the work of others.
2        Identify the elements of design (line, color, shape,      1A2              21 Describe their own art and the work of others.                5A2
         texture, pattern, space, value) as found in the
         environment and in art.
3        Identify and/or make use of techniques for                1B1                  22   Discuss the various possible reasons for selecting a 5B1
         producing art (such as drybrush, textured brush                                     particular media to convey messages in a piece of
         strokes, pinching, etc.)                                                            art work.
4        Demonstrate and explain steps used to create art          1B2                  23   Make art which demonstrates the effect of personal 5B2
         (idea gathering, sketches, diagrams, and additions                                  experience.
         to diagrams).
5        Demonstrate and explain responsible behavior with         1C1                  24   Complete, discuss, and display one's own works of 5C1
         all aspects of art materials and tools.                                             art.
6        Compare and contrast emotional responses to               3A1                  25   Respond to constructive comments from others       5C2, CR5
         specific pieces of art.                                                             about one's own art.
7        Identify and explain the similarities and differences     3A2                  26   Determine the function of various works of art and 6A1, CR1
         regarding concepts used in arts disciplines such as                                 artifacts within a specific culture.
         pattern, texture, symmetry, and repetition.
8        Demonstrate the perception of the relationships           3A3                  27   Create art that reflects NM cultural and historical     6A2, CR1,T1.1
         among the arts (music, theatre, dance, visual art).                                 influences.
9        Use the same piece of original art to produce both a      3B1                  28   Creat artworks based on a range of individual and       4A3
         creative writing piece and an informative writing                                   collective experiences.
         piece.
10       Compare the ways in which repetition, contrast,           3B2                  29   Describe art from one's own culture and the culture 6A3, CR1, CR5
         balance, symmetry and pattern occur in content                                      of others.
         areas other that art.
11       Talk about, practice or show understanding of the         3B3                  30   Recognize art from a variety of New Mexico              6A4, CR1, T1.1
         connection between visual art and the other content                                 cultures.
         areas.
12       Research and discuss instances in which history           4A1, T1.1            31   Research and discuss the role of technology and         7A1, CR1,2,3,
         and culture affected specific public art in the local                               invention in a variety of art related careers such as   T2.1,T3.2
         community.                                                                          painter, architect, animator, jeweler, etc.
13       Create and discuss works of art that express              4A2                  32   Demonstrate the use of various computer programs        7B1, CR3, T1.1,
         personal ideas, feelings, interests and values.                                     to create original art.                                 T3.4
14       Use correct vocabulary to describe and discuss            4A3                  33   Compare and contrast museum art and commercial          8A1, CR4
         works of art.                                                                       art used in print advertising.                          T2.10, T3.2
15       Describe at least two pieces of art in terms of           4B1                  34   Research and discuss at least two pieces of local       8B1, CR4,T3.3,
         similarities and differences of color, subject matter,                              public art in different media.                          T3.5
         personal reaction, and historical setting.
16       Show and tell what is meant by art and interpret          4B2                  35   Attend a community art exhibit and describe the         8B2, CR4
         meaning in others' artwork                                                          theme of the exhibit and at least one piece of art.
17       Participate in a variety of reflective process (such as   4B4, CR5             36   Participate in school or community sponsored            8C1, CR4
         individual tasks, group discussions, journaling,                                    opportunities for art display.
         portfolio, and display).
18       Identify similarities and differences in the ideas,       2B1, CR5             37   Complete, discuss, and display one's own original       2A2
         customs, and art of others                                                          work of art.
19       Use a piece of original student art as the motivation     2B2
         for a creative writing piece.




CMS Curriculum/Checklist                                                       Page 2                                                                10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Arts & Crafts
Grade(s): 4
Date: March 1, 2004

                                                                                  Approved 8/26/04 MAC

              SUGGESTED RESOURCES/METHODS                                  SUGGESTED EVALUATIONS
Internet                                                Portfolios
Teacher Resource Books                                  Post test
Library, Media                                          Rubric
Films                                                   End of the Year test
Museums                                                 Visual and oral presentations
Community Artists                                       Displaying works of art
Artwork
Paint and other art supplies




APPENDIX




CMS Curriculum/Checklist                       Page 3                                                    10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Language Arts/Reading
Grade(s): Fourth
Date: May 2006
                                                                                   Approved 5/8/2006 MAC


COURSE DESCRIPTION

An effective language arts curriculum teaches the strategies necessary for acquiring academic knowledge, academic standards, independent
learning, and career development. An effective language arts curriculum draws on literature from many genres, time periods, cultures,
literacy, media, and technology. An effective language arts curriculm emphasizes reading, writing, listening, and speaking strategies. An
effective language arts curriculum develops critical thinking and language together through interactive learning.



PHILOSOPHY

Students will develop and use a repetoire of learning strategies, evaluate their effectiveness, and become independent learners.
Students will obtain, interpret, analyze, and use literature from various time periods and cultures through the use of media and technology.
Students will develop the ability to think and communicate ideas clearly and coherently. Students will develop a life-long love for reading
and writing through individual interests. Students will comprehend, remember, analyze, evaluate, and apply skills they encounter in
language arts and all disciplines.



COURSE OUTLINE

I. Reading and Listening for Comprehension
       A. Students will apply strategies and skills to comprehend information that is read, heard, and viewed.
           1. Listen to, read, react to, and retell information.
           2. Locate and use a variety of resources to acquire informaiton across the curriculum.
           3. Demonstrate critical thinking skills to comprehend written, spoken, and visual information.
           4. Acquire reading strategies.
           5. Use technology tools to analyze and display data.
  II. Writing and speaking for expression.
       A. Students will communicate effectively through speaking and writing.
           1. Demonstrate competence in speaking to convey information.
           2. Apply grammatical and language conventions to communicate.
           3. Demonstrate competence in the skills and strategies of the writing process.
 III. Literature and media
       A. Students will use literature and media to develop an understanding of people, societies, and self.
           1. Use language, literature, and media to gain and demonstrate awareness of cultures around the world.
           2. Identify and use the types of literature according to their purpose and function.
       B. Students will use technology skills to develop and use language.
           1. Demonstrate knowledge and skills in the use of the computer and other technologies.
           2. Use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.




                                                               Page 4 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Language Arts/Reading
Grade(s): Fourth
Date: May 2006
                                                                                   Approved 5/8/2006 MAC


 Performance Standards (Note: All standards below are eligible for the CRT with the exception of those in      Dist Career (C) 1st 2nd
 italics which are required in the classroom.)                                                                  #    Tech (T) Sem. Sem.
                                                                                                                    Standards
Strand I: Reading and Listening for Comprehension
Content Standard I: Students will apply strategies and skills to comprehend information that is read,
heard, and viewed.
Benchmark I-A: Listen to, read, react to, and retell information
 1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the    1               X   X
 text, consult other sources , ask for help, paraphrase, question).
 2. Visualize and recall story details, including characterization and sequence.                               2                X   X
 3. Read a variety of texts, including:                                                                        3                X   X
         fiction (e.g., legends, novels, folklore, science fiction)                                           3a               X   X
         non-fiction (e.g., auto-biographies, informational books, diaries, journals)                         3b               X   X
         poetry                                                                                               3c               X   X
         drama                                                                                                3d               X   X
 4. Increase vocabulary through reading, listening, and interacting.                                           4                X   X
Benchmark I-B: Locate and use a variety of resources to acquire information across the curriculum                                   X
 1. Use key words, indices, cross-references, and letters on volumes to find information.                       5    C3,T2.10   X   X
 2. Use multiple representations of information (e.g., maps, charts, photos) to find information.               6    C3, T3.2   X   X
Benchmark I-C: Demonstrate critical thinking skills to comprehend written, spoken, and visual
information                                                                                                                         X
 1. Respond to fiction, poetry, and drama using interpretive, critical, and evaluative processes by:           7                X   X
               analyzing author’s word choice and context                                                     7a               X   X
                examining reasons for characters’ actions                                                     7b               X   X
                identifying and examining characters’ motives                                                 7c               X   X
                considering a situation or problems from different characters’ perspectives                   7d               X   X
 2. Respond to non-fiction using interpretive, critical, and evaluative processes.                             8                X   X
 3. Analyze characters, events, and plots from different texts and cite supporting evidence.                   9                X   X
 4. Analyze how language and visuals bring characters to life, enhance plot development, and produce a         10               X   X
 response.
 5. Demonstrate deductive and inductive reasoning by drawing logical conclusions.                              11               X   X
Benchmark I-D: Acquire reading strategies                                                                                       X   X
 1. Use word identification strategies appropriately and automatically when encountering words (e.g.,          12               X   X
 graphophonic , syntactic, semantic).
 2. Identify key words and discover their relationships.                                                       13               X   X
 3. Adjust speed of reading to suit purpose and difficulty of material.                                        14               X   X
 4. Read aloud with fluency and comprehension grade-level text.                                                15               X   X
 5. Increase vocabulary through reading, listening, and interacting .                                          16               X   X
Strand: Writing and Speaking for Expression                                                                                     X   X
Content Standard II: Students will communicate effectively through speaking and writing.                                            X
Benchmark II-A: Demonstrate competence in speaking to convey information .                                                          X
 1. Actively contribute to a discussion.                                                                        17     C2       X   X
 2. Use language to:                                                                                            18              X   X
                present information and ideas clearly and concisely                                           18a     C2       X   X
                interview                                                                                     18b     C2       X   X
                solve problems                                                                                18c     C2       X   X
                make decisions                                                                                18d     C2       X   X
 3. Make oral presentations, using technologies when appropriate, with an awareness of audience and             19   C2,T3.4    X   X
 purpose.




                                                                Page 5 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Language Arts/Reading
Grade(s): Fourth
Date: May 2006
                                                                                 Approved 5/8/2006 MAC


 Performance Standards (Note: All standards below are eligible for the CRT with the exception of those in   Dist Career (C) 1st
 italics which are required in the classroom.)                                                               #    Tech (T) Sem.
                                                                                                                 Standards
 4. Use appropriate non-verbal communication while giving presentations.                                    20              X     X
 5. Read aloud with fluency and comprehension grade-level text.                                             21              X     X
Benchmarks II-B: Apply grammatical and language conventions to communicate                                                  X     X
 1. Use simple and compound sentences in writing and speaking.                                              22              X     X
 2. Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and        23              X     X
 prepositional phrases.
 3. Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in     24              X   X
 writing and speaking .
 4. Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in      25              X   X
 contractions.
 5. Use underlining, quotation marks, or italics to identify titles of documents.                             26              X   X
 6. Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, proper      27              X   X
 nouns, and the first word in quotations when appropriate.
 7. Spell correctly roots, inflections, affixes, and syllable constructions.                                  28              X   X
 8. Compose multiple paragraphs with:                                                                         29              X   X
            topic sentences                                                                                 29a              X   X
            specific, relevant details                                                                      29b              X   X
            logical progression and movement of ideas                                                       29c              X   X
            coherence                                                                                       29d              X   X
            elaboration                                                                                     29e              X   X
            concluding statement related to topic                                                           29f              X   X
 9. Speak in a manner that guides the listener to understand important ideas by using proper phrasing,        30              X   X
 pitch, and modulation.
Benchmarks II-C: Demonstrate competence in the skills and strategies of the writing process.                                      X
 1. Produce a variety of written compositions using:                                                          31              X   X
         descriptive writing (e.g., using relevant details and ideas that figuratively recreate an event or 31a              X   X
        experience)
         narrative writing (e.g., using sequence, point of view, and character to tell a story)             31b              X   X
         expository writing (e.g., identifies and stays on the topic; develops the topic with simple facts, 31c              X   X
        details, examples, explanations)
 2. Use planning strategies that generate topics and organize ideas (e.g., brainstorming , mapping, webbing, 32               X   X
 reading, discussion ).
 3. Focus revision on:                                                                                        33              X   X
         sequence of events and ideas                                                                       33a              X   X
         transitional words                                                                                 33b              X   X
         sentence patterns                                                                                  33c              X   X
Strand: Literature and Media                                                                                 10           X       X
Content Standard III: Students will use literature and media to develop an understanding of people,
societies, and the self.                                                                                                  X       X
Benchmarks III-A: Use language, literature, and media to gain and demonstrate awareness of cultures
around the world.
 1. Examine the reasons for characters’ actions.                                                              34              X   X
 2. Identify and examine characters’ motives.                                                                 35              X   X
 3. Consider a situation or problem from different characters’ point of view.                                 36              X   X
 4. Trace the exploits of character types across literature and media depicting various cultures.             37              X   X




                                                              Page 6 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Language Arts/Reading
Grade(s): Fourth
Date: May 2006
                                                                                      Approved 5/8/2006 MAC


 Performance Standards (Note: All standards below are eligible for the CRT with the exception of those in            Dist Career (C)
 italics which are required in the classroom.)                                                                        #    Tech (T)
                                                                                                                          Standards
Benchmarks III-B: Identify and use the types of literature according to their purpose and function                                         X
 1. Identify beginning, middle, and end of a story.                                                                   38               X   X
 2. Describe the contextual differences of various forms of literature.                                               39               X   X
 3. Describe the reasons why an author would choose a particular genre.                                               40               X   X
 4. Compose fiction, non-fiction, poetry, and drama using self-selected and/or assigned topics and forms.             41               X   X
 5. Respond to fiction, non fiction , poetry, and drama using interpretive, critical, and evaluative processes by:    42               X   X
            analyzing author’s word choice and context                                                              42a               X   X
            examining reasons for characters’ actions                                                               42b               X   X
            identifying and examining characters’ motives                                                           42c               X   X
         considering a situation or problems from different characters’ perspectives                                42d               X   X




                                                                  Page 7 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Language Arts/Reading
Grade(s): Fourth
Date: May 2006
                                                              Approved 5/8/2006 MAC


SUGGESTED RESOURCES/METHODS

Scott Foresman and its many varied resources
Leveled Readers, Scott Foresman
McGraw Hill Language Arts
Shirley English (optional)
Various Trade Books

SUGGESTED EVALUATIONS

pencil and paper
oral presentation
peer evaluation
group and individual project
teacher evaluation
observation
portfolio
National, State, and District Assessments




                                               Page 8 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                             Approved 6/12/08 MAC



         COURSE DESCRIPTION

         Students in Grade 4 will have successful experiences in mathematical applications. They will also develop an awareness for the role math plays in life experiences,
         related curriculum, and technology.


