# 4th grade curriculum map

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```					                                         Fourth Grade Curriculum Map 2011-2012

1st Quarter
MATH                                                      Genre: Narrative Text
Units 1 & 2 – Whole Numbers, Addition/Subtraction and           READING
Multiplication                         ELA4R1 The student demonstrates comprehension and shows
evidence of a warranted and responsible explanation of a variety
Unit 1 – Whole Numbers                                          of literary and informational texts.
M4N1. Students will further develop their understanding of
how whole numbers and decimals are represented in the base- For literary texts, the student identifies the characteristics of
ten numeration system.                                          various genres and produces evidence of reading that:
a. Identify place value names and p laces from hundredths       a. Relates theme in works of fiction to personal experience.
through one million.                                            b. Identifies and analyzes the elements of plot, character, and
setting in stories read, written, viewed, or performed.
b. Equate a number’s word name, its standard form, and its
d. Identifies sensory details and figurative language.
expanded form.
f. Makes judgments and inferences about setting, characters, and
events and supports them with elaborating and convincing
M4N2. Students will understand and apply the concept of         evidence from the text.
rounding numbers.                                               g. Identifies similarities and differences between the characters or
a. Round numbers to the nearest ten, hundred, or thousand.      events and theme in a literary work and the actual experiences in
b. Describe situations in which rounding numbers would be       an author’s life.
appropriate anddetermine whether to round to the nearest ten,
hundred, or thousand.                                           ELA4R2 The student consistently reads at least twenty-five
e. Represent the results of computation as a rounded number     books or book equivalents (approximately 1,000,000 words) each
when appropriateand estimate a sum or difference by rounding year. The materials should include traditional and
numbers.                                                        contemporary literature (both fiction and non-fiction) as well as
magazines, newspapers, textbooks, and electronic material. Such
M4N7. Students will explain and use properties of the four      reading should represent a diverse collection of material from at
arithmetic operations to solve and check problems.              least three different literary forms and from at least five
a. Describe situations in which the four operations may be used different writers.
and therelationships among them.
b. Compute using the order of operations, including
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

parentheses.
c. Compute using the commutative, associative, and distributive
properties.
d. Use mental math and estimation strategies to compute.                       ELA4R3 The student understands and acquires new vocabulary
and uses it correctly in reading and writing. The student
Unit 2 – Addition and Subtraction                                              b. Determines the meaning of unknown words using their context.
Maintaining standard                                                           h. Recognizes and uses words with multiple meanings (e.g.,
sentence, school, hard) and determines which meaning is intended
Unit 2 – Multiplication                                                        from the context of the sentence.
M4N3. Students will solve problems involving multiplication                    i. Identifies and applies the meaning of the terms antonym,
synonym, and homophone.
of 2-3 digit numbers by1 or 2 digit numbers.
ELA4R4 The student reads aloud, accurately (in the range of
PROCESS STANDARDS                                                              95%), familiar material in a variety of genres, in a way that
Each topic studied in this course should be developed with careful             makes meaning clear to listeners. The student
thought toward helping every student achieve the following                     a. Uses letter-sound knowledge to decode written English and uses
process standards.                                                             a range of cueing systems (e.g., phonics and context clues) to
determine pronunciation and meaning.
M4P1. Students will solve problems (using appropriate                          b. Uses self-correction when subsequent reading indicates an
technology).                                                                   earlier miscue (self- monitoring and self-correcting strategies).
a. Build new mathematical knowledge through problem solving.                   c. Reads with a rhythm, flow, and meter that sounds like everyday
b. Solve problems that arise in mathematics and in other                       speech (prosody).
contexts.
c. Apply and adapt a variety of appropriate strategies to solve                WRITING
problems.                                                                      ELA4W1 The student produces writing that establishes an
d. Monitor and reflect on the process of mathematical problem                  appropriate organizational structure, sets a context and engages
solving.                                                                       the reader, maintains a coherent focus throughout, and signals a
satisfying closure. The student
M4P2. Students will reason and evaluate mathematical                           a. Selects a focus, an organizational structure, and a point of view
arguments.                                                                     based on purpose, genre expectations, audience, length, and
format requirements.
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

