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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
• Identifies sensory details and figurative language
• Identifies and shows the relevance of foreshadowing clues
• Identifies the speaker of a poem or story
• Identifies rhyme and rhythm, repetition, similes, and sensory images in poems
• Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life

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
• Identifies the meaning of common root words to determine the meaning of unfamiliar words
• Identifies the meaning of common prefixes (e.g., un-, re-, dis-)

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 Response 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

The student produces a Persuasive Essay that :

• Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest
• States a clear position
• Supports a position with relevant evidence
• Excludes extraneous details and inappropriate information
• Creates an organizing structure appropriate to a specific purpose, audience, and context
• 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 four basic parts of speech (adjective, noun, verb, adverb)
• 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)
• 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 suggestions
• 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

M4N3:  Students will solve problems involving multiplication of 2-3 digit numbers by 1-2 digit numbers.

M4N7:  Students will explain and use properties of the four arithmetic operations to solve and check problems.

• Describe situations in which the four operations may be used and the relationships among them
• Compute using the order of operations, including parentheses
• Compute using the commutative, associative, and distributive properties
• Use mental math and estimation strategies to compute

 

M4N4:  Students will further develop their understanding of division of whole numbers and divide in problem solving situations without calculators.

• Know the division facts with understanding and fluency
• Solve problems involving division by a 2-digit number (including those that generate a remainder)
• Understand the relationship between dividend, divisor, quotient, and remainder
• Understand and explain the effect on the quotient of multiplying or dividing both the divisor and dividend by the same number.  (2050 ÷ 50 yields the same answer and 205 ÷ 5)

 

Science

Earth Science

 

S4E4:  Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.

• Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer)
• Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions
• Use observations and records of weather conditions to predict weather patterns throughout the year
• Differentiate between weather and climate

Physical Science

S4P3:  Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.

• Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle)
• Using different size objects, observe how force affects speed and motion
• Explain what happens to the speed or direction of an object when a greater force than the initial one is applied
• Demonstrate the effect of gravitational force on the motion of an object

Social Studies

Unit 3 “The Colonization of North America”

S4H3: The student will explain the factors that shaped British colonial America.

• Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.
• Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.

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

• Explain how the physical geography of each colony helped determine economic activities practiced therein.

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

• Explain how price incentives affect people’s behavior and choices (such as colonial decisions about what crops to grow and products to produce).
• Describe how specialization improves standards of living (such as how specific economies in the three colonial regions developed).
• Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America).

Unit 4 “Forming A New Nation”

SS4H4: The student will explain the causes, events, and results of the American Revolution.

• Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party.
• Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.
• Describe the major events of the Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord and Yorktown.
• Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

SS4G2 The student will describe how physical systems affect human systems.

• Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c).

SS4CG1: The student will describe the meaning of

• Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness).

 

Tift County Schools
207 North Ridge Avenue :: P.O. Box 389 :: Tifton, Georgia 31794
Phone: (229) 387-2400 :: Fax: (229) 386-1020

Tift County Schools is an Equal Opportunity Employer

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