         PHILOSOPHY

         Fourth grade mathematics will focus on individual student needs, prepare them for academic transition, and provide appropriate technological skills.



         COURSE OUTLINE


         I. Number and Operations
              A. Understand numbers, way of representating numbers, relationships among numbers, and number systems.
                   1. Exhibit an understanding of the place value structure of the base 10 number system by        reading, modeling, writing, and interpreting whole numbers
                   up to 100,000; compare and order the numbers.
                   2. Identify fractions as parts of unit wholes, as parts of groups, and as locations on number lines.
                   3. Add and subtract fractions with common and uncommon denominators using a variety of strategies (e.g. maniulatives, numbers, and pictures.)
                   4. Recognize classes of numbers (e.g. odd, even, factors, multiples, square numbers) and apply these concepts in problems solving situations.
         B. Understand the meaning of operations and how they relate to one another.
                   1. Demonstrate an understanding of and the ability to use:
                                *standard algorithms for the addition and subtraction of multi-digit numbers
                                *standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a one-digit number.
                   2. Select and use appropiate operations (addition, subtraction, multiplication, and division) to solve problems.
                   3. Extend the uses of whole numbers to the addition and subtraction of simple decimals (positive numbers to two places.)
                   4. Demonstrate commutitive, associative, identity, and zero properties of operations on whole numbers.
                   5. Demonstrate the concept of distrubutivity of multiplication over addition and subtraction.
         C. Compute fluently and make reasonable estmates.
                   1. Deomonstrate multiplication combinations through 12 X 12 and related division facts, and use them to solve problems mentally and compute related
                   problems.




     CMS Curriculum/Checklist                                                               Page 1 of 48                                                                        10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                          Approved 6/12/08 MAC



         COURSE OUTLINE (continued)


                   2. Add, subtract, and multiply up to two double-digits accurately and efficiently.
                   3. Add and subtract fractions with common and uncommon denominators using a variety of strategies (e.g. maniulatives, numbers, and pictures.)

                   4. Use strategies to estimate computations involving fractions and decimals.
         II. Algebra
              A. Understand patterns, relations, and functions.
                   1. Represent and analyze patterns and simple functions using words, tables, and graphs.
                   2. Create and describe numeric and geometric patterns including multiplication and division patterns.
                   3. Express mathematical relationships using equations.
                   4. Use and interpret variables, mathematical symbols, and properties to write and simplify exressions and sentences.
              B. Represent and analyze mathematical situations and stuctures using algebric symbols.
                   1. Identify symbols and letters that represent the concept of a variable as an unknown quantity.
                   2. Explore the uses of properties(commutative, associative, and distributive) in the computation of whole numbers.
                   3. Express mathematical relationships using equations.
                   4. Determine the value of variables in simple equations.
                   5. Develop simple formulas in exploring quantities and their relationships.
              C. Use mathematical modes to represent and understand quantitative relationships.
                   1. Solve problems involving proportional relationships.
                   2. Model problem situations and use graphs, tables, pictures, and equations to draw conclusions.
                   3. Use and interpret formulas to answer questions about quantities and their relationships.
              D. Analyze changes in various contexts.
                   1. Identify and describe situations with constant or varying rates of change and compare them.
                   2. Determine how a change in one variable relates to a change in a second variable.
                   3. Find and analyze patterns using data tables.
                   4. Demonstrate and describe varying rates of change in relation to real world situations.




     CMS Curriculum/Checklist                                                              Page 2 of 48                                                            10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                               Approved 6/12/08 MAC



         COURSE OUTLINE (continued)


         III. Geometry
              A. Analyse characteristics and properties of two and three dimensional geometric shapes and develop mathematical arguments about geometric relationships.


                   1. Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes: build, draw, create,
                   and describe geometric objects, identify lines that are parallel or perpendicular?identify and compare congruent and similar figures
                   2. Classify two- and three-dimensional shapes according to their properties and develop definitions of classes like triangles and pyramids:
                   3. Make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions
              B. Specify locations and describe spatial relationships using coordinate geometry and other representational systems.
                   1. Describe location and movement using common language and geometric vocabulary.
                   2. Use ordered pairs to graph, locate, identify points, and describe paths in the first quadrant of the coordinate plane.
                   3. Use a variety of methods for measuring distances between locations on a grid.
              C. Apply transformations and use symmetry to analyze mathematical situations.
                   1. Create and describe rotational designs using language of transformational symmetry.
                   2. Describe a motion or set of motions that will show that two shapes are congruent.
              D. Use visualization, spatial reasoning, and geometric modeling to solve problems.
                   1. Develop and use mental images of geometric shapes to solve problems
                   2. Use geometric models such as number lines, arrays, and computer simulations to investigate number relationships
                   3. Explore relationships involving perimeter and area
         IV. Measurement
              A. Understand measurable attributes of objects and the units, systems, and process of measurement.
                   1. Select the appropriate type of unit for measuring perimeter and size of an angle.
                   2. Understand the need for measuring with standard units and become familiar with the standard units in customary and metric system.
                   3. Identify the inverse relationship between the size of the units and the number of units.
                   4. Develop formulas to determine the surface areas of rectangular solids.
                   5. Develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms.
                   6. Carry out simple conversions within a system of measurement.




     CMS Curriculum/Checklist                                                               Page 3 of 48                                                                       10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                          Approved 6/12/08 MAC



         COURSE OUTLINE (continued)


              B. Read and interpret a calendar and time data from a table.
                   1. Estimate perimeters, areas of rectangles, triangles, and irregular shapes.
                   2. Find the area of rectangles, related triangles, and parallelograms.
                   3. Estimate, measure, and solve problems involving length, area, mass, time, and temperature using appropriate standard units and tools.
                   4. Identify common measurements of turns
                   5. Compute elapsed time and make and interpret schedules.
                   6. Use tools to measure angles
         V. Data Analysis and Probability
              A. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
                   1. Organize, represent, and interpret numerical and categorical data and clearly communicate findings.
                   2. Design investigations and represent data using tables and graphs (e.g., line plots, bar graphs, line graphs
              B. Select and use appropriate statistical methods to analyze data.
                   1. Compare and describe related data sets.
                   2. Use the concepts of median, mode, maximum, minimum, and range and draw conclusions about a data set.
                   3. Use data analysis to make reasonable inferences/predictions and to develop convincing arguments from data described in a variety of formats
              C. Develop and evaluate inferences and predictions that are based on data.
                   1. Propose and justify conclusions and predictions based on data.
                   2. Develop convincing arguments from data displayed in a variety of formats.
              D. Understand and apply basic concepts of probability.
                   1. Describe events as 'likely,' 'unlikely,' or 'impossible' and quantify simple probability situations.
                   2. List all the possible combinations of objects from three sets




     CMS Curriculum/Checklist                                                                 Page 4 of 48                                                          10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                               Approved 6/12/08 MAC


   Ref         Performance Standards                                                                                                                 Career (C) 1st 2nd 3rd 4th 5th 6th
               Textbook: Harcourt Math G4                                                                                                             Tech (T)
                                                                                                                                                     Standards
              Strand: Numbers and Operations
              Standard: Students will understand numerical concepts and mathematical operations.
              Benchmark I: Understand numbers, way of representing numbers, relationships among numbers, and number systems.
4.N.1.1        Exhibit an understanding of the place-value structure of the base-ten number system by reading, modeling, writing, and interpreting              x
               whole numbers up to 100,000; compare and order the numbers:
               Textbook pages: 2-3, 4-5, 6-9, 10-11, 20-23, 24-27, 28-29, 30-33, 56-57,
4.N.1.1a               recognize equivalent representations for the same number and generate them by decomposing and combining numbers                         x
                      (e.g., 853 = 8 x 100 + 5 x 10 + 3; 853 = 85 x 10 + 3; 853 = 900 - 50 + 3)
               Textbook pages: 4-5, 6-9, 20-23
4.N.1.1b               identify the numbers less than 0 by extending the number line and using negative numbers through familiar applications                          x
                      (e.g., temperature, money)
               Textbook pages: 420-421, 422-423, 434-435, 436-437, 437
4.N.1.2        Identify fractions as parts of unit wholes, as parts of groups, and as locations on number lines:                                                        x
4.N.1.2a               use visual models and other strategies to compare and order commonly used fractions                                                             x
               Textbook pages: 452-455, 456-457, 458-461, 468-471, 522-525
4.N.1.2b               use models to show how whole numbers and decimals (to the hundredths place) relate to simple fractions (e.g., 1/2, 5/10,                        x
                      and 0.5)
               Textbook pages: 560-563, 564-565, 568-571, 607
4.N.1.2c               Identify different interpretations of fractions:                                                                                                x
4.N.1.2c1                      division of whole numbers by whole numbers                                                                                              x
               Textbook pages: 448-451
4.N.1.2c2                      ratio                                                                                                                                   x
               Textbook pages: 452-455, 458-461
4.N.1.2c3                      equivalence                                                                                                                             x
               Textbook pages: 448-451, 566-567, 568-571
4.N.1.2c4                      ordering of fractions                                                                                                                   x
               Textbook pages: 452-455, 456-457, 458-461, 468-471, 522-525
4.N.1.2c5                      parts of a whole or parts of a set                                                                                                      x
               Textbook pages: 446-447, 448-451, 466-567, 568-571
4.N.1.3        Add and subtract fractions with common and uncommon denominators using a variety of strategies (e.g., manipulatives, numbers,                            x
               and pictures):
4.N.1.3a             recognize and generate equivalent decimal forms of commonly used fractions (e.g., halves, quarters, tenths, fifths)                               x
               Textbook pages: 560-563, 564-565, 566-567, 568-571, 607

           CMS Curriculum/Checklist                                                           Page 5 of 48                                                                      10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                                   Approved 6/12/08 MAC


   Ref         Performance Standards                                                                                                                      Career (C) 1st 2nd 3rd 4th 5th 6th
               Textbook: Harcourt Math G4                                                                                                                  Tech (T)
                                                                                                                                                          Standards
4.N.1.3b             identify the numbers less than 0 by extending the number line and using negative numbers through familiar applications                                  x
                    (e.g., temperature, money)
               Textbook pages: 420-421, 422-423, 424-425, 426-427, 437
4.N.1.4        Recognize classes of numbers (e.g., odd, even, factors, multiples, square numbers) and apply these concepts in problem-solving                        x
               situations
               Textbook pages: 164-165, 172-173, 214-215, 236-237, 240-241, 316-317, 338-341, 342-345, 348-349, 355, 424-425
              Benchmark II: Understand the meaning of operations and how they relate to one another.
4.N.2.1        Demonstrate an understanding of and the ability to use:                                                                                               x
4.N.2.1a                standard algorithms for the addition and subtraction of multi-digit numbers                                                                 x
               Textbook pages: 40-43, 44-47, 48-49, 50-51, 52-55, 64-67
4.N.2.1b                standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a                       x
                       one-digit number
               Textbook pages: 236-237, 238-239, 240-241, 242-243, 252-255, 256-257, 258-259, 260-261, 262-263, 278-279, 280-291, 282-
4.N.2.2        285, 286-287, 288
               Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems.                                        x
               Textbook pages: 52-55, 176-177, 258-259, 306-307, 326-327, 478-479
4.N.2.3        Extend the uses of whole numbers to the addition and subtraction of simple decimals (positive numbers to two places).                                 x
               Textbook pages: 586-587, 588-589, 590-591, 592-595
4.N.2.4        Demonstrate commutative, associative, identity, and zero properties of operations on whole numbers (e.g., 37 x 46 = 46 x 37 and (6                        x
               x 2) x 5 = 6 x (2 x 5)).
               Textbook pages: 50-51, 68-69, 174-175, 226-227, 236-237, 288-289, 302-305, 316-317
4.N.2.5        Demonstrate the concept of distributivity of multiplication over addition and subtraction (e.g., 7 x 28 is equivalent to (7 x 20) + (7 x                  x
               8) or (7 x 30) - (7 x 2)).
               Textbook pages: 238-239
              Benchmark III: Compute fluently and make reasonable estimates.
4.N.3.1        Demonstrate multiplication combinations through 12 x 12 and related division facts, and use them to solve problems mentally and                       x
               compute related problems (e.g., 4 x 5 is related to 40 x 50, 400 x 5, and 40 x 500).
               Textbook pages: 44-47, 48-49, 50-51, 52-55, 56-57, 164-165, 166-167, 168-171, 172-173, 174-175, 184-185, 186-187, 188-191,
4.N.3.2        Add, subtract, and 198-199, 214-215, 216-217, 236-237, 288-289, 204, 209,
               192-193, 194-197, multiply up to two double-digits accurately and efficiently.210-211                                                                 x
               Textbook pages: 40-43, 64-67, 164-165, 166-167, 168-171, 172-173, 174-175, 184-185, 186-187, 188-191, 192-193, 194-197,
               198-199, 204, 209, 210-211, 214-215, 216-217, 218-221, 222-225, 226-227, 236-237, 238-239, 240-241, 252-255
4.N.3.3        Use a variety of strategies (e.g., rounding and regrouping) to estimate the results of whole number computations and judge the                        x
               reasonableness of the answers.
               Textbook pages: 10-11, 30-33, 44-47, 48-49, 50-51, 52-55, 216-217, 218-221, 242-243, 253-255, 256-257, 258-259, 260-261