a. Recognize reasoning and proof as fundamental aspects of                     b. Writes texts of a length appropriate to address the topic or tell
mathematics.                                                                   the story.
b. Make and investigate mathematical conjectures.                              d. Uses appropriate structures to ensure coherence (e.g., transition
c. Develop and evaluate mathematical arguments and proofs.                     elements).
d. Select and use various types of reasoning and methods of
proof.                                                                         ELA4W2 The student demonstrates competence in a variety of
genres. The student produces a narrative that:
M4P3. Students will communicate mathematically.                                a. Engages the reader by establishing a context, creating a point of
a. Organize and consolidate their mathematical thinking                        view, and otherwise developing reader interest.
through                                                                        b. Establishes a plot, setting, and conflict, and/or the significance
of events.
communication.
c. Creates an organizing structure.
b. Communicate their mathematical thinking coherently and
d. Includes sensory details and concrete language to develop plot
clearly to peers, teachers, and others.                                        and character.
c. Analyze and evaluate the mathematical thinking and                          e. Excludes extraneous details and inconsistencies.
strategies of others.                                                          f. Develops complex characters through actions describing the
d. Use the language of mathematics to express mathematical                     motivation of characters and character conversation.
ideas precisely.                                                               g. Uses a range of appropriate narrative strategies such as
dialogue, tension, or suspense.
M4P4. Students will make connections among mathematical                        h. Provides a sense of closure to the writing.
ideas and to otherdisciplines.
a. Recognize and use connections among mathematical ideas.                     ELA4W2 The student demonstrates competence in a variety of
b. Understand how mathematical ideas interconnect and build                    genres.
on one another toproduce a coherent whole.                                     The student produces a response to literature that:
c. Recognize and apply mathematics in contexts outside of                      a. Engages the reader by establishing a context, creating a
mathematics.                                                                   speaker’s voice, and otherwise developing reader interest.
b. Advances a judgment that is interpretive, evaluative, or
M4P5. Students will represent mathematics in multiple ways.                    reflective.
a. Create and use representations to organize, record, and                     c. Supports judgments through references to the text, other works,
communicate mathematical ideas.                                                authors, or non-print media, or references to personal knowledge.
d. Demonstrates an understanding of the literary work (e.g., a
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

b. Select, apply, and translate among mathematical                             summary that contains the main idea and most significant details
representations to solve problems.                                             of the reading selection).
c. Use representations to model and interpret physical, social,                e. Excludes extraneous details and inappropriate information.
and mathematical phenomena.                                                    f. Provides a sense of closure to the writing.

ELA4W4 The student consistently uses a writing process to
develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by
adding, deleting, consolidating, and rearranging text.
c. Edits to correct errors in spelling, punctuation, etc.

CONVENTIONS
ELA4C1 The student demonstrates understanding and control
of the rules of the English language, realizing that usage involves
the appropriate application of conventions and grammar in both
written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun,
c. Uses and identifies correct mechanics (end marks, commas for
series, capitalization), correct usage (subject and verb agreement
in a simple sentence), and correct sentence structure (elimination
of sentence fragments).
g. Spells most commonly used homophones correctly (there,
they’re, their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative,
imperative, and exclamatory sentences and functional fragments),
order, and complexity (simple, compound).

LISTENING/SPEAKING/VIEWING
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

ELA4LSV1 The student participates in student-to-teacher,
student-to-student, and group verbal interactions. The student
e. Confirms understanding by paraphrasing the adult’s directions
or suggestions.
f. Displays appropriate turn-taking behaviors.
j. Volunteers contributions and responds when directly solicited by
teacher or discussion leader.

