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Fourth Grade Performance Standards, First Nine Weeks Revised 09-10

English/Language Arts

Reading

ELA4R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

Relates theme in works of fiction to personal experience
Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed
Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text
Identifies themes and lessons in folktales, tall tales, and fables

ELA4R2: The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

ELA4R3: The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:

Reads a variety of texts and incorporates new words into oral and written language
Determines the meaning of unknown words using their context
Determines meanings of words and alternate word choices using a dictionary or thesaurus
Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence
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 makes meaning clear to listeners. The student:

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
Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies)
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:

Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements
Writes texts of a length appropriate to address the topic or tell the story
Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question)
Uses appropriate structures to ensure coherence (e.g., transition elements)

ELA4W2: The student demonstrates competence in a variety of genres.

The student produces a narrative that:

Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest
Establishes a plot, setting, and conflict, and/or the significance of events.
Creates an organizing structure.
Includes sensory details and concrete language to develop plot and character.
Excludes extraneous details and inconsistencies.
Develops complex characters through actions describing the motivation of characters and character conversation.
Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense.
Provides a sense of closure to the writing

The Student Produces a responce to literature that:

Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest

Advances a judgment that is interpretive, evaluative, or reflective

Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge

Demonstrates an understanding of the literary work (e.g., a summary that contains the main idea and most significant details of the reading selection)

Excludes extraneous details and inappropriate information

Provides a sense of closure to the writing

ELA4W4: The student consistently uses a writing process to develop, revise, and evaluate writing. The student:

Plans and drafts independently and resourcefully
Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text
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:

Recognizes the subject-predicate relationship in sentences
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)
Uses and identifies words or word parts from other languages that have been adopted into the English language
Writes legibly in cursive, leaving space between letters in a word and between words in a sentence
Uses knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling
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:

Initiates new topics in addition to responding to adult-initiated topics
Asks relevant questions
Responds to questions with appropriate information
Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if…”, “Very likely…”; “I’m unsure whether…”)
Confirms understanding by paraphrasing the adult’s directions or suggestion
Displays appropriate turn-taking behaviors
Actively solicits another person’s comments or opinions
Offers own opinion forcefully without domineering
Responds appropriately to comments and questions
Volunteers contributions and responds when directly solicited by teacher or discussion leader
Gives reasons in support of opinions expressed
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:
- Demonstrates an awareness of the presence of the media in the daily lives of most people
- Evaluates the role of the media in focusing attention and in forming an opinion
- 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:
- Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members
- Uses notes, multimedia, or other memory aids to structure the presentation
- Engages the audience with appropriate verbal cues and eye contact
- Projects a sense of individuality and personality in selecting and organizing content and in delivery
- Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials

Math

Number and Operations

M4N1: Students will further develop their understanding of how whole numbers are represented in the base-ten numeration system.

Identify place value names and places from hundredths through one million
Equate a number’s word name, its standard form, and its expanded form

M4N2: Students will understand and apply the concept of rounding numbers.

Round numbers to the nearest ten, hundred, or thousand
Describe situations in which rounding numbers would be appropriate and determine whether to round to the nearest ten, hundred, or thousand
Represent the results of computation as a rounded number when appropriate and estimate a sum or difference by rounding numbers

Geometry

M4G3: Students will use the coordinate system.

Understand and apply ordered pairs in the first quadrant of the coordinate system
Locate a point in the first quadrant in the coordinate plane and name the ordered pair
Graph ordered pairs in the first quadrant

Algebra

M4A1: Students will represent and interpret mathematical relationships in quantitative expressions.

Understand and apply patterns and rules to describe relationships and solve problems
Write and evaluate mathematical expressions using symbols and different values
Represent unknowns using symbols, such as and

Data Analysis

M4D1: Students will gather, organize, and display data according to the situation and compare related features.

Represent data in bar, line and pictographs
Investigate the features and tendencies of graphs
Compare different graphical representations for a given set of data
Identify missing information and duplications in data

Science

Life Science

S4L1: Students will describe the roles of organisms and the flow of energy within an ecosystem.

Identify the roles of producers, consumers, and decomposers in a community
Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers
Predict how changes in the environment would affect a community (ecosystem) of organisms
Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many

S4L2: Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).

Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.)
Identify factors that may have led to the extinction of some organisms.

Earth Science

S4E3: Students will differentiate between the states of water and how they relate to the water cycle and weather.

Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid
Identify the temperatures at which water becomes a solid and at which water becomes a gas
Investigate how clouds are formed
Explain the water cycle (evaporation, condensation, and precipitation)
Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and fog)

Social Studies

Unit 1: Connecting Themes/Enduring Understandings

In order for students to understand and use what they learn in Social Studies, they need to have a way to organize the standards. The following list of Enduring Understandings will be used in all of the K-5 Social Studies Frameworks. By using this list, students will have the tools to use historical, geographic, civic, and economic understandings and apply them to their daily lives.

Beliefs and Ideals: The student will understand that people’s ideas and feelings influence their decisions.
Conflict and Change: The student will understand that conflict causes change.
Distribution of Power: The student will understand that laws and people's beliefs help decide who gets to make choices in government.
Individuals, Groups, Institutions: The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
Location: The student will understand that where people live matters.

Movement/Migration: The student will understand that moving to new places changes the people, land, and culture of the new place, as well as the place that was left.
Technological Innovations: The student will understand that new technology has many types of different consequences, depending on how people use that technology.

Unit 2: “The Discovery of North America”

Historical Understandings: SS4H1: The student will describe how early Native American cultures developed in North America.

Locate where the American Indians settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole).
Describe how the American Indians used their environment to obtain food, clothing, and shelter.

Historical Understandings: SS4H2: The student will describe European exploration in North America.

Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.
Describe examples of cooperation and conflict between Europeans and Native Americans.

Geographic Understandings: SS4G1: The student will be able to locate important physical and man-made features in the United States.

Locate major physical features of the United States; include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes.

Geographic Understandings: SS4G2: The student will describe how physical systems affect human systems.

Explain why each of the native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.
Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

Economic Understandings: SS4E1: The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

Describe opportunity costs and their relationship to decision-making across time (such as decisions to send expeditions to the New World).

Map Skills:

Use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps
Draw conclusions and make generalizations based on information from maps

Information Processing Skills:

Identify main idea, detail, sequence of events, and cause and effect in a social studies context
Interpret timelines
Translate dates into centuries, eras, or ages

Tift County Schools