           CMS Curriculum/Checklist                                                              Page 6 of 48                                                                        10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                                   Approved 6/12/08 MAC


   Ref         Performance Standards                                                                                                                  Career (C) 1st 2nd 3rd 4th 5th 6th
               Textbook: Harcourt Math G4                                                                                                              Tech (T)
                                                                                                                                                      Standards
4.N.3.4        Use strategies to estimate computations involving fractions and decimals.                                                                              x
               Textbook pages: 471, 477, 586-587
              Strand: Algebra
              Standard: Students will understand algebraic concepts and applications
              Benchmark I: Understand patterns, relations, and functions.
4.A.1.1        Represent and analyze patterns and simple functions using words, tables, and graphs.                                                    T2.1,3.3   x
               Textbook pages: 74-75, 198-199, 205, 214-215, 236-237, 288-289, 316-317, 346-347, 410-411, 412-413, 636-637
4.A.1.2        Create and describe numeric and geometric patterns including multiplication and division patterns.                                        T2.8         x
               Textbook pages: 74-75, 168-171, 198-199, 205, 214-215, 236-237, 288-289, 316-217, 346-347, 410-411, 412-413, 648-649
4.A.1.3        Express mathematical relationships using equations.                                                                                                x
               Textbook pages: 70-73, 74-75, 76-79, 80-81, 188-191, 192-193, 194, 197, 198-199, 228-229
4.A.1.4        Use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences:                                 x
4.A.1.4A.              use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an                     x
                      understanding of the concept of a variable)
               Textbook pages: 64-67, 68-69, 70-73, 74-75, 76-79, 80-81, 188-191, 192-193, 194-197, 198-199
4.A.1.4b               interpret and evaluate mathematical expressions using parentheses                                                                             x
               Textbook pages: 64-67, 184-185, 186-187, 192-193, 194-197, 204
4.A.1.4c               use and interpret formulas (e.g., Area = Length x Width or A = L x W) to answer questions about quantities and their                              x
                      relationships
               Textbook pages: 614-617, 620-621, 630-633, 634-635, 636-637, 650-653, 661
              Benchmark II: Represent and analyze mathematical situations and structures using algebric symbols.
4.A.2.1        Identify symbols and letters that represent the concept of a variable as an unknown quantity.                                                      x
               Textbook pages: 65-67, 70-73, 74-75, 76-79, 80-81, 188-191, 192-193, 194-197, 198-199
4.A.2.2        Explore the uses of properties (commutative, distributive, associative) in the computation of whole numbers.                                           x
               Textbook pages: 43, 68-69, 174-175, 238-239
4.A.2.3        Express mathematical relationships using equations.                                                                                                x
               Textbook pages: 70-73, 76-79, 188-191, 192-193, 194-197, 198-199, 228-229
4.A.2.4        Determine the value of variables in simple equations (e.g., 80 x 15 = 40 x []).                                                                    x
               Textbook pages: 65-67, 188-191, 192-193
4.A.2.5        Develop simple formulas in exploring quantities and their relationships (e.g., A = L x W).                                             C2,3 T2.8           x
               Textbook pages: 614-617, 620-621, 630-633, 650-653, 661
              Benchmark III: Use mathematical modes to represent and understand quantitative relationships.
4.A.3.1        Solve problems involving proportional relationships (including unit pricing and map interpretations; e.g., one inch = five miles;         T2.8     x
               therefore, five inches = [] miles).

           CMS Curriculum/Checklist                                                            Page 7 of 48                                                                      10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                                    Approved 6/12/08 MAC


   Ref         Performance Standards                                                                                                                    Career (C) 1st 2nd 3rd 4th 5th 6th
               Textbook: Harcourt Math G4                                                                                                                Tech (T)
                                                                                                                                                        Standards
               Textbook pages: 216-217, 228-229, 256-257, 258-259, 260-261, 526-527, 528-529, 530-531, 532-533, 544-545, 546-547, 548-
               549, 550-551, 552-553, 543
4.A.3.2        Model problem situations and use graphs, tables, pictures, and equations to draw conclusions (e.g., different patterns of change).       C2.T2.8,3. x
                                                                                                                                                            3
               Textbook pages: 12-13, 28-29, 33, 92-93, 101, 102-103, 114-117, 118-121, 122-123, 124-125, 126-127, 128-129, 136-137, 138-
               139, 140-141, 142-143, 144-147, 148, 149, 155, 159
4.A.3.3        Use and interpret formulas (e.g., Area = Length x Width or A = L x W) to answer questions about quantities and their relationships        C2,T2.8            x

               Textbook pages: 614-617, 620-621, 630-633, 650-653, 661
              Benchmark IV: Analyze changes in various contexts.
4.A.4.1        Identify and describe situations with constant or varying rates of change and compare them.                                              C2,3 T2.8       x
               Supplemental Materials: NM2-NM3
4.A.4.2        Determine how a change in one variable relates to a change in a second variable (e.g., data tables, input-output machines).               C2,3           x
               Textbook pages: 64-67, 74-75, 87, 198-199                                                                                                T2.1,2.8
4.A.4.3        Find and analyze patterns using data tables (e.g., T tables).                                                                              C3,       x
                                                                                                                                                        T2.1,2.8
               Textbook pages: 74-75, 122-123, 124-125, 126-127, 128-129, 136-137, 138-139, 140-141, 142-143, 144-147, 148-149, 155, 159,
               198-199, 205, 636-637
4.A.4.4        Demonstrate and describe varying rates of change in relation to real-world situations (e.g., plant growth, students' heights).            C3,T3.3    x
               Supplemental Materials: NM4-NM5
              Strand: Geometry
              Standard: Students will understand geometric concepts and applications.
              Benchmark I: Analyse characteristics and properties of two and three dimensional geometric shapes and develop mathematical
              arguments about geometric relationships.
4.G.1.1        Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes:          C3                    x
               build, draw, create, and describe geometric objects; identify lines that are parallel or perpendicular; identify and compare congruent   T2.1,3.3
               and similar figures
               Textbook pages: 366-369, 370-371, 372-373, 380-381, 382-383, 384-387, 388-389, 390-391, 402-403, 404-405, 406-409, 410-
4.G.1.2        411
               Classify two- and three-dimensional shapes according to their properties and develop definitions of classes like triangles and                                   x
               pyramids:
4.G.1.2a                visualize, describe, and make models of geometric solids in terms of the number of faces, edges, and vertices                    T3.3                  x
               Textbook pages: 380-381, 382-383, 644-647, 648-649
4.G.1.2b                interpret two-dimensional representations of three-dimensional objects                                                                                 x
               Textbook pages: 366-369, 644-647, 648-649, 660, 661

           CMS Curriculum/Checklist                                                             Page 8 of 48                                                                        10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                              Approved 6/12/08 MAC


   Ref         Performance Standards                                                                                                               Career (C) 1st 2nd 3rd 4th 5th 6th
               Textbook: Harcourt Math G4                                                                                                           Tech (T)
                                                                                                                                                   Standards
4.G.1.3        Make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions                                 x
               Textbook pages: 372-373, 384-387, 388-389, 410-411
              Benchmark II: Specify locations and describe spatial relationships using coordinate geometry and other representational
              systems.
4.G.2.1        Describe location and movement using common language and geometric vocabulary.                                                                             x
               Textbook pages: 398-401, 406-409
4.G.2.2        Use ordered pairs to graph, locate, identify points, and describe paths in the first quadrant of the coordinate plane.              C3 T2.8                x
               Textbook pages: 430-431, 437
4.G.2.3        Use a variety of methods for measuring distances between locations on a grid.                                                       C3 T2.8                x
               Supplemental Materials: NM6-NM7
              Benchmark III: Apply transformations and use symmetry to analyze mathematical situations.                                             CT
4.G.3.1        Create and describe rotational designs using language of transformational symmetry.                                                 C3 T2.8            x
               Textbook pages: 398-401, 406-409, 410-411, 412-413
4.G.3.2        Describe a motion or set of motions that will show that two shapes are congruent.                                                   C3 T2.8            x
               Textbook pages: 402-403, 406-409
              Benchmark IV: Use visualization, spatial reasoning, and geometric modeling to solve problems.
4.G.4.1        Develop and use mental images of geometric shapes to solve problems (e.g., represent three-dimensional shapes in two                               x
               dimensions).
               Textbook pages: 366-369, 644-647, 648-649, 660, 661
4.G.4.2        Use geometric models such as number lines, arrays, and computer simulations to investigate number relationships (e.g., patterns).                  x

               Textbook pages: 166-167, 338-341, 342-345, 346-347, 348-349, 424-425, 428-429, 448-451, 452-455, 456-457, 471, 560-563,
               568-571, 572-575, 584-585
4.G.4.3        Explore relationships involving perimeter and area:                                                                                                    x
4.G.4.3a              measure area of rectangular shapes and use appropriate units                                                                                   x
               Textbook pages: 628-629, 630-633, 661, 665
4.G.4.3b              recognize that area can have the same perimeter but different areas and vice versa                                                             x
               Textbook pages: 630-633, 634-635, 636-637, 665
4.G.4.3c              use models and formulas to solve problems involving perimeter and area of rectangles and squares (e.g., arrays)               T2.8             x
               Textbook pages: 612-613, 614-617, 620-621, 661, 665




           CMS Curriculum/Checklist                                                           Page 9 of 48                                                                    10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                           Approved 6/12/08 MAC


   Ref        Performance Standards                                                                                                               Career (C) 1st 2nd 3rd 4th 5th 6th
              Textbook: Harcourt Math G4                                                                                                           Tech (T)
                                                                                                                                                  Standards
             Strand III: Measurement
             Standard I: Students will understand measurement systems and applications.
             Benchmark I: Understand measurable attributes of objects and the units, systems, and process of measurement.
4.M.1.1       Select the appropriate type of unit for measuring perimeter and size of an angle.                                                                      x
              Textbook pages: 366-369, 612-613, 614-617
4.M.1.2       Understand the need for measuring with standard units and become familiar with the standard units in customary and metric system.      C3          x

              Textbook pages: 518-521, 522-525, 528-529, 530-531, 540-543, 544-545, 546-547, 548-549, 550-551, 552-553
4.M.1.3       Identify the inverse relationship between the size of the units and the number of units.                                                           x
              Textbook pages: 526-527, 528-529, 530-531, 532-533, 544-545, 546-547, 548-549
4.M.1.4       Develop formulas to determine the surface areas of rectangular solids.                                                                                 x
              Textbook pages: 661, NM8-NM9
4.M.1.5       Develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms.                                             x
              Textbook pages: 628-629, 630-633, 636-637, 661, 665
4.M.1.6       Carry out simple conversions within a system of measurement (e.g., hours to minutes, meters to centimeters).                                       x
              Textbook pages: 96-97, 98-101, 526-527, 528-529, 530-531, 532-533, 544-545
             Benchmark II: Apply appropriate techniques, tools, and formulas to determine measurements
4.M.2.1       Estimate perimeters, areas of rectangles, triangles, and irregular shapes.                                                                             x
              Textbook pages: 612-613, 614-617, 620-621, 628-629, 634-635, 665
4.M.2.2       Find the area of rectangles, related triangles, and parallelograms.                                                                                    x
              Textbook pages: 628-629, 630-633, 636-637, 661, 665, NM10-NM11
4.M.2.3       Estimate, measure, and solve problems involving length, area, mass, time, and temperature using appropriate standard units and                 x
              tools.
              Textbook pages: 96-97, 98-101, 102-103, 104-107, 420-421, 422-423, 518-521, 522-525, 526-527, 532-533, 540-543, 544-545,
              548-549, 550-551, 552-553, 614-617, 628-629, 630-633, 636-637, 661, 665, 666-667
4.M.2.4       Identify common measurements of turns (e.g., 360 degrees in one turn, 90 degrees in a quarter-turn).                                                       x
              Textbook pages: 398-401, 406-409
4.M.2.5       Compute elapsed time and make and interpret schedules.                                                                                 C3          x
              Textbook pages: 96-97, 98-101, 102-103, 104-107
4.M.2.6       Use tools to measure angles (e.g., protractor, compass).                                                                              T3.3                           x
              Textbook pages: 366-369, 398-401




          CMS Curriculum/Checklist                                                         Page 10 of 48                                                                     10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                             Approved 6/12/08 MAC