2nd Quarter
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

Math                                                                         Genre: Informational Text
Units 2, 3 & 4 – Division, Fractions, Angles, Parallel                         READING
ELA4R1 The student demonstrates comprehension and shows
& Perpendicular Lines                                           evidence of a warranted and responsible explanation of a variety
of literary and informational texts.
Process Skills Standards are continuous objectives
taught through each skill.                                                     For literary texts, the student identifies the characteristics of
various genres and produces evidence of reading that:
Unit 2 - Division                                                              a. Relates theme in works of fiction to personal experience.
M4N4. Students will further develop their understanding of                     b. Identifies and analyzes the elements of plot, character, and setting
in stories read, written, viewed, or performed.
division of whole numbers and divide in problem solving
d. Identifies sensory details and figurative language.
situations without calculators.
f. Makes judgments and inferences about setting, characters, and
a. Know the division facts with understanding and fluency.                     events and supports them with elaborating and convincing evidence
b. Solve problems involving division by 1 or 2-digit numbers                   from the text.
(including those that generate a remainder).                                   g. Identifies similarities and differences between the characters or
c. Understand the relationship between dividend, divisor,                      events and theme in a literary work and the actual experiences in an
quotient, and remainder.                                                       author’s life.
d. Understand and explain the effect on the quotient of
multiplying or dividing both the divisor and dividend by the same              For informational texts, the student reads and comprehends in
number. (2050 ÷ 50 yields the same answer as 205 ÷ 5).                         order to develop understanding and expertise and produces
evidence of reading that:
Unit 3 - Fractions                                                             a. Locates facts that answer the reader’s questions.
M4N6. Students will further develop their understanding of                     b. Identifies and uses knowledge of common textual features (e.g.,
the meaning of decimal fractions and common fractions and                      paragraphs, topic sentences, concluding sentences, glossary).
use them in computations.                                                      c. Identifies and uses knowledge of common graphic features (e.g.,
a. Understand representations of equivalent common fractions                   charts, maps, diagrams, illustrations).
and/or decimalfractions.                                                       d. Identifies and uses knowledge of common organizational
b. Add and subtract fractions and mixed numbers with like                      structures (e.g., chronological order, cause and effect).
denominators. (Denominators should not exceed twelve.)                         e. Distinguishes cause from effect in context.
f. Summarizes main ideas and supporting details.
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

c. Use mixed numbers and improper fractions interchangeably.                   g. Makes perceptive and well-developed connections.
h. Distinguishes fact from opinion or fiction.
Unit 4 – Angles and Parallel/Perpendicular Lines
M4M2. Students will understand the concept of angles and                       ELA4R2 The student consistently reads at least twenty-five
how to measure them.                                                           books or book equivalents (approximately 1,000,000 words) each
a. Use tools, such as a protractor or angle ruler, and other methods           year. The materials should include traditional and
such aspaper folding, drawing a diagonal in a square, to measure               contemporary literature (both fiction and non-fiction) as well as
angles.                                                                        magazines, newspapers, textbooks, and electronic material. Such
b. Understand the meaning and measure of a half rotation (180°)                reading should represent a diverse collection of material from at
and a fullrotation (360°).                                                     least three different literary forms and from at least five
different writers.
c. Determine that the sum of the three angles of a triangle is
always 180°
ELA4R3 The student understands and acquires new vocabulary
and uses it correctly in reading and writing. The student
M4G1. Students will define and identify the characteristics of                 a. Reads a variety of texts and incorporates new words into oral
geometric figures through examination and construction.                        and written language.
a. Examine and compare angles in order to classify and identify                b. Determines the meaning of unknown words using their context.
triangles by their angles.                                                     idioms and figurative phrases.
b. Describe parallel and perpendicular lines in plane geometric                c. Identifies the meaning of common root words to determine the
figures.                                                                       meaning of unfamiliar words.
d. Determines meanings of words and alternate word choices using
a dictionary or thesaurus.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
h. Recognizes and uses words with multiple meanings (e.g.,
sentence, school, hard) and determines which meaning is intended
from the context of the sentence.
i. Identifies and applies the meaning of the terms antonym, synonym,
and homophone.

ELA4R4 The student reads aloud, accurately (in the range of
95%), familiar material in a variety of genres, in a way that
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

makes meaning clear to listeners. The student
a. Uses letter-sound knowledge to decode written English and uses a
range of cueing systems (e.g., phonics and context clues) to
determine pronunciation and meaning.
b. Uses self-correction when subsequent reading indicates an earlier
miscue (self- monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday
speech (prosody).

