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Fourth Grade Performance Standards, Third 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
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

For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

Locates facts that answer the reader’s questions

Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary)

Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations)

Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect)

Distinguishes cause from effect in context

Summarizes main ideas and supporting details

Makes perceptive and well-developed connections

Distinguishes fact from opinion or fiction

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-)

Identifies the meaning of common idioms and figurative phrases

Identifies playful uses of language (e.g., puns, jokes, palindromes)

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 point of view, 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 inconsistencies
Provides a sense of closure to the writing

ELA4W3: The student uses research and technology to support writing. The student:

Acknowledges information from sources
Locates information in reference texts by using organizational features (e.g., prefaces, appendices, index, glossary, and table of contents)
Uses various reference materials (e.g., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words) as aids to writing
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:

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.

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

The student produces informational writing (e.g., report, procedures, correspondence) that:

Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest
Frames a central question about an issue or situation
Creates an organizing structure appropriate to a specific purpose, audience, and context
Includes appropriate facts and details
Excludes extraneous details and inconsistencies
Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote
Draws from more than one source of information such as speakers, books, newspapers, and online materials
Provides a sense of closure to the writing

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)

Uses and identifies words or word parts from other languages that have been adopted into the English language

Spells most commonly used homophones correctly (there, they’re, their, two, too, to)

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

Geometry

M4G1: Students will define and identify the characteristics of geometric figures through examination and construction.

Examine and compare angles in order to classify and identify triangles by their angles

Describe parallel and perpendicular lines in plane geometric figures

Examine and classify quadrilaterals (including parallelograms, squares, rectangles, trapezoids, and rhombi)

Compare and contrast the relationships among quadrilaterals
Understand the meaning of rounding a decimal fraction to the nearest whole number
Represent the results of computation as a rounded number when appropriate and estimate a sum or difference by rounding numbers

M4G2: Students will understand fundamental solid figures.

Compare and contrast a cube and a rectangular prism in terms of the number and shape of their faces, edges, and vertices

Describe parallel and perpendicular lines and planes in connection with the rectangular prism

Construct/collect models for solid geometric figures (cube, prisms, cylinder, etc.)

Measurement

M4M2: Students will understand the concept of angles and how to measure it.

Use tools, such as a protractor or angle ruler, and other methods such as paper folding, drawing a diagonal in a square, to measure angles
Understand the meaning and measure of a half rotation (180°) and a full rotation (360°)

M4M1: Students will understand the concept of weight and how to measure it.

Use standard and metric units to measure the weight of objects
Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
Compare one unit to another within a single system of measurement

Number and Operations

M4N5: Students will further develop their understanding of the meaning of decimal fractions and use them in computations.

Understand decimal fractions are a part of the base-ten system

Understand the relative size of numbers and order two digit decimal fractions

Add and subtract both one and two digit decimal fractions
Model multiplication and division of decimal fractions by whole numbers
Multiply and divide both one and two digit decimal fractions by whole number

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

Understand the meaning of rounding a decimal fraction to the nearest whole number

Represent the results of computation as a rounded number when appropriate and estimate a sum or difference by rounding numbers

M4N6: Students will further develop their understanding of the meaning of common fractions and use them in computations.

Understand representations of simple equivalent fractions

Add and subtract fractions and mixed numbers with common denominators. (Denominators should not exceed twelve.)
Convert and use mixed numbers and improper fractions interchangeably

Science

Earth Science

S4E1: Students will compare and contrast the physical attributes of stars, star patterns, and planets.

Recognize the physical attributes of stars in the night sky such as number, size, color and patterns

Compare the similarities and differences of plants to stars in appearance, position, and number in the night sky

Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times

Identify how technology is used to observe distant objects in the sky

S4E2: Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.

Explain the day/night cycle of the earth using a model

Explain the sequence of the phases of the moon

Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes

Demonstrate the relative size and order from the sun of the planets in the solar system

Physical Science

S4P1: Students will investigate the nature of light using tools such as mirrors, lenses, and prisms.

Identify materials that are transparent, opaque, and translucent

Investigate the reflection of light using a mirror and a light source

Identify the physical attributes of a convex lens, a concave lens, and a prism and where each is used

S4P2: Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration.

Investigate how sound is produced

Recognize the conditions that cause pitch to vary

Social Studies

Unit 5 “Challenges of a New Nation”

SS4H5: The student will analyze the challenges faced by the new nation.

Identify the weaknesses of the government established by the Articles of Confederation.

Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.

Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.

Describe the causes of the War of 1812; include burning of the Capitol and the White House.

SS4H7: The student will examine the main ideas of the abolitionist and suffrage movements.

Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.

Explain the significance of Sojourner Truth’s address (“Ain’t I a Woman?” 1851) to the Ohio Women’s Rights Convention.

SS4CG1: The student will describe the meaning of

“We the people” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.

SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).

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 how trade promotes economic activity (such as how trade activities in the early nation were managed differently under the Articles of Confederation and the Constitution).

Unit 6 “Expansion of A New Nation”

SS4H6: The student will explain westward expansion of America between 1801 and 1861.

Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).
Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.

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

Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.

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

Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).

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

Give examples of technological advancements and their impact on business productivity during the development of the United States.

Unit 7 “Our American Government”

S4H5: The student will analyze the challenges faced by the new nation.

Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states.