Welcome

Superintendent's Message, Directions, Enrollment Information. See More »

Fourth Grade Performance Standards, Fourth 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
Identifies the speaker of a poem or story
Identifies sensory details and figurative language
Identifies and shows the relevance of foreshadowing clues
Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text
Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life
Identifies themes and lessons in folktales, tall tales, and fables
Identifies rhyme and rhythm, repetition, similes, and sensory images in poems

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
Identifies the meaning of common root words to determine the meaning of unfamiliar words
Determines meanings of words and alternate word choices using a dictionary or thesaurus
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)
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 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 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

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

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.

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

M5N2: Students will further develop their understandings of decimal fractions as part of the base-ten number system.

Understand place value
Analyze the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01

M5N4: Students will continue to develop their understanding of the meaning of common fractions and compute with them.

Use fractions (proper and improper) and decimal fractions interchangeably.

Science

Comprehensive review of all 4th grade standards

Major Concepts / Skills

Earth Science

Stars and star patterns, solar systems, weather – data and forecasting

Physical Science

Light, sound, force, mass, and motion (simple machines), effects of gravity

Life Science

Ecosystems, food web/food chain, adaptation-survival/extinction

Habits of Mind

Asks questions that lead to investigations
Conducts simple investigations
Use tools for collecting data
Uses charts and graphs
Uses data to answer questions
Writes and uses instructions
Understands fairness
Justifies reasonable answers
Identifies patterns of change
Researches for information
Understands the importance of safety concern

Social Studies

Unit 7 “Our American Government”

Historical Understandings: SS4H5: 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.

Government/Civic Understandings: SS4CG1: The student will describe the meaning of

The federal system of government in the U.S.

Government/Civic Understandings: SS4CG2: The student will explain the importance of freedom of expression as written in the First Amendment to the U. S. Constitution.

Government/Civic Understandings: SS4CG3: The student will describe the functions of government.

Explain the process for making and enforcing laws.
Explain managing conflicts and protecting rights.
Describe providing for the defense of the nation.
Explain limiting the power of people in authority.
Explain the fiscal responsibility of government.

Government/Civic Understandings: SS4CG4: The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.

Explain the necessity of respecting the rights of others and promoting the common good.
Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).

Unit 8 “Being a Responsible Spender by Learning from Our Past

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

Economic Understandings: SS4E2 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

Information Processing Skills:

Identify main idea, detail, sequence of events, and cause and effect in a social studies context
Interpret timelines
Draw conclusions and make generalizations

Tift County Schools