WRITING
ELA4W1 The student produces writing that establishes an
appropriate organizational structure, sets a context and engages
the reader, maintains a coherent focus throughout, and signals a
satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view
based on purpose, genre expectations, audience, length, and format
requirements.
b. Writes texts of a length appropriate to address the topic or tell the
story.
c. Uses traditional structures for conveying information (e.g.,
chronological order, cause and effect, similarity and difference,
and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition
elements).

ELA4W2 The student demonstrates competence in a variety of
genres. The student produces informational writing (e.g., report,
procedures, correspondence) that:
a. Engages the reader by establishing a context, creating a
speaker’s voice, and otherwise developing reader interest.
b. Frames a central question about an issue or situation.
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

c. Creates an organizing structure appropriate to a specific
purpose, audience, and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts
and details, describing or analyzing the subject, and narrating a
relevant anecdote.
g. Draws from more than one source of information such as
speakers, books, newspapers, and online materials.
h. Provides a sense of closure to the writing.

ELA4W3 The student uses research and technology to support
writing. The student
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational
features (i.e., prefaces, appendices, indices, glossaries, and tables
of contents).
c. Uses various reference materials (i.e., dictionary, thesaurus,
encyclopedia, electronic information, almanac, atlas, magazines,
newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with
computer terminology (e.g., software, memory, disk drive, hard
drive).

ELA4W4 The student consistently uses a writing process to
develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by
adding, deleting, consolidating, and rearranging text.
c. Edits to correct errors in spelling, punctuation, etc.

   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

CONVENTIONS
ELA4C1 The student demonstrates understanding and control
of the rules of the English language, realizing that usage involves
the appropriate application of conventions and grammar in both
written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun,
c. Uses and identifies correct mechanics (end marks, commas for
series, capitalization), correct usage (subject and verb agreement in a
simple sentence), and correct sentence structure (elimination of
sentence fragments).
d. Uses and identifies words or word parts from other languages
that have been adopted into the English language.
f. Uses knowledge of letter sounds, word parts, word segmentation,
and syllabication to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there, they’re,
their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative,
imperative, and exclamatory sentences and functional fragments),
order, and complexity (simple, compound).

LISTENING/SPEAKING/VIEWING
ELA4LSV1 The student participates in student-to-teacher,
student-to-student, and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated
topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Uses language cues to indicate different levels of certainty or
hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

whether. . .”).
e. Confirms understanding by paraphrasing the adult’s directions or
suggestions.
f. Displays appropriate turn-taking behaviors.
j. Volunteers contributions and responds when directly solicited by
teacher or discussion leader.

ELA4LSV2 The student listens to and views various forms of
text and media in order to gather and share information,
persuade others, and express and understand ideas.

When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to
appeal to the interests and background knowledge of audience
members.
b. Uses notes, multimedia, or other memory aids to structure the
presentation.
c. Engages the audience with appropriate verbal cues and eye
contact.
d. Projects a sense of individuality and personality in selecting and
organizing content and in delivery.
e. Shapes content and organization according to criteria for
importance and impact rather than according to availability of
information in resource materials.