   Ref         Performance Standards                                                                                                              Career (C) 1st 2nd 3rd 4th 5th 6th
               Textbook: Harcourt Math G4                                                                                                          Tech (T)
                                                                                                                                                  Standards
              Strand III: Data Analysis and Probability
              Standard: Students will understand how to formulate questions, analyze data, and determine probability
              Benchmark I : Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer
              them.
4.D.1.1        Organize, represent, and interpret numerical and categorical data and clearly communicate findings:                                T2.1,2.8       x
               Textbook pages: 114-117
4.D.1.1a              choose and construct representations that are appropriate for the data set                                                                x
               Textbook pages: 28-29, 144-147
4.D.1.1b              recognize the differences in representing categorical and numerical data                                                                  x
               Textbook pages: 144-147
4.D.1.2        Design investigations and represent data using tables and graphs (e.g., line plots, bar graphs, line graphs                          T2.8         x
               Textbook pages: 28-29, 114-117, 124-125, 126-127, 128-129, 136-137, 138-139, 144-147
              Benchmark II: Select and use appropriate statistical methods to analyze data.
4.D.2.1        Compare and describe related data sets.                                                                                                           x
               Textbook pages: 126-127, 136-137, 144-147
4.D.2.2        Use the concepts of median, mode, maximum, minimum, and range and draw conclusions about a data set.                                              x
               Textbook pages: 118-121, 122-123, 18-149, 328-329
4.D.2.3        Use data analysis to make reasonable inferences/predictions and to develop convincing arguments from data described in a variety   C3,T3.3        x
               of formats (e.g. bar graphs, Venn diagrams, charts, tables, line graphs, and pictographs).
               Textbook pages: 12-13, 114-117, 118-121, 122-123, 124-125, 126-127, 128-129, 136-137, 138-139, 140-141, 142-143148-149,
               388-389
              Benchmark III: Develop and evaluate inferences and predictions that are based on data.
4.D.3.1        Propose and justify conclusions and predictions based on data.                                                                                    x
               Textbook pages: 12-13, 114-117, 118-121, 122-123, 124-125, 126-127, 128-129, 136-137, 138-139, 140-141, 142-143, 148-149,
               388-389
4.D.3.2        Develop convincing arguments from data displayed in a variety of formats.                                                            T2.8         x
               Textbook pages: 12-13, 114117, 118-121, 122-123, 124-125, 126-127, 128-129, 136-137, 138-139, 140-141, 142-143, 148-149,
               388-389
              Benchmark IV: Understand and apply basic concepts of probability.
4.D.4.1        Describe events as "likely," "unlikely," or "impossible" and quantify simple probability situations:                                          x
               Textbook pages: 492-495, 496-497


           CMS Curriculum/Checklist                                                             Page 11 of 48                                                                10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                                                                                                       Approved 6/12/08 MAC


   Ref         Performance Standards                                                                                                                       Career (C) 1st 2nd 3rd 4th 5th 6th
               Textbook: Harcourt Math G4                                                                                                                   Tech (T)
                                                                                                                                                           Standards
4.D.4.1a                represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams)                   x

               Textbook pages: 490-491, 498-499, 500-501, 502-503, 509
4.D.4.1b              express outcomes of experimental probability situations verbally and numerically (e.g., three out of four, 3/4)                                x
               Textbook pages: 490-491, 496-497, 498-499, 500-501
4.D.4.2        List all the possible combinations of objects from three sets (e.g., spinners, number of outfits from three different shirts, two skirts,                          x
               and two hats).
               Textbook pages: 490-491, 500-501, 502-503




           CMS Curriculum/Checklist                                                               Page 12 of 48                                                                       10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Mathematics
Grade(s): Fourth
Date: May 2008
                                                                           Approved 6/12/08 MAC



         SUGGESTED RESOURCES/METHODS

            Textbook
            Calculators
            Chalkboard
            Metric/Standard Scales
            Charts, Graphs
            Overhead Transparencies
            Computers
            Rulers, Meter/Yard Sticks
            Graph/Grid Paper
            Math Journal
            Manipulatives
                *cubes
                *overhead money
                *clocks
                *pattern blocks
            Daily Fact Quizzes
            Individual Whiteboards/Chalkboards
            Teacher Resource Book

         SUGGESTED EVALUATIONS

            Weekly Tests
            Oral Discussions
            Teacher Observations
            Math Journals
            Daily Assignments/Homework
            Teacher made Tests
            Fact Quizzes
            Student Self Assessment
            Standardized Testing




     CMS Curriculum/Checklist                              Page 13 of 48                          10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklists
Subject: Elementary Music
Grade: 4th
Date: November 24, 2008

                                                                                                  Approved 1/20/09


COURSE DESCRIPTION

Music classes consist of singing concepts and skills, music listening, responding to music through movement and the playing of
instruments, music theory, and performance. The classes are a medium for the intergation and reinforcement of academic
academic knowledge, playing a vital part of the educational process of each child.



PHILOSOPHY

Creating students' life-long love of music is the main focus of elementary music in the Carlsbad Schools. The music program
sense of self-worth and teaches him or her to be responsible to a group. The Carlsbad Schools' elementary music philosophy includes
helping each student participate successfully with self-confidence in musical activities, enjoy doing so, and
become aware that music is an integral part of his or her life.


COURSE OUTLINE

   I. Singing concepts and skills
        A. Sing songs (i.e. action, seasonal, patriotic, modern, rounds, folk, songs by masters, hymns, etc.)
        B. Create dramatizations, movements, or new words to songs.
        C. Develop the voice (breath control, diction,etc.)
        D. Perform contrasts (high/low, up/down, fast/slow, loud/soft, repeated sections, contrasting sections, etc.)
        E. Recognize aurally the difference between melody and accompaniment, repeated sections, contrasting sections, etc.)
        F. Sing in parts (using echo, rounds, partner songs, ostinatos, descants, two-part songs or counter melodies, appropriate
        to grade level).
        G. Expose to a broad repertoire of vocal music.
   II. Music listening concepts and skills
        A. Recognize aurally, high/low, loud/soft, up/down, long/short, even/uneven, mood, melody/harmony.
        B. Hear music that tells a story.
        C. Recognize orchestral instruments by sound, sight and categories by families (woodwind, brass, string, percussion).
        D. Hear music of other cultures.
        E. Identify simple musical forms.
        F. Become acquainted with master composers and their music.
   III. Respond to music through movement and playing of instruments
        A. Move to express mood and meaning.
        B. Respond in patterned movement such as folk games, dances, and choreography.
        C. Play simple classroom rhythm instruments.
        D. Become acquainted with various folk instruments.
        E. Be able to relate musical notation to instruments or movement.
   IV. Music theory
        A. Be able to see, play, and sing simple melodic and rhythm patterns by sight.
        B. Recognize visually, letter names of notes in Treble Clef and relationship of notes on staff ( upward, downward, same).
        C. Understand the meaning of musical terms/vocabulary, appropriate to grade level.
        D. Work with the music staff using pitch syllables, numbers, and letter names.
        E. Have opportunities to practice notation in written form.




CMS Curriculum/Checklist                                     Page 14                                                    10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklists
Subject: Elementary Music
Grade: 4th
Date: November 24, 2008

                                                                                                  Approved 1/20/09


COURSE OUTLINE

   V. Performance
       A. Learn performance material.
       B. Preparations (sets, costumes, staging, publicity, choreography).
       C. Rehearse.
       D. Perform for school programs and community events.
   VI. Technology
       A. Utilize music software.
       B. Utilize MIDI instruments.
       C. Use of multi-media (T.V., VCR, CD player, microphone, etc.) in a variety of settings.




CMS Curriculum/Checklist                                    Page 15                                                  10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklists
Subject: Elementary Music
Grade: 4th
Date: November 24, 2008

                                                                                                                        Approved 1/20/09

 Dist #        Performance Standards - 1st Semester               NM Standard        Dist #        Performance Standards - 2nd Semester           NMStandard
 1.     DYNAMICS                                                                     9.     DYNAMICS
1.1     Identify, perform, and listen to soft and loud          1B1,                9.1     Perform, create, and listen to the dynamic markings CR2B,2C,3D
        (piano/forte).                                          CR2B,2C,3D                  pp, p, and ff.
 2.     TONE COLOR                                                                   10.    TONE COLOR
2.1     Identify tone colors of various voices and              1B, 1B2, 4B         10.1    Identify the tone colors of various instruments and 1B2, 4B, CR2A
        instruments.                                            CR2A                        their orchestral families.
 3.     TEMPO                                                                        11.    TEMPO
3.1     Identify, perform and listen to different tempos.       1C1, 1C3, 8C        11.1    Identify, perform, and listen to different tempos.  1B1, 8C, CR2A-
                                                                                                                                                B
 4.      DURATION/RHYTHM                                                             12.    DURATION/RHYTHM
4.1      Listen to, identify, and perform strong and weak       1B1, 1C3            12.1    Listen to, perform, and create syncopated rhythms. 1B1, 1D, 2A2
         beats, and simple rhythm patterns.                     CR2B,4C                                                                         CR2B
4.2      Listen to, identify, and perform whole notes, half     1B1, 1D, 2A2        12.2    Listen to, identify, and perform sixteenth notes.   1B1, 1D, 2A2
         notes, quarter notes, and eighth notes.
4.3      Listen to, identify, and perform music in different    1A, 1B1             12.3    Listen to, identify, and perform music in different     1B1
         meters (2/4, 3/4, 4/4).                                                            meters (2/4, 3/4, 4/4)
4.4      Echo clap, use rhythm syllables to identify for beat                               Derive, notate, read, perform and compose               CR2B,2C,3D
         rhythmic patterns                                      4A, CR1A            12.4    rhythmic motives containing half note;
4.5      Aurally identify, derive rhythmic motives                                          Perform the beat and thythm accurately, read, write     1B1, 1D, 2A2
         containing (Z) rest from known songs.                                      12.5    and perform ta, ti-ti                                   CR2B
4.6      Read, perform thythmic motives containins (Z) rest                         13.     PITCH
         from known songs.                                      2A1, 1D1
4.7                                                                                 13.1      Recognize and sing music in major or minor            4A1, CR2A
         Identify strong-weak patterns in know duple songs.                                 tonality.
         While being able to recognize the stronger beat as
         the accented beat in simple and compound meter. 1B2, 1D1
4.8      Identify, name and conduct, 2 beat meter while                             13.2    Listen to, identify, and perform different intervals.   2A, 2A3
         listening and performing.                                 4D
4.9      Identify ta as quarter note, ti-ti as eighth notes, tika- 1B1, 1D, 2A2     14.     TEXTURE
         tika as sixteenth notes, Z as quarter rest and >
         accent, name, measure, barline, double barline.
 5.      PITCH                                                                      14.1    Listen to, identify, and perform canons, melodies - 4A1, 4B1,
                                                                                            alone and with accompaniment, with descants or      CR2A
                                                                                            ostinatos.
5.1      Name the letter names of notes on the lines and        2A, 2A3, CR2A 15.           FORM
         spaces of the staff.
 6.      TEXTURE                                                                    15.1    Identify and use introductions, interludes, and         2A3, 5A
                                                                                            codas.
6.1      Listen to, identify, and perform two-part songs        1A1, 1A2            16.     STYLE
         (high/low voice).                                      CR3D,4B,5A
6.2      Listen to, identify, and perform melodies alone with   1A2                 16.1    Listen to, identify, and perform music from             2A, 2A1, 3C
         accompaniment, rounds, and canon.                      CR3D,4B,5A                  different historical periods and cultures.              6A1-2,
                                                                                                                                                    6B,6B13C1,
                                                                                                                                                    CR2A,3C
 7.      FORM                                                                       17      PERFORMANCE
7.1      Identify AB, ABA, and rondo form.                      2A3, 4A1, 5A        17.1    Participate as an audience and as a performer           8A1, CR1C,2A-
                                                                                                                                                    C, CR4A-E
 8.      STYLE                                                                      17.2    Perform in a school program.                            8B1CR1C,5C
8.1      Listen to, identify, and perform music from            1C2, 2A,            18      TECHNOLOGY READINESS
         different cultures                                     2A1,3C, 3C1,
                                                                4C1, 6A, 6A2,
                                                                6B,
                                                                CR1A,2A,3C




CMS Curriculum/Checklist                                                  Page 16                                                                   10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklists
Subject: Elementary Music
Grade: 4th
Date: November 24, 2008

                                                                                                        Approved 1/20/09

 Dist #         Performance Standards - 1st Semester   NM Standard      Dist #        Performance Standards - 2nd Semester         NMStandard
                                                                       18.1    Observe use of computers, music keyboards, cd     7B, T3.4
                                                                               players, and LCD players as they enhance          CR:3A,3B,3D,
                                                                               classroom learning.                               T2
                                                                       18.2    Observe computers, music keyboards, cd players,   CR 3A,3C,3D,
                                                                               LCD projectors, etc. as used in the classroom     T2.1




CMS Curriculum/Checklist                                     Page 17                                                             10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklists
Subject: Elementary Music
Grade: 4th
Date: November 24, 2008

                                                                                                                    Approved 1/20/09

                   SUGGESTED RESOURCES/METHODS                                                         SUGGESTED EVALUATIONS
Resources:
1. Past, present, and future textbook adoptions.                                  1. Teacher observations
2. Internet and computer programs, and midi files.                                2. Informal student appraisals
3. Methods, materials, and instruments of: orff, kodaly, dacrose, suzuki,                 a. spoken and sung responses
4. Music education books and magazines and other music resources                          b. classsroom instrument responses
5. Items in school library and computer labs.                                             c. movement responses
6. Concerts and field trips.                                                      3. Worksheets
7. Guest artists in classroom.                                                    4. Tests
8. Music education videos, film strips, tapes, cd's, and computer software.               a. oral
Methods:                                                                                  b written
1. Singing concepts and skills                                                    5. Public performances
2. Music listening
3. Respond to music through movement and playing instruments
4. Music Theory
5. Performance
6.Technology

APPENDIX




CMS Curriculum/Checklist                                                Page 18                                                        10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Physical Education
Grade(s): Fourth
Date: April 27, 2005
                                                                                             Approved 1/17/06        MAC



COURSE DESCRIPTION

Elementary Physical Education (1-5)
Course that provides instruction and development of skills in human movement, physical activities, and physical fitness
This course must include all of the physical education content standards with appropriate benchmarks.


