Fourth Grade Reading

We are learning to read closely to find out the details in a text. We are learning to make inferences from the
text. We can support conclusions drawn from the text with specific textual evidence.

We are learning to find out the central ideas or themes of a text and examine and explain their development. We are learning to summarize the key supporting details and ideas of a text. We are learning to examine and explain how and why individuals, events, and ideas develop and interact
over the course of a text.

We are learning to find out the meaning of words and phrases used in a text, including determining technical,
connotative, and figurative meanings.

We are learning to analyze how specific word choices shape meaning or tone. We are learning to examine and explain the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text (for example, a section, chapter, scene, or stanza) relate to each other and the whole. We are learning to find the importance of point of view in forming the content and style of a text. We are learning to assess how purpose shapes the content and style of a text. We are learning to bring together and judge the worth of content presented by different presentation types. We are learning to find and judge the worth of the argument and claims in a text. We are learning to examine and explain how different texts address similar themes or topics. We are learning to read and comprehend complex literary and informational texts independently and expertly. We are learning to refer to details and examples in a text when explaining what the text says. We are learning to refer to details and examples in a text when drawing inferences from the text. We are learning to find the theme of a story, drama, or poem from details in the text. We are learning to summarize the text. We are learning to draw on specific details in a text (for example, a characters thoughts, words, or actions) to describe a character, setting, or event. We are learning to find out the meaning of words and phrases as they are used in a text. We are learning to find out the meaning of words and phrases that allude to significant characters found in mythology (e.g., Herculean). We are learning about and can explain major differences between poems, drama, and prose. We are learning about and can refer to the structural elements of poems (for example, verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. We are learning to compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. We are learning to make connections between the text of a story or drama and a visual or oral presentation of the text. We are learning to identify where specific descriptions and directions in the text are present in the visual or oral presentation. We are learning to compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) in stories, myths, and traditional literature from different cultures. We are learning to compare and contrast the treatment of similar patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. We are learning to read and comprehend literature, including stories, dramas, and poetry skillfully. We are learning to refer to details and examples in a text when explaining what the text says. We are learning to refer to details and examples in a text when drawing inferences from the text. We are learning to find out the main idea of a text and explain how it is supported by key details. We are learning to summarize the text. We are learning to explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. We are learning how to find out the meaning of words or phrases in a text. We are learning to describe the overall structure (for example, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. We are learning to compare and contrast a firsthand and secondhand account of the same event or topic. We can describe the differences in focus and the information provided between a firsthand and a secondhand account. We are learning to interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations). We can explain how the information contributes to our understanding of the text in which it appears. We are learning to explain how an author uses reasons and evidence to support particular points in a text.

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Fourth Grade Reading page 2

We are learning to bring together information from two texts on the same topic in order to write or
speak about the subject knowledgeably.

We are learning to read and comprehend informational texts, including history/social studies, science,
and technical texts.

We are learning to use combined knowledge of all letter-sound correspondences, syllabication

patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi syllabic words.

We are learning to read text with purpose and understanding. We are learning to read prose and poetry orally with accuracy, suitable rate, and expression on
successive readings.

We are learning to use context to confirm or self-correct word recognition and understanding. We are
learning to reread as necessary to help us confirm or self-correct word recognition and understanding.

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Fourth Grade Writing

We are learning how to write an argument to support our opinion about a topic or text. We are learning to use
valid reasons and evidence to support our opinion.

We are learning to write informative/explanatory texts to examine and express ideas and information clearly
and accurately.

We are learning to organize our writing. We are learning to write narratives to develop real or imagined experiences or events. We are learning to
use well-chosen details, and well-structured event sequences when writing narratives.

We are learning to produce clear and connected writing in which the development, organization, and style are
suitable to task, purpose, and audience.

We are learning to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach.

We are learning to use technology, including the Internet, to produce and publish writing. We are learning to
use technology, including the Internet, to interact and collaborate with others.

We are learning to conduct research projects based on focused questions, showing understanding of the
subject under investigation.

We are learning to gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and to bring together the information while avoiding plagiarism.

We are learning to draw evidence from literary or informational texts to support analysis, reflection, and
research.

We are learning to write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

We are learning to introduce a topic or text, state an opinion, and create an organizational structure in which
related ideas are grouped to support our purpose.

We are learning to provide reasons that are supported by facts and details. We are learning to link opinion and reasons using words and phrases (for example, for instance, in order to,
in addition).