   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

3rd Quarter
MATH                                                           Genre: Persuasive and Folktales/Fables
Units 4, 8, 11, 6 & 7 – Quadrilaterals, Triangles, Solid                      READING
Figures, Weight, Decimals                                       ELA4R1 The student demonstrates comprehension and shows
evidence of a warranted and responsible explanation of a
Process Skills Standards are continuous objectives                              variety of literary and informational texts.
taught through each skill.                                                      For literary texts, the student identifies the characteristics of
various genres and produces evidence of reading that:
Units 4 & 8 – Geometry                                                          a. Relates theme in works of fiction to personal experience.
M4G1. Students will define and identify the characteristics of                  b. Identifies and analyzes the elements of plot, character, and
geometric figures through examination and construction.                         setting in stories read, written, viewed, or performed.
a. Examine and compare angles in order to classify and identify                 d. Identifies sensory details and figurative language.
triangles by their angles.                                                      e. Identifies and shows the relevance of foreshadowing clues.
b. Describe parallel and perpendicular lines in plane geometric                 f. Makes judgments and inferences about setting, characters, and
figures.                                                                        events and supports them with elaborating and convincing evidence
c. Examine and classify quadrilaterals (including parallelograms,               from the text.
squares, rectangles, trapezoids, and rhombi) by their properties.               g. Identifies similarities and differences between the characters or
d. Compare and contrast the relationships among quadrilaterals.                 events and theme in a literary work and the actual experiences in an
author’s life.
M4G2. Students will understand fundamental solid figures.                       h. Identifies themes and lessons in folktales, tall tales, and fables.
a. Compare and contrast a cube and a rectangular prism in terms of
the number and shape of their faces, edges, and vertices.                       For informational texts, the student reads and comprehends in
b. Describe parallel and perpendicular lines and planes in                      order to develop understanding and expertise and produces
connection with the rectangular prism.                                          evidence of reading that:
c. Build/collect models for solid geometric figures (cubes, prisms,             a. Locates facts that answer the reader’s questions.
cylinders, pyramids, spheres, and cones) using nets and other                   b. Identifies and uses knowledge of common textual features (e.g.,
representations.                                                                paragraphs, topic sentences, concluding sentences, glossary).
c. Identifies and uses knowledge of common graphic features (e.g.,
charts, maps, diagrams, illustrations).

   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

Unit 11 Weight                                                                  d. Identifies and uses knowledge of common organizational
M4M1. Students will understand the concept of weight and                        structures (e.g., chronological order, cause and effect).
how to measure weight.                                                          e. Distinguishes cause from effect in context.
a. Use standard and metric units to measure the weight of objects.              f. Summarizes main ideas and supporting details.
b. Know units used to measure weight (gram, kilogram, ounces,                   g. Makes perceptive and well-developed connections.
pounds, and tons).                                                              h. Distinguishes fact from opinion or fiction.
c. Compare one unit to another within a single system of
measurement.                                                                    ELA4R2 The student consistently reads at least twenty-five
books or book equivalents (approximately 1,000,000 words)
Units 6 & 7– Decimals                                                           each year. The materials should include traditional and
M4N1. Students will further develop their understanding of                      contemporary literature (both fiction and non-fiction) as well as
how whole numbersand decimals are represented in the base-                      magazines, newspapers, textbooks, and electronic material.
ten numeration system.                                                          Such reading should represent a diverse collection of material
a. Identify place value names and places from hundredths through                from at least three different literary forms and from at least
one million.                                                                    five different writers.
b. Equate a number’s word name, its standard form, and its
expanded form.                                                                  ELA4R3 The student understands and acquires new
vocabulary and uses it correctly in reading and writing. The
M4N2. Students will understand and apply the concept of                         student
rounding numbers.                                                               a. Reads a variety of texts and incorporates new words into oral and
c. Determine to which whole number or tenth a given decimal is                  written language.
closest using tools such as a number line, and/or charts.                       b. Determines the meaning of unknown words using their context.
c. Identifies the meaning of common root words to determine the
d. Round a decimal to the nearest whole number or tenth.
meaning of unfamiliar words.
e. Represent the results of computation as a rounded number when
d. Determines meanings of words and alternate word choices using
appropriate and estimate a sum or difference by rounding numbers.               a dictionary or thesaurus.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
M4N5. Students will further develop their understanding of                      f. Identifies the meaning of common idioms and figurative
the meaning of decimals and use them in computations.                           phrases.
a. Understand decimals are a part of the base-ten system.                       h. Recognizes and uses words with multiple meanings (e.g.,
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

b. Understand the relative size of numbers and order two digit                  sentence, school, hard) and determines which meaning is intended
decimals.                                                                       from the context of the sentence.
c. Add and subtract both one and two digit decimals.                            i. Identifies and applies the meaning of the terms antonym,
d. Model multiplication and division of decimals by whole                       synonym, and homophone.
numbers.
e. Multiply and divide both one and two digit decimals by whole                 ELA4R4 The student reads aloud, accurately (in the range of
numbers.                                                                        95%), familiar material in a variety of genres, in a way that
makes meaning clear to listeners. The student
a. Uses letter-sound knowledge to decode written English and uses
a range of cueing systems (e.g., phonics and context clues) to
determine pronunciation and meaning.
b. Uses self-correction when subsequent reading indicates an earlier
miscue (self- monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday
speech (prosody).