PHILOSOPHY

Elementary physical education should be a positive and exciting experience for all participants, regardless of ability level.
Physical education should focus on individual fitness promoting skills that will lead to an active lifestyle.


COURSE OUTLINE
I. Healthy Living
        A. Healthy Eating
            1. Identify food groups and give examples.
            2. Identify a balanced diet and healthy meals.
            3. Describe the importance of food (energy, growth).
            4. Explain the negative effects of poor nutrition.
            5. Identify the benefits to healthy food choices.
            6. Determine if food choices are good or bad.
        B. Growth and Development
            1. Body awareness and identification.
            2. Distinguish the similarities/differences (gender, size, etc.).
        C. Personal Safety and Injury Prevention
            1. Identify safety procedures.
            2. Identify people that can assist in emergency situations
        D. Substance Use and Abuse
            1. Identify alternatives to drug use.
            2. Describe the long term effects of smoking and drugs
   II. Fundamental Movement
        A. Locomotor/Traveling Skills
            1. Locomotor Skills-Transitions
                a. Traveling and change from one locomotor movement to another.
                b. Travel in a variety of ways changing pathways and directions.
            2. Non-locomotor Skills
            3. Movement Awareness
                a. Spacial
                b. Effort
                c. Directionality
                d. Path
                e. Eye-hand coordination




CMS Curriculum/Checklist                                       Page 19                                                          10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Physical Education
Grade(s): Fourth
Date: April 27, 2005
                                                                                          Approved 1/17/06   MAC



   COURSE OUTLINE (continued)

        B. Manipulation Skills
            1. Specialized Movement Skills
                 a. Kick stationary ball to a target.
                 b. Dribble a ball a short distance using their feet.
                 c. Bounce while moving.
            2. Game Skills using age appropriate equipment.
               a. Games: Carpets, bean bags, hoops, scooters, balls, cones, jump-ropes, parachute, scarves
               b. Sports: Soccer, football, basketball, hockey, volleyball, softball
        C. Stability Skills
            1. Jump and land safely, using take-off combinations.
            2. Balance on a variety of body parts.
            3. Transfer weight over low equipment in many ways.
            4. Balance on a variety of body parts on and off equipment.
   III. Active Participation
        A. Physical Activity
            1. Identify class rules and safety issues.
            2. Participate in health related P.E. enjoyment.
            3. Identify benefits gained by moderate activity.
        B. Physical Fitness
            1. Identify and match activities to Fitness components.
             a. Body, Flexibility, Endurance, Muscle strength
            2. Participate in moderate to vigorous physical activity.
                 a. Interpret results-recognize improvement.
        C. Living Skills
            1. Demonstrate responsible personal and social behavior.
                 a. Practice sportsmanship.
                 b. Work cooperatively with partners and within groups.
                 c. Peer pressure/problem solving.
                 d. Work individually.
                 e. Identify classroom rules.
            2. Understand and respect differences.
                 a. Explore cultural and ethnic self-awareness.
                 b. Recognize and appreciate the talents of others.
                 c. Experience differences and similarities among diverse backgrounds.
                 d. Recognize how media influences the perception of the body.
        D. Understand that P.E. provides opportunities.
            1. Opportunities for enjoyment.
            2. Opportunities for challenge and practice to increase skill.
            3. Opportunities for social interaction.
            4. Opportunities for self-expression.
        E. Technology




CMS Curriculum/Checklist                                      Page 20                                              10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Physical Education
Grade(s): Fourth
Date: April 27, 2005
                                                                                                             Approved 1/17/06            MAC



 Dist #        Performance Standard - 1st Semester              NM Standard       Dist #       Performance Standard - 2nd Semester               NM Standard
          HEALTHY LIVING                                       H2A, H3A,                   HEALTHY LIVING                                       H2A, H3A,
                                                               H7A-D, CR1B,                                                                     H7A-D, CR1B,
                                                               T1,T2                                                                            T2, T3
1         Healthy Eating                                       4A, H3B         1           Healthy Eating                                       4A, H3B
1.1         Identify and match food groups.                    4A, H3B         1.1           Identify and match food groups.                    4A, H3B
1.2         Identify a balanced diet.                          4A, H3B         1.2           Identify a balanced diet.                          4A, H3B
1.3         Describe the importance of food (energy,           4A, H3B         1.3           Describe the importance of food (energy,           4A, H3B
1.4         growth).the negative effects of poor nutrition.
            Explain                                            4A, H3B         1.4           growth).the negative effects of poor nutrition.
                                                                                             Explain                                            4A, H3B
1.5         Identifiy the benefits to healthy food choices.    4A, H3B         1.5           Identifiy the benefits to healthy food choices.    4A, H3B
1.6         Outline factors that determine body shape/size.    4A, H3B         1.6           Outline factors that determine body shape/size.    4A, H3B
2         Growth & Development                                 4A              2           Growth & Development                                 4A
2.1         Body awareness & identification.                   2A, H1C         2.1           Body awareness & identification                    2A, H1C
2.2         Distinguish the similarities/differences(gender,                   2.2           Distinguish the similarities/differences(gender,
            size, etc.).                                                                     size, etc.).
3         Personal Safety & Injury Prevention                  5A, H1F, H2B,   3           Personal Safety & Injury Prevention                  5A, H1F, H2B,
                                                               H3C-D, CR4E                                                                      H3C-D, CR4E
3.1       Identify class rules and safety issues               5A, H1F, H2B,   3.1         Identify class rules and safety issues               5A, H1F, H2B,
                                                               H3C-D, CR4E                                                                      H3C-D, CR4E
3.1         Identify people that assist in emergency           5A, H1F, H2B,   3.1           Apply problem solving skills to address threats.   5A, H1F, H2B,
            situations.                                        H3C-D, CR4E                                                                      H3C-D, CR4E
4         Substance Use & Abuse                                5A              4           Substance Abuse & Abuse                              5A
4.1         Identify the short-and long-term effects -         5A              4.1           Identify the short-and long-term effects -drugs.   5A
            smoking.
5         Locomotion/Traveling Skills                          1A              5           Locomotion/Traveling Skills                          1A
5.1         Locomotor Skills- Combine skills in repeatable     1A              5.1           Locomotor Skills- Combine skills in repeatable     1A
            sequence.                                                                        sequences, incorporating a variety of
                                                                                             speeds/levels.
5.2        Non-locomotor Skills Bend/Stretch, swing/sway       1B1B            5.2           Non-locomotor Skills Bend/Stretch, swing/sway      1B1B
5.3        Movement Awareness                                  2A              5.3           Movement Awareness                                 2A
5.3.1         Spacial Awareness                                2A              5.3.1           Spacial Awareness                                2A
5.3.2         Effort                                           2A              5.3.2           Effort                                           2A
5.3.3         Directionality                                   2A              5.3.3           Directionality                                   2A
5.3.4         Path                                             2C              5.3.4           Path                                             2C
5.3.5         Eye-Hand Coordination                            2A              5.3.5           Eye-Hand Coordination                            2A
6         Manipulation Skills                                  2B              6           Manipulation Skills                                  2B
6.1        Specialized Movement Skills                         2C              6.1           Specialized Movement Skills                        2C
6.1.1         Throw overhead to a target.                      2C              6.1.1           Throw overhead to a target.                      2C
6.1.2         Catch an overhand & underhand throw.             2C              6.1.2           Catch an overhand & underhand throw.             2C
6.1.3         Dribble a ball while moving.                     2C              6.1.3           Dribble a ball while moving.                     2C
6.1.4         Dribble a ball with feet for a short distance.   2C              6.1.4           Dribble a ball with feet for a short distance.   2C
6.1.5         Kick a slow moving ball.                         2C              6.1.5           Kick a slow moving ball.                         2C
6.1.6         Strike a slow moving object (balloon, ball,      2C              6.1.6           Strike a slow moving object (balloon, ball,      2C
6.2           etc.).
           Game Skills Using Age Appropriate Equipment         1C              6.2             etc.).
                                                                                             Game Skills Using Age Appropriate Equipment        1C
6.2.1         Games: Carpets, beanbags, hoops, balls,          1C              6.2.1           Games: Carpets, beanbags, hoops, balls,          1C
              scooters, etc.                                                                   scooters, etc.
6.2.2         Sports: Soccer, football, basketball             1C              6.2.2           Sports: Hockey, volleyball, softball             1C




CMS Curriculum/Checklist                                                Page 21                                                                  10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Physical Education
Grade(s): Fourth
Date: April 27, 2005
                                                                                                          Approved 1/17/06            MAC



 Dist #         Performance Standard - 1st Semester              NM Standard Dist #         Performance Standard - 2nd Semester                  NM Standard
7       Stability Skills                                        2B, 2C       7      Stability Skills                                            2B, 2C
7.1       Balance safely in a variety of static positions.      2B, 2C       7.1      Balance safely in a variety of static positions.          2B, 2C
7.2       Jump from a low height, using different turns.        2B, 2C       7.2      Jump from a low height, using different turns.            2B, 2C
7.3       Transfer weight from one body part to another.                     7.3      Transfer weight from one body part to another.
7.4       Grip, hang and swing from equipment.                               7.4      Grip, hang and swing from equipment.
        ACTIVE PARTICIPATION                                    3A                  ACTIVE PARTICIPATION                                        3A
8       Physical Activity                                       3A, 3B       8      Physical Activity                                           3A, 3B
8.1       Participate in health related P.E. for enjoyment.     3A, H1A,     8.1      Participate in health related P.E. for enjoyment.         3A, H1A, CR4C
                                                                CR4C
8.2        Identify benefits gained from moderate activity.     3B, H1D,     8.2      Identify benefits gained from moderate activity.          3B, H1D, H6A-
                                                                H6A-D, CR1C,                                                                    D, CR1C,
                                                                CR2A,C                                                                          CR2A,C

9        Physical Fitness                                       3            9           Physical Fitness                                       3
9.1        Fitness Components-identify and match                4A, H2D, H4D 9.1           Fitness Components-identify and match                4A, H2D, H4D
           activities: Body, Flexibility, Endurance, Strength                              activities: Body, Flexibility, Endurance, Strength
9.2        Participate in moderate-vigorous physical            4B              9.2        Participate in moderate-vigorous physical            4B
           activity.                                                                       activity.
9.2.1         Interpret results-recognize improvement.          4C              9.2.1         Interpret results-recognize improvement.          4C
10       Living Skills                                          H3G             10       Living Skills                                          H3G
10.1       Demonstrate responsible personal & social            H3D, H5F,       10.1       Demonstrate responsible personal & social            H3D, H5F,
           behavior.                                            H5G, CR4D,                 behavior.                                            H5G, CR4D,
                                                                CR4A                                                                            CR4A
10.1.1        Practice sportsmanship.                           5A, H5D,        10.1.1        Practice sportsmanship.                           5A, H5D, CR4C
                                                                CR4C
10.1.2        Work cooperatively with partners & within         5B, H5A-C,      10.1.2        Work cooperatively with partners & within         5B, H5A-C,
              groups.                                           CR4B, CR5B-C                  groups.                                           CR4B, CR5B-C

10.1.3        Peer pressure/problem solving.                 5C, H3F, H5E, 10.1.3     Peer pressure/problem solving.                            5C, H3F, H5E,
                                                             H5H, CR3D                                                                          H5H, CR3D
10.1.4       Work individually.                              5D, CR5D      10.1.4     Work individually.                                        5D, CR5D
10.1.5       Identify classroom rules.                       5E, H3C, H3E 10.1.5      Identify classroom rules.                                 5E, H3C, H3E
10.2       Understand and respect differences.               H4A, CR5A     10.2     Understand and respect differences.                         H4A, CR5A
10.2.1       Explore cultural/ethnic self-awareness.         6A            10.2.1     Explore cultural/ethnic self-awareness.                   6A
10.2.2       Recognize and appreciate the talents of others. 6B, CR5A      10.2.2     Recognize and appreciate the talents of others.           6B, CR5A
10.2.3       Experience diff/sim. among diverse              6C, CR1A      10.2.3     Experience diff/sim. among diverse                        6C, CR1A
             backgrounds.                                                             backgrounds.
10.2.4       Recognize how media influences perception of 6D, H2C, H4B 10.2.4         Recognize how media influences perception of              6D, H2C, H4B
             body.                                                                    body.
11       Understand that P.E. provides opportunities.        7             11     Understand that P.E. provides opportunities.                  7
11.1       Opportunities for enjoyment.                      7A            11.1     Opportunities for enjoyment.                                7A
11.2       Opportunities for challenge-practice to increase 7B, H4C, CR3B- 11.2     Opportunities for challenge-practice to increase            7B, H4C, CR3B-
           skill.                                            C                      skill.                                                      C
11.3       Opportunities for social interaction.             7C            11.3     Opportunities for social interaction                        7C
11.4       Opportunities for self-expression.                7D            11.4     Opportunities for self-expression.                          7D




CMS Curriculum/Checklist                                                  Page 22                                                                10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Physical Education
Grade(s): Fourth
Date: April 27, 2005
                                                                                    Approved 1/17/06   MAC



    SUGGESTED RESOURCES/METHODS                                               SUGGESTED EVALUATIONS

           Healthy Living, Active Participation and
           Fundamental Movement are taught through
           various fitness, skill and game activities that
           promote a healthy lifestyle.
           Games                                                       Participation
           Sport Activities                                            Demonstration
           Demonstrations                                              Teacher Observation
           Film, video                                                 Teacher Records
           Hands on materials                                          Skills Tests
           Cooperative learning                                        Class discussions
           Guest speakers                                              Questions
           Jump rope for heart
           Hoops for heart
           Tag games
           Books
           Elks Hoop Shoot




APPENDIX




CMS Curriculum/Checklist                                     Page 23                                         10/25/2011
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Science
Grade(s): Fourth
Date: May 2006
                                                                                   Approved 5/8/2006 MAC

COURSE DESCRIPTION

The students will discover that science is based on the following principles:
    1. Scientific inquiry proceeds from the assumption that the environment and the laws of nature are predictable, understandable,
    and can be extended into other fields of inquiry.
    2. Science is a way of understanding the physical world which uses an investigative approach call the scientific method.
    3. The scientific method applies to those processes which are observable, measurable, and repeatable.
    4. Scientific theories are subject to change based on knew knowledge and technology.
    5. Competent scientific inquiry depends on detailed
    6. Science uses technology to extend the range of the human senses.