We are learning to provide a concluding statement or section related to the opinion presented. We are learning to introduce a topic clearly and group related information in paragraphs and sections. We
are learning to include formatting (for example, headings), illustrations, and multimedia when useful to aiding comprehension. We are learning to develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. We are learning to link ideas within categories of information using words and phrases (e.g., another, for example, also, because). We are learning to use precise language and specific vocabulary to inform about or explain the topic. We are learning to provide a concluding statement or section related to the information or explanation presented. We are learning to write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. We are learning to orient the reader by establishing a situation and introducing a narrator and/or characters. We are learning to organize an event sequence that unfolds naturally. We are learning to use dialogue and description to develop experiences and events or show the responses of characters to situations. We are learning to use a variety of transitional words and phrases to manage the sequence of events. We are learning to use concrete words and phrases and sensory details to convey experiences and events clearly. We are learning to provide a conclusion that follows from the narrated experiences or events. We are learning to produce clear and connected writing in which the development and organization are suitable to task, purpose, and audience. We can with guidance and support, develop and strengthen writing as needed by planning, revising, and editing. We can, with some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. We can show enough command of keyboarding skills to type a minimum of one page in a single sitting. We are learning to conduct short research projects that build knowledge through investigation of different aspects of a topic. We are learning to recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

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Fourth Grade Writing

research.

page 2

We are learning to draw evidence from literary or informational texts to support analysis, reflection, and We are learning to apply grade 4 Reading standards to literature (e.g., Describe in depth a character
in a story drawing on unspecific details in the text.).

We are learning to apply grade 4 Reading standards to informational texts (e.g., Explain how an
author uses reasons and evidence to support particular points in a text.).

We are learning to write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Fourth Grade Speaking and Listening, Language

We are learning to prepare for and participate effectively in conversations and collaborations with partners.
We are learning to build on others ideas. We are learning to express our own ideas clearly and persuasively.

We are learning to bring together and to judge the worth of information presented in different kinds of media
and formats, including visually, quantitatively, and orally.

We are learning to evaluate a speakers point of view. We are learning to find and judge a speakers
reasoning, and use of evidence and rhetoric in a presentation.

We are learning to present information, findings, and supporting evidence such that listeners can follow our
line of reasoning.

We are learning to present information such that the organization, development, and style are suitable to task,
purpose, and audience.

We are learning to use digital media and visual displays of data to express information and to make our
presentations understandable.

We are learning to adapt speech to a variety of contexts and tasks, showing our command of formal English
when indicated or appropriate.

We are learning to engage effectively in collaborative discussions (one-on-one, in groups, and teacher led) on
grade 4 topics and texts, building on others ideas and expressing our own ideas clearly.

We are learning to come to discussions prepared, having read or studied required material. We are learning
to draw on our preparation and other information known about the topic to explore ideas under discussion.

We are learning to follow agreed-upon rules for discussions and carry out assigned roles. We are learning to pose and respond to specific questions to clarify or follow up on information. We are
learning to make comments that contribute to the discussion and link to the remarks of others.

We are learning to review the key ideas expressed. We are learning to explain our own ideas and
understanding in light of the discussion.

We are learning to paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.

We are learning to identify the reasons and evidence a speaker provides to support particular points. We are learning to report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes.

We are learning to speak clearly at an understandable pace. We are learning to add audio recordings and visual displays to presentations to enhance the development of
main ideas or themes.

We are learning to differentiate between contexts that call for formal English (for example, presenting ideas)
and situations where informal conversation is appropriate (for example, small-group discussion).

We are learning to use formal English when suitable to task and situation. We are learning to show our command of the conventions of grammar and usage when writing or speaking. We are learning to show our command of the conventions of capitalization, punctuation, and spelling when
writing.

We are learning to apply our knowledge of language to understand how language works in different contexts
and to make effective choices for meaning or style.

We are learning to apply our knowledge of language to comprehend more fully when reading or listening. We are learning to find or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting reference materials.

We are learning to show our understanding of word relationships and nuances in word meanings. We are learning many words and phrases needed for reading, writing, speaking, and listening at the college
and career readiness level.

We are learning to show independence in gathering vocabulary knowledge when encountering an unknown
term.

We are learning to use relative pronouns (who, whose, whom, which, that) and relative adverbs (where,
when, why).

We are learning to form and use the progressive (for example, I was walking; I am walking; I will be walking)
verb tenses.

We are learning to use modal auxiliaries (for example, can, may, must) to convey various conditions. We are learning to order adjectives within sentences according to conventional
patterns (for example, a small red bag rather than a red small bag).

We are learning to form and use prepositional phrases. We are learning to produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.

We are learning to use frequently confused words (for example, to, too, two;
there, their).

We are learning to use correct capitalization.

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Fourth Grade Speaking and Listening, Language

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We are learning to use commas and quotation marks to mark direct speech and quotations from a text. We are learning to use a comma before a coordinating conjunction in a compound sentence. We are learning to spell grade-appropriate words correctly, consulting references as needed. We are learning to choose words and phrases to convey ideas precisely. We are learning to choose punctuation for effect. We are learning to differentiate between contexts that call for formal English (for example, presenting ideas) and situations where informal conversation is suitable (for example, small-group discussion). We are learning to use context (for example, definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. We are learning to use common Greek and Latin affixes and roots as clues to the meaning of a word (for example, telegraph, photograph, autograph). We are learning to consult reference materials (for example, dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. We are learning about similes and metaphors (for example, as pretty as a picture). We are learning to recognize and explain the meaning of common idioms, adages, and proverbs. We are learning to show our understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). We are learning to acquire and use accurately words and phrases, including those that signal precise actions, emotions, or states of being (for example, whined, stammered) and that are basic to a particular topic (for example, wildlife, and endangered when discussing animal preservation).