WRITING
ELA4W1 The student produces writing that establishes an
appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and
signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view
based on purpose, genre expectations, audience, length, and format
requirements.
b. Writes texts of a length appropriate to address the topic or tell the
story.
c. Uses traditional structures for conveying information (e.g.,
chronological order, cause and effect, similarity and difference, and
posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition
elements).
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

ELA4W2 The student demonstrates competence in a variety of
genres.
The student produces a persuasive essay that:
a. Engages the reader by establishing a context, creating a
speaker’s voice, and otherwise developing reader interest.
b. States a clear position.
c. Supports a position with relevant evidence.
d. Excludes extraneous details and inappropriate information.
e. Creates an organizing structure appropriate to a specific
purpose, audience, and context.
f. Provides a sense of closure to the writing.

ELA4W3 The student uses research and technology to support
writing. The student
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational
features (i.e., prefaces, appendices, indices, glossaries, and tables of
contents).
c. Uses various reference materials (i.e., dictionary, thesaurus,
encyclopedia, electronic information, almanac, atlas, magazines,
newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with
computer terminology (e.g., software, memory, disk drive, hard
drive).

ELA4W4 The student consistently uses a writing process to
develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by
adding, deleting, consolidating, and rearranging text.
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

c. Edits to correct errors in spelling, punctuation, etc.

CONVENTIONS
ELA4C1 The student demonstrates understanding and control
of the rules of the English language, realizing that usage
involves the appropriate application of conventions and
grammar in both written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun,
c. Uses and identifies correct mechanics (end marks, commas for
series, capitalization), correct usage (subject and verb agreement in
a simple sentence), and correct sentence structure (elimination of
sentence fragments).
d. Uses and identifies words or word parts from other languages
that have been adopted into the English language.
f. Uses knowledge of letter sounds, word parts, word segmentation,
and syllabication to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there,
they’re, their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative,
imperative, and exclamatory sentences and functional fragments),
order, and complexity (simple, compound).

SPEAKING/LISTENING
ELA4LSV1 The student participates in student-to-teacher,
student-to-student, and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated
topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

d. Uses language cues to indicate different levels of certainty or
hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure
whether. . .”).
e. Confirms understanding by paraphrasing the adult’s directions or
suggestions.
f. Displays appropriate turn-taking behaviors.
g. Actively solicits another person’s comments or opinions.
h. Offers own opinion forcefully without domineering.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by
teacher or discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do
so; asks classmates for similar expansions.

ELA4LSV2 The student listens to and views various forms of
text and media in order to gather and share information,
persuade others, and express and understand ideas.

When responding to visual and oral texts and media (e.g.,
television, radio, film productions, and electronic media), the
student:
a. Demonstrates an awareness of the presence of the media in the
daily lives of most people.
b. Evaluates the role of the media in focusing attention and in
forming an opinion.
c. Judges the extent to which the media provides a source of
entertainment as well as a source of information.

When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to appeal
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

to the interests and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the
presentation.
c. Engages the audience with appropriate verbal cues and eye
contact.
d. Projects a sense of individuality and personality in selecting and
organizing content and in delivery.
e. Shapes content and organization according to criteria for
importance and impact rather than according to availability of
information in resource materials.