PHILOSOPHY

The science curriculum will approach science learning through the study of science, technology, and society. This approach provides a
setting and a reason for considering all the basic science concepts and processes. The study of current issues is the best way of preparing
students for current and future citizenship roles.

COURSE OUTLINE

I. Scientific Thinking and Practice
           A. Use instruments to perform investigations
           B. Communicate findings
           C. Conduct multiple trials
           D. Draw conclusions
           E. Construct and interpret graphs from data
           F. Collect and analyze data using multiple techniques
           G Communicate ideas and present scientific findings
           H. Describe how scientific investigations may differ
           I. Use data to explain how a simple system functions
           J. Conduct multiple trials using simple mathematical techniques to make and test predictions.
           K. Use mathematical techniques to make and test predictions
           L. Use mathematical equations to formulate and justify predictions based on cause-effect relationships
           M.Identify simple mathematical relationships in a scientific investigations
II. Physical Science
           A. Know that changes to matter may be chemical or physical
           B. Know when two or more substance are combined, a new substance may be formed with properties that may be different.
           C. Describe how roots take in water and soil nutrients and green leaves make food from sunlight
          D. Describe the components of and relationships among organisms in a food chain
          E. Describe how all living things are made up of smaller units called cells
          F. Describe how some plants and animals will survive in a given environment and others will not
          G Know that a change in physical structure or behavior can improve an organism's chance of survival
          H. Know that the human body has many parts that interact to function as systems
          I. Describe the parts of the human body and their specific functions in selected systems
          J. Recognize that the human body is organized from cells, to tissues, to organs, to systems, to the organism




                                                               Page 24 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Science
Grade(s): Fourth
Date: May 2006
                                                                                   Approved 5/8/2006 MAC

COURSE OUTLINE (continued)


  IV. Earth and Space Science
          A. Understand the number of stars visible through a telescope is much greater that the number visible to the naked eye.
          B. Know that there are various types of telescopes that use different forms of light to observe distant objects in the sky.
          C. Know that the pattern of starts stays the same although they appear to move across the sky nightly due to Earth's rotation.

          D. Know that the properties of rocks and minerals reflect the processes that shape them ( i.e. igneous, metamorphic, and
          sedimentary rocks.
          E. Describe how weather patterns generally move from west to east in the United States
          F. Know that local weather information describes patterns of change over a period of time (e.g. temperature,
         G Know that a change in physical structure or behavior can improve an organism's chance of survival precipitation symbols,
         cloud conditions, wind/speed direction
  V. Science and Society
          A. Know that substances called pollutants can get into the environment and be harmful to living things
          B. Know that through science and technology, a wide variety of materials not appearing in nature have become available (e.g.
          steel, plastic, fiber optics).
          C. Know that scientists have created ways to store and retrieve information but that these are not perfect
          D. Know that both men and women of all races and social backgrounds choose science as a career




                                                               Page 25 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Science
Grade(s): Fourth
Date: May 2006
                                                                                   Approved 5/8/2006 MAC

 Performance Standards (Note: All standards below are eligible for the CRT with the exception of those in        Dist Career (C) 1st. 2nd
 italics which are required in the classroom.)                                                                    #    Tech (T) Sem. Sem.
                                                                                                                      Standards
Strand I: Scientific Thinking and Practice
Standard I: Understanding the processes of scientific investigations and use inquiry and scientific ways of
observing, experimenting, predicting, and validating to think critically.
Benchmark I: Use scientific methods to observe, collect, record, analyse, predict, interpret, and determine
reasonableness of data.
 1. Use instruments to perform investigations (e.g., timers, balances) and communicate findings.                  1   T3.1.,C3   X    X
 2. Differentiate observation from interpretation and understand that a scientific explanation comes in part      2              X    X
 from what is observed and in part from how the observation is interpreted.
 3. Conduct multiple trials to test a prediction, draw logical conclusions, and construct and interpret graphs    3   T3.3,C3    X    X
 from measurements.
 4. Collect data in an investigation using multiple techniques, including control groups, and analyze those       4   T2.8,C3    X    X
 data to determine what other investigations could be conducted to validate findings.
Benchmark II: Use scientific thinking and knowledge and communicate findings.
 1. Communicate ideas and present findings about scientific investigations that are open to critique from         5              X    X
 others.
 2. Describe how scientific investigations may differ from one another (e.g., observations of nature,             6              X    X
 measurements of things changing over time).
 3. Understand how data are used to explain how a simple system functions (e.g., a thermometer to measure         7     T2.8     X    X
 heat loss as water cools).
Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and
relationships, and communicate findings.
 1. Conduct multiple trials using simple mathematical techniques to make and test predictions.                    8              X    X
                                                                                                                  9              X    X
 2. Use mathematical equations to formulate and justify predictions based on cause-and-effect relationships.
 3. Identify simple mathematical relationships in a scientific investigation (e.g., the relationship of the      10              X    X
 density of materials that will or will not float in water to the density of water).
Strand II: Content of Science
Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of
energy, and the interactions between matter and energy.
Benchmark I: Recognize that matter has different forms and properties.
 1. Know that changes to matter may be chemical or physical and when two or more substances are                  11              X
 combined, a new substance may be formed with properties that are different from those of the original
 substances (e.g., white glue and borax, cornstarch and water, vinegar and baking soda).
 2. Know that materials are made up of small particles (atoms and molecules) that are too small to see with      12              X
 the naked eye.
 3. Know that the mass of the same amount of material remains constant whether it is together, in parts, or in   13              X
 a different state.
Benchmark II: Know the energy is needed to get things done and that energy has different forms.
                                                                                                                 14              X
 1. Identify the characteristics of several different forms of energy and describe how energy can be converted
 from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion).
 2. Recognize that energy can be stored in many ways (e.g., potential energy in gravity or springs, chemical     15              X
 energy in batteries).
 3. Describe how some waves move through materials (e.g., water, sound) and how others can move through          16              X
 a vacuum (e.g., x-ray, television, radio).
 4. Demonstrate how electricity flows through a simple circuit (e.g., by constructing one).                      17     C3
Benchmark III: Identify forces and describe the motion of objects.




                                                               Page 26 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Science
Grade(s): Fourth
Date: May 2006
                                                                                     Approved 5/8/2006 MAC

 Performance Standards (Note: All standards below are eligible for the CRT with the exception of those in          Dist Career (C) 1st. 2nd
 italics which are required in the classroom.)                                                                      #    Tech (T) Sem. Sem.
                                                                                                                        Standards
 1. Know that energy can be carried from one place to another by waves (e.g., water waves, sound waves), by
 electric currents, and by moving objects.                                                                         18              X
 2. Describe the motion of an object by measuring its change of position over a period of time.                    19              X
 3. Describe that gravity exerts more force on objects with greater mass (e.g., it takes more force to hold up a
 heavy object than a lighter one).                                                                                 20              X
 4. Describe how some forces act on contact and other forces act at a distance (e.g., a person pushing a rock
 versus gravity acting on a rock).                                                                                 21              X
Standard II (Life Science): Understand the properties, structures, and processes of living things and the
interdependence of living things and their environments.
Benchmark I: Know that living things have diverse forms, structures, functions and habitats.
 1. Explain that different living organisms have distinctive structures and body systems that serve specific       22              X
 functions (e.g., walking, flying, swimming).
                                                                                                                   23              X
 2. Know that humans and other living things have senses to help them detect stimuli, and that sensations
 (e.g., hunger) and stimuli (e.g., changes in the environment) influence the behavior of organisms.
 3. Describe how roots are associated with the intake of water and soil nutrients and green leaves are             24              X
 associated with making food from sunlight (photosynthesis).
 4. Describe the components of and relationships among organisms in a food chain (e.g., plants are the             25              X
 primary source of energy for living systems).
 5. Describe how all living things are made up of smaller units that are called cells.                             26              X
Benchmark II: Know that living things have similarities and differences and that living things change
over time.
 1. Know that in any particular environment some kinds of plants and animals survive well, some survive less       27              X
 well, and others cannot survive at all.
 2. Know that a change in physical structure or behavior can improve an organism’s chance of survival (e.g.,       28              X
 a chameleon changes color, a turtle pulls its head into its shell, a plant grows toward the light).
                                                                                                                   29              X
 3. Describe how some living organisms have developed characteristics from generation to generation to
 improve chances of survival (e.g., spines on cacti, long beaks on hummingbirds, good eyesight on hawks).
Benchmark III: Know the parts of the human body and their functions.
 1. Know that the human body has many parts that interact to function as systems (e.g., skeletal, muscular)        30              X
 and describe the parts and their specific functions in selected systems (e.g., the nose, lungs, and diaphragm
 in the respiratory system).
                                                                                                                   31              X
 2. Recognize that the human body is organized from cells, to tissues, to organs, to systems, to the organism.
Standard III (Earth and Space Science): Understand the structure of Eart, the solar system, and the
universe, the interconnections among them, and the processes and interactions of Earth's systems.
Benchmark I: Know the structure of the solar system and the objects in the universe.
 1. Understand that the number of stars visible through a telescope is much greater than the number visible to     32                   X
 the naked eye.
 2. Know that there are various types of telescopes that use different forms of light to observe distant objects   33     C3            X
 in the sky.
 3. Know that the pattern of stars (e.g., constellations) stays the same although they appear to move across       34                   X
 the sky nightly due to Earth’s rotation.
Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that
shape them.
 1. Know that the properties of rocks and minerals reflect the processes that shaped them (i.e., igneous,          35                   X
 metamorphic, and sedimentary rocks).



                                                                 Page 27 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Science
Grade(s): Fourth
Date: May 2006
                                                                                    Approved 5/8/2006 MAC

 Performance Standards (Note: All standards below are eligible for the CRT with the exception of those in        Dist Career (C) 1st. 2nd
 italics which are required in the classroom.)                                                                    #    Tech (T) Sem. Sem.
                                                                                                                      Standards
 2. Describe how weather patterns generally move from west to east in the United States.                         36                    X
 3. Know that local weather information describes patterns of change over a period of time (e.g.,                37                    X
 temperature, precipitation symbols, cloud conditions, wind speed/direction).
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and
are influenced by, individuals and societies.
Benchmark I: Know that living things have diverse forms, structures, functions and habitats.
 1. Know that science has identified substances called pollutants that get into the environment and can be       38                   X
 harmful to living things.
 2. Know that, through science and technology, a wide variety of materials not appearing in nature have          39   T2.1,C3         X
 become available (e.g., steel, plastic, nylon, fiber optics).
 3. Know that science has created ways to store and retrieve information (e.g., paper and ink, printing press,   40 T1.5,3.5,C        X
 computers, CD ROMs) but that these are not perfect (e.g., faulty programming, defective hardware).                     3

 4. Know that both men and women of all races and social backgrounds choose science as a career.                 41                   X




                                                                Page 28 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Science
Grade(s): Fourth
Date: May 2006
                                                              Approved 5/8/2006 MAC

SUGGESTED RESOURCES/METHODS
Books (test, trade, references, etc.)
AIMS activities
Animals and plants
Art activities
Demonstrations
Diagrams
Careers in Science
Classifying
Computer assisted instruction
Cooperative learning
Debates
Earth Day Activities
Ecological Systems
Field Trips
Films/videos, PBS
Graphs
Guest speakers
Hands-on materials
Kits (SCIS and SNMERC)
Models
Newspapers, magazines
Plays/role playing
Project Wild Material\
Reports (oral and written)
Research
Safety Guides
Science fair project/experiment
Time lines
Use of scientific method
Weekly Reader/ Scholastic
Weather School

SUGGESTED EVALUATIONS
Completion of assignments
Demonstrations
Questions
Reports (oral and written)
Science notebooks
Student Progress checklists
Teacher Observation
Worksheets
Class discussion
Tests
Portfolios




                                              Page 29 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Social Studies
Grade(s): 4
Date: May 2007
                                                                                                             Approved 8/31/07 MAC

COURSE DESCRIPTION

This Social Studies Program will enable the students to:
1. Assimilate complex knowledge
2. Understand that we live in a world of diverse regions and cultures
3. Realize the importance of our political process.
4. Act responsibly toward themselves and others

PHILOSOPHY

The United States, as a democratic republic, relies upon informed citizens who are committed to democratic values and feel a responsibility
to participate in public affairs. Our goals are to develop the conviction that personal actions make a difference,
and to develop a real appreciation for history and geography and for democratic values and traditions. Social Studies is important because it
helps students learn the use of facts, concepts, generalizations and skills relating to history and social
social science in order to promote responsible, informed citizens of tomorrow---capable of making decisions which stem from an
understanding of our historical heritage.