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Fourth Grade Mathematics

We are learning to make sense of problems and to continue working to solving them. We are learning to reason abstractly and quantitatively. We are learning to make viable arguments and critique the reasoning of others. We are learning to model with mathematics. We are learning to use suitable tools strategically. We are learning to pay attention to precision. We are learning to look for and make use of structure. We are learning to look for and express regularity in repeated reasoning. We are learning to explain a multiplication equation as a comparison, e.g., 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. We are learning to represent verbal statements of multiplicative comparisons as multiplication equations, e.g., 35 = 5 7 can stand for the statement that 35 is 5 times as many as 7. We are learning to multiply or divide to solve word problems that use multiplication to compare, e.g., by using drawings and equations with a letter for the unknown number to represent the problem. We are learning to distinguish multiplicative comparison from additive comparison. We are learning to solve whole number multi step word problems using the four operations, including problems in which remainders must be interpreted. We are learning to represent multi step word problems using equations with a letter standing for the unknown quantity. We are learning to decide if an answer makes sense by using mental math and estimation strategies including rounding. We are learning to find all factor pairs for a whole number in the range 1100. We are learning to recognize that a whole number is a multiple of each of its factors. We are learning to find out whether a given whole number in the range 1100 is a multiple of a given one-digit number. We are learning to find out whether a given whole number in the range 1100 is prime or composite. We are learning to make a number or shape pattern that follows a given rule. We are learning to find features of the pattern that were not part of the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. We are learning that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value and division. We are learning to read and write multi-digit whole numbers using numerals, number names, and expanded form. We are learning to compare two multi-digit numbers using >, =, and < symbols to record the results of our comparisons. We are learning to round multi-digit whole numbers to any place. We are learning to fluently add and subtract multi-digit whole numbers. We are learning to multiply a whole number of up to four digits by a one-digit whole number using strategies based on place value and the properties of operations. We are learning to multiply two two-digit numbers, using methods based on place value and the properties of operations. We are learning to illustrate and explain our calculations by using equations, rectangular arrays, and/or area models. We are learning to find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. We can illustrate and explain our calculations by using equations, rectangular arrays, and/or area models. We can explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models. We are learning to recognize and generate equivalent fractions. We are learning to compare two fractions with different numerators and different denominators, for example, by creating common denominators or numerators, or by comparing to a benchmark fraction such as . We are learning to recognize that comparisons are valid only when the two fractions refer to the same whole. We can record the results of comparisons with symbols >, =, or <, and justify the conclusions, for example, by using a visual fraction model.

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Fourth Grade Mathematics page 2

We understand a fraction a/b with a > 1 as a sum of fractions 1/b, for example, 3/4 is 1/4 + 1/4 + 1/4. We understand addition of fractions as joining parts referring to the same whole. We understand subtraction of fractions as separating parts referring to the same whole. We are learning to break apart a fraction into a sum of fractions with the same denominator. We can show our work with an equation. We can justify our work by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. We are learning to add mixed numbers with like denominators. We are learning to subtract mixed numbers with like denominators. We are learning to solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. We understand a fraction a/b as a multiple of 1b. For example, use a visual fraction model to represent 5/4 as the product 5 (), recording the conclusion by the equation 5/4 = 5 (). We understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.) We are learning to solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? We are learning to make equivalent fractions for tenths as hundredths and use this to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. We are learning to use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. We are learning to compare two decimals to hundredths by reasoning about their size. We are learning to recognize that comparisons are valid only when the two decimals refer to the same whole. We are learning to record the results of comparisons with the symbols >, =, or <, and justify the conclusions, for example, by using a visual model. We are learning the relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. We are learning to express measurements in a larger unit in terms of a smaller unit within a single system of measurement. We are learning to record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),. We are learning to use the four operations to solve word problems involving distances, time, volumes, mass, and money. We are learning to use the four operations to solve word problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. We are learning to represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. We are learning to apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. We are learning to make a line plot to display a data set of measurements in fractions of a unit (, , 1/8). We are learning to solve problems involving addition and subtraction of fractions by using information presented in line plots. We are learning to recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and we understand concepts of angle measurement. We are learning how an angle is measured. We are learning that an angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles. We are learning that an angle that turns through n one-degree angles is said to have an angle measure of n degrees. We are learning to measure angles using a protractor. We are learning to sketch angles. We are learning that the sum of the angle parts is equal to the whole angle. We are learning to solve addition and subtraction problems to find unknown angles on a diagram.

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Fourth Grade Mathematics page 3

We are learning to draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. We can identify these in two-dimensional figures.

We are learning to classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. We are learning to recognize right triangles as a category, and to identify right triangles. We are learning to recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. We are learning to identify line-symmetric figures and to draw lines of symmetry.

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