   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

4th Quarter
MATH                                  Genre: Response to Literature and Poetry
Units 7, 9 & 10 – Decimals, Coordinate Graphs, Data READING
ELA4R1 The student demonstrates comprehension and shows
Analysis, Algebra                 evidence of a warranted and responsible explanation of a variety
of literary and informational texts.
Process Skills Standards are continuous objectives
taught through each skill.                                                     For literary texts, the student identifies the characteristics of
various genres and produces evidence of reading that:
Unit 7 – Decimals (Continues)                                                  a. Relates theme in works of fiction to personal experience.
M4N1. Students will further develop their understanding of                     b. Identifies and analyzes the elements of plot, character, and setting
in stories read, written, viewed, or performed.
how whole numbersand decimals are represented in the base-
c. Identifies the speaker of a poem or story.
ten numeration system.
d. Identifies sensory details and figurative language.
a. Identify place value names and places from hundredths through               e. Identifies and shows the relevance of foreshadowing clues.
one million.                                                                   f. Makes judgments and inferences about setting, characters, and
b. Equate a number’s word name, its standard form, and its                     events and supports them with elaborating and convincing evidence
expanded form.                                                                 from the text.
g. Identifies similarities and differences between the characters or
M4N2. Students will understand and apply the concept of                        events and theme in a literary work and the actual experiences in an
rounding numbers.                                                              author’s life.
c. Determine to which whole number or tenth a given decimal is                 h. Identifies themes and lessons in folktales, tall tales, and fables.
closest using tools such as a number line, and/or charts.                      i. Identifies rhyme and rhythm, repetition, similes, and sensory
d. Round a decimal to the nearest whole number or tenth.                       images in poems.
e. Represent the results of computation as a rounded number
when appropriate and estimate a sum or difference by rounding                  For informational texts, the student reads and comprehends in
numbers.                                                                       order to develop understanding and expertise and produces
evidence of reading that:
M4N5. Students will further develop their understanding of                     a. Locates facts that answer the reader’s questions.
the meaning of decimals and use them in computations.                          b. Identifies and uses knowledge of common textual features (e.g.,
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

a. Understand decimals are a part of the base-ten system.                      paragraphs, topic sentences, concluding sentences, glossary).
b. Understand the relative size of numbers and order two digit                 c. Identifies and uses knowledge of common graphic features (e.g.,
decimals.                                                                      charts, maps, diagrams, illustrations).
c. Add and subtract both one and two digit decimals.                           d. Identifies and uses knowledge of common organizational
d. Model multiplication and division of decimals by whole                      structures (e.g., chronological order, cause and effect).
numbers.                                                                       e. Distinguishes cause from effect in context.
e. Multiply and divide both one and two digit decimals by whole                f. Summarizes main ideas and supporting details.
numbers.                                                                       g. Makes perceptive and well-developed connections.
h. Distinguishes fact from opinion or fiction.
Unit 9 Linear and Coordinate Graphs
M4G3. Students will use the coordinate system.                                 ELA4R2 The student consistently reads at least twenty-five
a. Understand and apply ordered pairs in the first quadrant of the             books or book equivalents (approximately 1,000,000 words) each
coordinate system.                                                             year. The materials should include traditional and
b. Locate a point in the first quadrant in the coordinate plane and            contemporary literature (both fiction and non-fiction) as well as
name the ordered pair.                                                         magazines, newspapers, textbooks, and electronic material. Such
c. Graph ordered pairs in the first quadrant.                                  reading should represent a diverse collection of material from at
least three different literary forms and from at least five
Unit 10 – Data Analysis (Bar Graphs and Line Graphs)                           different writers.
M4D1. Students will gather, organize, and display data
according to the situation and compare related features.                       ELA4R3 The student understands and acquires new vocabulary
a. Construct and interpret line graphs, line plot graphs,                      and uses it correctly in reading and writing. The student
pictographs, Venn diagrams, and bar graphs.                                    a. Reads a variety of texts and incorporates new words into oral and
written language.
b. Investigate the features and tendencies of graphs.
b. Determines the meaning of unknown words using their context.
c. Compare different graphical representations for a given set of
c. Identifies the meaning of common root words to determine the
data.                                                                          meaning of unfamiliar words.
d. Identify missing information and duplications in data.                      d. Determines meanings of words and alternate word choices using a
e. Determine and justify the range, mode, and median of a set of               dictionary or thesaurus.
data.                                                                          e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
f. Identifies the meaning of common idioms and figurative phrases.
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

g. Identifies playful uses of language (e.g., puns, jokes,
palindromes).
Algebra                                                                        h. Recognizes and uses words with multiple meanings (e.g.,
M4A1. Students will represent and interpret mathematical                       sentence, school, hard) and determines which meaning is intended
relationships in quantitative expressions.                                     from the context of the sentence.
a. Understand and apply patterns and rules to describe                         i. Identifies and applies the meaning of the terms antonym, synonym,
relationships and solve problems.                                              and homophone.