COURSE OUTLINE

I. STUDYING REGIONS
        A. Regions of the Earth
        B. Our Country's Environment
        C. The people of the United States
II. THE SOUTHEAST
        A. The Southeastern Environment
        B. People and Heritage of the Southeast
III. THE NORTHEAST
        A. The Northeastern Environment
         B. People and Heritage of the Northeast
VI. THE MIDDLE WEST
        A. The Middle Western Environment
        B. People and Heritage of the Middle West
V. THE SOUTHWEST
        A. The Southwestern Environment
        B. People and Heritage of the Southwest
        C. The Changing Southwest
VI. THE WEST
        A. The Western Environment
        B. People and Heritage of the West
VII. EXPLORING NEW MEXICO HISTORY
        A. State Geography, History and People
        B. People and places to visit
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Social Studies
Grade(s): 4
Date: May 2007
                                                                                                              Approved 8/31/07 MAC

Performance Standards                                                                                           Dist Career (C) 1st 2nd
                                                                                                                 #    Tech (T) Sem. Sem.
                                                                                                                     Standards
Strand: History
Standard I: Students are able to identify important people and events in order to analyze significant
patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world
history in order to understand the complexity of the human experience.
Benchmark I-A. New Mexico: Describe how contemporary and historical people and events have
influenced New Mexico communities and regions.
1. Identify important issues, events, and individuals from New Mexico pre-history to the present.                1   T2.10,T1.1   X   X
2. Describe the role of contemporary figures and how their contributions and perspectives are creating impact    2   T2.10,T1.1   X   X
in New Mexico.
Benchmark I-B. United States: Understand connections among historical events, people, and symbols
significant to United States history and cultures.
1. Describe local events and their connections and relationships to national history.                            3                X   X
Benchmark I-C. World: Students will identify and describe similar historical characteristics of the United
States and its neighboring countries.
1. Explain how historical events, people, and culture influence present day Canada, Mexico, and the United       4   T1.1,T2.10   X   X
States (e.g., food, art, shelter, language).
Benchmark I-D. Skills: Understand time passage and chronology.
 1. Describe and explain how historians and archaeologists provide information about people in different time    5                X   X
 periods.
Strand: Geography
Standard II: Students understand how physical, natural, and cultural processes influence where people
live, the ways in which people live, and how societies interact with one another and their environments.

Benchmark II-A. Understand the concept of location by using and constructing maps, globes, and other
geographic tools to identify and derive information about people, places, and environments.
1. Apply geographic tools of title, grid system, legends, symbols, scale, and compass rose to construct and      6    C3,T3.4     X   X
interpret maps.
2. Translate geographic information into a variety of formats such as graphs, maps, diagrams, and charts.        7    C3,T3.4     X   X

3. Draw conclusions and make generalizations from geographic information and inquiry.                            8      C3        X   X
Benchmark II-B. Distinguish between natural and human characteristics of places and use this
knowledge to define regions, their relationships with other regions, and patterns of change.
1. Identify a region as an area with unifying characteristics (e.g., human, weather, agriculture, industry,      9      C1        X   X
natural characteristics).
2. Describe the regions of New Mexico, the United States, and the Western Hemisphere.                           10                X   X
3. Identify ways in which different individuals and groups of people view and relate to places and regions.     11      C1        X   X

Benchmark II-C. Be familiar with aspects of human behavior and man-made and natural environments
in order to recognize their impact on the past and present.
 1. Explain how geographic factors have influenced people, including settlement patterns and population         12                X   X
 distribution in New Mexico, past and present.
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Social Studies
Grade(s): 4
Date: May 2007
                                                                                                               Approved 8/31/07 MAC

Performance Standards                                                                                     Dist Career (C) 1st 2nd
                                                                                                           #    Tech (T) Sem. Sem.
                                                                                                               Standards
2. Describe how environments, both natural and man-made, have influenced people and events over time, and 13      C1       X   X
describe how places change.
3. Understand how visual data (e.g., maps, graphs, diagrams, tables, charts) organizes and presents        14              X   X
geographic information.
Benchmark II-D. Understand how physical processes shape the Earth’s surface patterns and biosystems.

1. Explain how the Earth-Sun relationships produce day and night, seasons, major climatic variations, and        15               X   X
cause the need for time zones.
2. Describe the four provinces (plains, mountains, plateau, and basin and range) that make up New Mexico's       16               X   X
land surface (geographic conditions).
Benchmark II-E. Describe how economic, political, cultural, and social processes interact to shape
patterns of human populations, and their interdependence, cooperation, and conflict.
1. Describe how cultures change.                                                                                 17               X   X
2. Describe how geographic factors influence the location and distribution of economic activities.               18      C2       X   X
3. Describe types and patterns of settlements.                                                                   19               X   X
4. Identify the causes of human migration.                                                                       20      C1       X   X
5. Describe how and why people create boundaries and describe types of boundaries.                               21               X   X
Benchmark II-F. Describe how natural and man-made changes affect the meaning, use, distribution, and
value of resources.
1. Identify the distributions of natural and man-made resources in New Mexico, the Southwest, and the            22    C1,C2      X   X
United States.
Strand: Civics and Government
Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the
content and history of the founding documents of the United States with particular emphasis on the
United States and New Mexico constitutions and how governments function at local, state, tribal, and
national levels.
Benchmark III-A. Know the fundamental purposes, concepts, structures, and functions of local, state,
tribal, and national governments.
 1. Explain how the organization of New Mexico's government changed during its early history.                    23               X   X
 2. Compare how the State of New Mexico serves national interests and the interests of New Mexicans.             24               X   X
 3. Explain the difference between making laws, carrying out the laws, and determining if the laws have been     25   T1.3,T1.4   X   X
 broken, and identify the government bodies that perform these functions at the local, state, tribal, and
 national levels.
Benchmark III-B. Identify and describe the symbols, icons, songs, traditions, and leaders of local, state,
tribal, and national levels that exemplify ideals and provide continuity and a sense of community across
time.
 1. Describe various cultures and the communities they represent, and explain how they have evolved over         26               X   X
 time.
Benchmark III-C. Become familiar with the basic purposes of government in New Mexico and the United
States.
 1. Compare and contrast how the various governments have applied rules/laws, majority rule, 'public good,'      27    C4,C5      X   X
 and protections of the minority in different periods of New Mexico's history.
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Social Studies
Grade(s): 4
Date: May 2007
                                                                                                               Approved 8/31/07 MAC

Performance Standards                                                                                           Dist Career (C) 1st 2nd
                                                                                                                 #    Tech (T) Sem. Sem.
                                                                                                                     Standards
Benchmark III-D. Understand rights and responsibilities of "good citizenship" as members of a family,
school and community.
1. Explain the difference between rights and responsibilities, why we have rules and laws, and the role of       28 C4,C5,T1.5    X    X
citizenship in promoting them.
2. Examine issues of human rights.                                                                               29    C4,C5      X    X
Strand: Economics
Standard IV: Students understand basic economic principles and use economic reasoning skills to
analyze the impact of economic systems (including the market economy) on individuals, families,
businesses, communities, and governments.
Benchmark IV-A. Understand that individuals, households, businesses, governments, and societies make
decisions that affect the distribution of resources and that these decisions are influenced by incentives
(both economic and intrinsic).
1. Understand when choices are made that those choices impose "opportunity costs."                               30    C1,C2,     X    X
2. Describe different economic, public, and/or community incentives (wages, business profits, amenities          31    C1,C2      X    X
rights for property owners and renters).
3. Illustrate how resources can be used in alternative ways and, sometimes, allocated to different users.        32      C2       X    X
4. Explain why there may be unequal distribution of resources (e.g., among people, communities, states,          33      C2       X    X
nations).
5. Understand and explain how conflict may arise between private and public incentives (e.g., new parks,         34      C2       X    X
parking structures).
Benchmark IV-B. Understand that economic systems impact the way individuals, households, businesses,
governments, and societies make decisions about goods and services.
1. Understand how the characteristics and benefits of the free enterprise system in New Mexico compares to       35    C1,C2      X    X
other economics systems in New Mexico (e.g., acequia systems).
2. Explain that government raises money by taxing and borrowing to pay for the goods and services it             36      C2       X    X
provides.
Benchmark IV-C. Understand the patterns and results of trade and exchange among individuals,
households, businesses, governments, and societies, and their interdependent qualities.
1. Identify patterns of work and economic activity in New Mexico and their sustainability over time (e.g.,       37 C1,C2,T2.1    X    X
farming, ranching, mining, retail, transportation, manufacturing, tourism, high tech).
2. Explain how New Mexico, the United States, and other parts of the world are economically                      38      C2       X    X
interdependent.
3. Explain that banks handle currency and other forms of money and serve as intermediaries between savers        39      C2       X    X
and borrowers.
4. Explain that money can be used to express the "market value" of goods and services in the form of prices.     40      C2       X    X

5. Use data to explain an economic pattern.                                                                      41C2,T2.3,2.4,3.1 X   X
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Social Studies
Grade(s): 4
Date: May 2007
                                                           Approved 8/31/07 MAC

SUGGESTED RESOURCES/METHODS

 Texts
 Maps
 Internet
 Atlases, globes
 Encyclopedias
 reference books
 magazines
 games
 newspapers, TV




SUGGESTED EVALUATIONS

 paper and pencil tests
 projects
 portfolios
 multiple choice questions
 oral and written presentations
 multimedia presentations
 anecdotal notes
 end of year test
 observation

APPENDIX
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Spanish Language Arts
Grade(s): Fourth
Date: May 2007
                                                                                                             Approved 5/24/07 MAC

COURSE DESCRIPTION

An effective language arts curriculum teaches the strategies necessary for acquiring academic knowledge, academic standards, independent
learning, and career development. An effective language arts curriculum draws on literature from many genres, time periods, cultures,
literacy, media, and technology. An effective language arts curriculm emphasizes reading, writing, listening, and speaking strategies. An
effective language arts curriculum develops critical thinking and language together through interactive learning.



PHILOSOPHY

Students will develop and use a repetoire of learning strategies, evaluate their effectiveness, and become independent learners.
Students will obtain, interpret, analyze, and use literature from various time periods and cultures through the use of media and technology.
Students will develop the ability to think and communicate ideas clearly and coherently. Students will develop a life-long love for reading
and writing through individual interests. Students will comprehend, remember, analyze, evaluate, and apply skills they encounter in
language arts and all disciplines.



COURSE OUTLINE

I. Reading and Listening for Comprehension
      A. Students will apply strategies and skills to comprehend information that is read, heard, and viewed.
          1. Listen to, read, react to, and retell information.
          2. Locate and use a variety of resources to acquire informaiton across the curriculum.
          3. Demonstrate critical thinking skills to comprehend written, spoken, and visual information.
          4. Acquire reading strategies.
          5. Use technology tools to analyze and display data.
  II. Writing and speaking for expression.
      A. Students will communicate effectively through speaking and writing.
          1. Demonstrate competence in speaking to convey information.
          2. Apply grammatical and language conventions to communicate.
          3. Demonstrate competence in the skills and strategies of the writing process.
 III. Literature and media
      A. Students will use literature and media to develop an understanding of people, societies, and self.
          1. Use language, literature, and media to gain and demonstrate awareness of cultures around the world.
          2. Identify and use the types of literature according to their purpose and function.
      B. Students will use technology skills to develop and use language.
          1. Demonstrate knowledge and skills in the use of the computer and other technologies.
          2. Use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.




                                                                Page 35 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Spanish Language Arts
Grade(s): Fourth
Date: May 2007
                                                                                                                Approved 5/24/07 MAC

Performance Standards (Att: Todas las estándares de interpretación que siguen son aplicables con el CRT            Dist Career (C) 1st 2nd
con la excepción de las que se aparecen en paréntesis que se requiere.) / (Note: All standards below are            #    Tech (T) Sem. Sem.
eligible for the CRT with the exception of those in italics which are required in the classroom.)                       Standards
Hilo I: Lectura y Escuchar Para la Comprensión / Strand I: Reading and Listening for Comprehension
Estándar Contenido I: Estudiantes aplicaran estrategias y destrezas para comprender información que es
leída, oído y visto. / Content Standard I: Students will apply strategies and skills to comprehend
information that is read, heard, and viewed.
Cota de referencia I-A: Escuche, lea, reaccione a, y recuente información. / Benchmark I-A: Listen to,
read, react to, and retell information
 1. Utilice diferentes estrategias para comprender el texto y clarificar el significado del vocabulario (p. ej.,    1              x    x
 lee de nuevo el texto, consulta otras fuentes , piden ayuda, paráfrasis, la pregunta). / Use meta-cognitive
 strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult other
 sources , ask for help, paraphrase, question).
 2. Escuche atentamente los cuentos/información e identifique oralmente detalles y conceptos. / Listen              2              x    x
 attentively to stories/information and orally identify key details and concepts.
 3. Utilice varias estrategias de la lectura independientemente. / Use various reading strategies                   3              x    x
 independently.
 4. Aumente el vocabulario por la lectura, escuchar, y interactuar. / Increase vocabulary through reading,          4              x    x
 listening, and interacting.
Cota de referencia I-B: Localice y utilice una variedad de recursos para adquirir información a través el
curículo. / Benchmark I-B: Locate and use a variety of resources to acquire information across the
curriculum.                                                                                                                            X
1. Utilice las características de formato como diagramas, índice de materiales, cartas, glosarios, y índices        5     T2.5     x   x
para localizar y dibujar información del texto. / Use format features such as diagrams, table of contents,
charts, glossaries, and indices to locate and draw information from text.
2. Utilice enciclopedias , tesauros, y los recursos electrónicos para juntar información y realizar una             6    T2.10     x    x
búsqueda. / Use encyclopedias, thesauri, and electronic resources to gather information to conduct a search.

3. Utilice un diccionario para encontrar el significado de palabras desconocidas (p. ej., los idiomas, las          7              x    x
palabras con múltiples significados). / Use a standard dictionary to find the meanings of unknown words
(e.g., idioms, words with multiple meanings, grammatical features).
4. Junte y organice información para desarrollar un informe sencillo de investigación. / Organize                   8              x    x
information gathered to develop a simple research project.
5. Haga conexiones entre textos de impresión y no-impresión reconociendo semejanzas y diferencias,                  9              x    x
utilizando una variedad de recursos. / Make connections between print and non-print texts by recognizing
similarities and differences, using a variety of resources.
6. Complie un diccionario bilingüe. / Compile a bilingual dictionary.                                              10              x    x
Cota de referencia I-C: Demuestre destrezas de razonamientoscríticos para comprender información
esctrita, hablada y visual. / Benchmark I-C: Demonstrate critical thinking skills to comprehend written,
spoken, and visual information                                                                                                         X
 1. Responda a la ficción, poesía, y el drama usando los procesos que interpretan, crítican, y evaluan por: /      11              x   x
 Respond to fiction, poetry, and drama using interpretive, critical, and evaluative processes by:
              analizando palabras del autor y contexto / analyzing author’s word choice and context               11a             x    x
              examinando razones por los acciones del personaje / examining reasons for characters’ actions 11b                   x    x




                                                                Page 36 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Spanish Language Arts
Grade(s): Fourth
Date: May 2007
                                                                                                                Approved 5/24/07 MAC

Performance Standards (Att: Todas las estándares de interpretación que siguen son aplicables con el CRT             Dist Career (C) 1st 2nd
con la excepción de las que se aparecen en paréntesis que se requiere.) / (Note: All standards below are             #    Tech (T) Sem. Sem.
eligible for the CRT with the exception of those in italics which are required in the classroom.)                        Standards
              identificando y examinado los motivos del personaje / identifying and examining characters’          11c             x x
      motives
              considerando una situación o problema de diferentes perspectivos del personaje / considering         11d             x    x
      a situation or problems from different characters’ perspectives
2. Haga inferencias lógicas segun el contenido del cuento, utilizando el idioma o los dibujos para comunicar        12              x    x
los pensamientos. / Make logical inferences based on the content of a story, using language or pictures to
communicate throughts.
3. Comience a analizar y resumir una cuento o situación usando oraciones completas. / Begin to analyze and          13              x    x
summarize a story or situation in complete sentences.
4. Demuestre el razonamiento deductivo e inductivo explicando conclusiones lógicas. / Demonstrate                   14              x    x
deductive and inductive reasoning by drawing logical conclusions.
Cota de referencia I-D: Obtener estrategias de la lectura / Benchmark I-D: Acquire reading strategies
                                                                                                                                    x   X
 1. Entender y demonstrar la importancia de la puntuación / Demonstrate understanding of the need for               15              x   x
 punctuation.
 2. Aplique el conocimiento de morfemas comunes para derivar el significado en la lectura oral e                    16              x    x
 independiente (p ej., reglas básicas de silabicación, plurales irregulares, fonología básica, prefijos, y
 prefijos). / Apply knowledge of common morphemes to derive meaning in oral and independent reading
 (e.g., basic syllabication rules, irregular plurals, basic phonics, prefixes, suffices).
 3. Identifique y utilice correctamente los plurales regulares e irregulares / Identify and correctly use regular   17              x    x
 plurals and irregular plurals.
 4. Lea independientemente en grado-nivel o libro apropiado-nivelado. / Read independently grade-level or           18              x    x
 appropriately -leveled books.
 5. Lea una variedad de textos (p.ej: ficción, no-ficción, periódicos, revistas, etc.). / Read a variety of texts   19              x    x
 (e.g., fiction, nonfiction, newspapers, magazines, etc.).
 6. Aumente el vocabulario por la lectura, escuchar, y interactuar. / Increase vocabulary through reading,          20              x    x
 listening, and interacting.
Hilo II: Escritura y Hablar Para la Expresión / Strand II: Writing and Speaking for Expression                                      X
Estándar Contenido II: Los estudiantes comunicaran efectivamente en hablar y escritura. / Content
Standard II: Students will communicate effectively through speaking and writing.
Cota de referencia II-A: Demuestre competencia en hablar para expresar información. /Benchmark II-
A: Demonstrate competence in speaking to convey information .
 1. Contribuya activamente a una discusión. / Actively contribute to a discussion.                                  21      C2      x    x
2. Utilice el lenguaje para: / Use language to:                                                                     22              x    x
               presentar información y ideas claramente y concisamente / present information and ideas             22a     C2      x    x
      clearly and concisely
               hablar comprensiblemente, utilizando correctamente formas españolas de gramática y                  22b             x    x
      sonidos, entonación, tono y modulación / speak comprehensibly, correctly using English grammatical
      forms and sounds, intonation, pitch and modulation.
3. Crear y entregar presentaciones orales, utilizando tecnología y otras materias del recurso. / Create and         23    C2,T3.4   x    x
deliver oral presentations using technology and other resource materials.




                                                                  Page 37 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Spanish Language Arts
Grade(s): Fourth
Date: May 2007
                                                                                                                 Approved 5/24/07 MAC

Performance Standards (Att: Todas las estándares de interpretación que siguen son aplicables con el CRT Dist Career (C) 1st 2nd
con la excepción de las que se aparecen en paréntesis que se requiere.) / (Note: All standards below are         # Tech (T) Sem. Sem.
eligible for the CRT with the exception of those in italics which are required in the classroom.)                  Standards
Cota de referencia II-B: Aplique el uso de gramaticaes y lenguaje para comunicar efectivamente/
Benchmark II-B: Apply grammatical and language conventions to communicate                                                    X x
1. Combine oraciones cortas y relacionada con apositivos, frases participio, adjetivos, adverbios, y frases     24           x x
preposicionales. / Combine short, related sentences with appositives, participial phrases, adjectives, adverbs,
and prepositional phrases.
2. Identifique los títulos de documentos usando comillas, subrayando e en curvisa. / Use underlining,           25           x x
quotation marks, or italics to identify titles of documents.
3. Utilice letras mayúsculas para nombres de revistas, periodicos, obras de arte, composiciones musicales,      26           x x
organizaciones, nombres propios, y la primera palabra en citas cuando apropiada. / Capitalize names of
magazines, newspapers, works of art, musical compositions, organizations, proper nouns, and the first word
in quotations when appropriate.
4. Utilice los patrones de oraciónes, y en el acuerdo del sujeto y verbo. / Use basic sentence patterns and     27           x x
subject/verb agreement.
5. Escribir apropiadamente para todas áreas contenidos. / Write appropriately for all content areas.            28           x x
6. Escriba cuentos narrativas que incluyen los elementos del trama, ambiente y el carácte. / Write narrative         29        x   x
stories that include the elements of plot, setting, and character.
7. Aplique las convenciones estándar, de escritura, incluyendo márgenes y sangrar parrafos, y puntuaciónes           30        x   x
appropiadas, etc. (p. ej., el signo de admiración y interrogación). / Apply standard writing conventions,
including margins and indenting, appropriate punctuation etc. (e.g., apostrophe for contractions,
exclamations mark, question mark).
8. Correjir y editar ortografía en escritura y materiales de recurso para convenciones y formas de lenguaje. /       31        x   x
Proofread own writing for spelling, and edit with assistance and resource materials for language conventions
and formats.
9. Componga ensayos cortos con párrafos múltiples. / Compose short essays with multiple paragraphs.                  32        x   x
Cota de referencia II-C: Emplear el proceso de la escritura utilizando varios estrategias detrezas.
/ Benchmark II-C: Demonstrate competence in the skills and strategies of the writing process.                                      X
 1. Producir una variedad de composiciones escritas utilizando: / Produce a variety of written compositions          33        x   x
 using:
         escritura descritivo (p. ej., utilizando detalles pertinentes y ideas que                                  33a       x   x
        recrean eventos y experiencias figurativamente) / descriptive writing (e.g., using relevant details and
        ideas that figuratively recreate an event or experience)
         escritura narrativa (p. ej., utilizando secuencia, punto de vista, y carácter para                         33b       x   x
        contar un cuento) / narrative writing (e.g., using sequence, point of view, and character to tell a story)

       escritura expositiva (p. ej., identifica y permanece en el tema: desarrollar el tema con hechos       33c              x   x
      sencillos, detalles, ejemplos, y explicaciones) / expository writing (e.g., identifies and stays on the
      topic; develops the topic with simple facts, details, examples, explanations)
2. Organice ideas en la escritura, utilizando el orden cronológico en párrafos y el conocimiento de ejemplos 34                x   x
y audiencia. / Organize ideas in writing, using paragraphs, chronological order, examples and audience
knowledge.




                                                                  Page 38 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Spanish Language Arts
Grade(s): Fourth
Date: May 2007
                                                                                                               Approved 5/24/07 MAC

 Performance Standards (Att: Todas las estándares de interpretación que siguen son aplicables con el CRT             Dist Career (C) 1st 2nd
 con la excepción de las que se aparecen en paréntesis que se requiere.) / (Note: All standards below are             #    Tech (T) Sem. Sem.
 eligible for the CRT with the exception of those in italics which are required in the classroom.)                        Standards
 3. Escriba descripciones de personas, lugares y acontecimientos, incluyendo detalles descriptivos, y                35              x x
 comparando y contrastando. / Write descriptions of people, places and events, including comparison/contrast
 and descriptive details.
 4. Utilice convenciones de escritura estándar para formatear, ortografía, puntuación y la capitalización en         36              x    x
 varias formas de comunicación. / Consistently use standard writing conventions of formatting, spelling,
 punctuation and capitalization in various forms of communication.
 5. Produzca una variedad de composiciones (p. ej., cuentos, informes, diarios, correspondenciaz, y E-Mail) /        37     T2.9    x    x
 Produce a variety of compositions (e.g., stories, reports, journals, correspondence, E-Mail).
Hilo III: Literatura y media / Strand III: Literature and Media                                                      10            X     X
Estándar Contenido III: Los estudiantes utilizarán literatura y la media para desarrollar el conocimiento
de sociedades, gente identidad propia. / Content Standard III: Students will use literature and media to
develop an understanding of people, societies, and the self.                                                                       X     X
Cota de referencia III-A: Utilizar el lenguagje, literatura, y media para logar y desarrollar el
conocimiento de culturas de todo el mundo. / Benchmark III-A: Use language, literature, and media to
gain and demonstrate awareness of cultures around the world.
 1. Discutir la razon que se encuentran tipos semejantes en carácter y temas en culturas múltiples. / Discuss        38              x    x
 why similar character types and themes are found in multiple cultures.
 2. Identifique los valores y las creencias sociales/culturales reflejados en la literatura y la media. / Identify   39              x    x
 social/cultural values and beliefs reflected in literature and media.
 3. Examina las razones de los acciones y motivos del carácter . / Examine the reasons for a character's             40              x    x
 actions and motives.
 4. Considere una situación o problema de diferente puntos de vista. / Consider a situation or problem from          41              x    x
 different characters’ point of view.
 5. Utilice el lenguaje y la media para hacer conexciones entre experiencias de otros y a sí mismo. / Use            42              x    x
 language and media to make connections between one's own experiences and the experiences of others.

Cota de referencia III-B: Identificar de una ampia variedad de literatura. / Benchmark III-B: Identify
and use the types of literature according to their purpose and function                                                                  X
 1. Identifique el principio, medio, y fin de un cuento. / Identify beginning, middle, and end of a story.           43              x   x
2. Evalúe literatura establecido con un criterio específico. / Evaluate literature based on a specific criterion.    44              x   x
3. Identifique las secuencias y los patrones en literatura. / Identify sequences and patterns in literature.         45              x   x
4. Responda a una variedad de trabajos literarios y media. / Respond to a variety of literary works and              46              x   x
media.
5. Componga trabajos de ficción, no-ficción, poesía, y drama selectando diferentes temas y formas . /                47              x    x
Compose fiction, non-fiction, poetry, and drama using self-selected and/or assigned topics and forms.
6. Analice diferentes maneras como se relatan la literatura y la media con temas y asuntos de su contexto            48              x    x
histórico. / Analyze the ways in which literature and media are related to themes and issues of their historical
context.
7. Identifique puntos de vista y temas fundamentales. / Identify points of view and underlying themes.               49              x    x
8. Identifique tradiciones culturales especificas y sutilezadas. / Identify specific cultural traditions and         50              x    x
subtleties.




                                                                 Page 39 of 48
Carlsbad Municipal Schools - Course Curriculum/Checklist
Subject: Spanish Language Arts
Grade(s): Fourth
Date: May 2007
                                                                                Approved 5/24/07 MAC

SUGGESTED RESOURCES/METHODS

Scott Foresman reading series "Lectura"
Scott Foresman practice books and audiocassettes
Scott Foresman charts: "Carteles de Vocabular" and "Sistema de Fonetica"
Scott Foresman Grade Level A and B, 1-5, supplementary books
Spanish/English Dictionary
"Palabras que yo use Cuando Escribo", by Alana Trisler y Patrice Howe Cardiel
"Cantos y cuentos", José Luis Arozco
SUBE
Library books
Pocket Chart
Poems
Zaner Bloser Handwriting
Overhead Projector
Graphic Organizers
Paired Reading
Author's Chair
Classroom Books
Journals
Letter Writing

SUGGESTED EVALUATIONS

Unit Test
Benchmark Test
Spelling Test
Sentence Dictation

APPENDIX




                                                            Page 40 of 48

								
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