b. Represent unknowns using symbols, such as □ and Δ.                          ELA4R4 The student reads aloud, accurately (in the range of
c. Write and evaluate mathematical expressions using symbols                   95%), familiar material in a variety of genres, in a way that
and different values.                                                          makes meaning clear to listeners. The student
a. Uses letter-sound knowledge to decode written English and uses a
range of cueing systems (e.g., phonics and context clues) to
determine pronunciation and meaning.
b. Uses self-correction when subsequent reading indicates an earlier
miscue (self- monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday
speech (prosody).

WRITING
ELA4W1 The student produces writing that establishes an
appropriate organizational structure, sets a context and engages
the reader, maintains a coherent focus throughout, and signals a
satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view
based on purpose, genre expectations, audience, length, and format
requirements.
b. Writes texts of a length appropriate to address the topic or tell the
story.
c. Uses traditional structures for conveying information (e.g.,
chronological order, cause and effect, similarity and difference, and
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition
elements).

ELA4W3 The student uses research and technology to support
writing. The student
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational
features (i.e., prefaces, appendices, indices, glossaries, and tables of
contents).
c. Uses various reference materials (i.e., dictionary, thesaurus,
encyclopedia, electronic information, almanac, atlas, magazines,
newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with
computer terminology (e.g., software, memory, disk drive, hard
drive).

ELA4W4 The student consistently uses a writing process to
develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by
adding, deleting, consolidating, and rearranging text.
c. Edits to correct errors in spelling, punctuation, etc.

CONVENTIONS
ELA4C1 The student demonstrates understanding and control
of the rules of the English language, realizing that usage involves
the appropriate application of conventions and grammar in both
written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun,
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

c. Uses and identifies correct mechanics (end marks, commas for
series, capitalization), correct usage (subject and verb agreement in a
simple sentence), and correct sentence structure (elimination of
sentence fragments).
d. Uses and identifies words or word parts from other languages that
have been adopted into the English language.
e. Writes legibly in cursive, leaving space between letters in a word
and between words in a sentence.
f. Uses knowledge of letter sounds, word parts, word segmentation,
and syllabication to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there, they’re,
their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative,
imperative, and exclamatory sentences and functional fragments),
order, and complexity (simple, compound).

SPEAKING/LISTENING
ELA4LSV1 The student participates in student-to-teacher,
student-to-student, and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated
topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Uses language cues to indicate different levels of certainty or
hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure
whether. . .”).
e. Confirms understanding by paraphrasing the adult’s directions or
suggestions.
f. Displays appropriate turn-taking behaviors.
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

g. Actively solicits another person’s comments or opinions.
h. Offers own opinion forcefully without domineering.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by
teacher or discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do
so; asks classmates for similar expansions.

ELA4LSV2 The student listens to and views various forms of
text and media in order to gather and share information,
persuade others, and express and understand ideas.
When responding to visual and oral texts and media (e.g., television,
radio, film productions, and electronic media), the student:
a. Demonstrates an awareness of the presence of the media in the
daily lives of most people.
b. Evaluates the role of the media in focusing attention and in
forming an opinion.
c. Judges the extent to which the media provides a source of
entertainment as well as a source of information.

When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to appeal
to the interests and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the
presentation.
c. Engages the audience with appropriate verbal cues and eye
contact.
d. Projects a sense of individuality and personality in selecting and
organizing content and in delivery.
e. Shapes content and organization according to criteria for
   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011
Fourth Grade Curriculum Map 2011-2012

importance and impact rather than according to availability of
information in resource materials.

   Bold italicized elements are listed to indicate when they should be introduced. Previously introduced elements should be taught on an ongoing basis.
   Response to Literature genre should be taught all year long and can easily be incorporated into reading instruction.
   Math Elements are taught throughout the year in EDC. Standards and elements should be reviewed, maintained, and assessed throughout the year.
Revised – 4-28-2011

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