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4th Grade ESSENTIALS

READING Answer questions with evidence (CCSSR1)Summarize and Synthesize (CCSSR2)Analyze character development (CCSSR3)Analyze text structure (CCSSR5)Analyze author’s purpose (CCSSR6)

o Compare/contrasto Infer and analyze relationshipso Summarize and identify main ideao Combine information from different sourceso Synthesizeo Analyze author’s choice of words; o analyze author’s techniques and purpose o Identify/compare a themeo Identify/answer analytic, inferential, and evaluative questions.o Extended response

GENRESo Fiction: stories, folk tales, and fantasies, tall tales o Poems, songs, paintingso Non-Fiction: articles, biographies; science, social studies

WORD KNOWLEDGEUse/Expand academic vocabulary in reading and writing: math, science, social studies

o Root wordo Prefixo Suffixo Dictionaryo Glossaryo Noun, verb, adjectives

WRITING o outline and write: explanatory; opinion/persuasive; narrativeo biographyo poem

SCIENCE Explain concepts with examples

o Scientific methodo Data interpretationo Core science knowledge

SOCIAL STUDIESExplain ideas with examples

o Illinois economy and governmento The Americas: geography and culturesoMap interpretation

MATH CCSS Practice Standards: Analyze problem and solve with persistenceThink quantitatively and abstractly

o Solve open number sentences

o Variables and equations

o Single step =, -, x, and division problems

o Multi-step word problems

o Multi-step measurement

o Probability

o Proportions

o Algebraic equations

LEARNING SKILLS o Follow directionsoWork with otherso Learning reports o Use graphic organizers

FOURTH GRADE ESSENTIALS http://teacher.depaul.edu 2012

http://teacher.depaul.edu/


oMake exhibits and presentations

FOURTH GRADE ESSENTIALS http://teacher.depaul.edu 2012 2



CPS Mathematics Learning Targets—FOURTH GRADE

By the end of Grade 4, students will:

Number Sense• Read, write, recognize, and model the base-ten number system and equivalentrepresentations of numbers up to 1,000,000• Use equivalent representations of fractions and decimals• Identify, locate, order, and compare whole numbers, decimals, and fractions• Compute using whole numbers, fractions, and decimals• Estimate using whole numbers, fractions, and decimals• Solve problems using number relationships• Use ratios to describe problem situations• Use commutative and distributive properties and inverse number relationships

Measurement• Use Measurement units and tools appropriately to measure weight/mass, length, volume/capacity, and angles• Compare objects with respect to length, area, volume/capacity, temperature, and events with respect to time• Solve problems using unit conversions within the same system for length, weight/mass, and time• Estimate length, area, volume, and mass/weight

Algebra• Solve problems involving patterns• Solve problems using equations and number sentences• Represent mathematical situations using words, tables, and graphs

Geometry• Solve problems using 2-dimensional and 3-dimensional shapes and properties• Solve problems using the coordinate system• Use characteristics and properties of 2-dimensional and 3-dimensional shapesIdentify and sketches lines of symmetry• Solve problems with reflections/flips, translations/slides, and rotations/turns

Data Analysis and Probability• Collect, read, create, compare, interpret, and predict using data charts, tables,graphs, and Venn diagrams• Solve problems using data• Find range, median, and mode• Use probability and counting principles in problem-solving situations




ISAT PRIORITIES: REPRESENTATIVE MATH CONTENT 4th GRADE

This chart lists terms from the Illinois Learning Standards and the ISAT sample.Operations/Problem Solving

all amountcertain comparedifference digitdivide, divisible divisioneach estimatefactors fewerlabel likelymultiply number line numeralsoperation sign order, ordered pairsplace value productsolve subtract, subtractionsum totalunit value

Fractions denominatorfractiongreater than >half, halvesless than <numeratordecimaldecimal pointequalequal toequivalentfraction bar

Analyzing Graphs and Dataaveragebar graphchartcircle graphdatagraphline graphmodepatternpictographpie graphtabletally, tally chart

Geometry

cone congruentcylinder cube, cubiccup diameterfigure hexagonline line of symmetryparallel, parallel lines parallelogramplane figure polygonprism rayrectangle, rectangular shapesphere two-dimensionalvertex verticalvertices volume

Measurement

exactly farthest estimate degrees, Celsius, Fahrenheitheight inch non-standard unit ouncegallon gram pound scalekilogram kilometer size temperaturemass measure yard weightperimeter mile




CPS Science Learning Targets—FOURTH GRADE

By the end of Grade 4, students will:Scientific Inquiry and Technological Design• Conduct guided-inquiry investigations• Make multiple observations and observations over time during their investigations• Collect and record their observations from investigations• Discuss and compare their observations• Organize and display their observations in charts and graphs• Generate multiple ideas for how to solve problems• Discuss the strengths and weaknesses of the proposed solutions• Build and test a solution to a problem• Record and explain what happened during the test of the solution• Discuss changes that could be made to the test to improve the results• Use correct science vocabulary in their explanations

Function, Adaptation, and Change of Living Things• Explore the kinds of movement supported by the skeleton• Examine microscopic organisms and their structures• Compare offspring with their parents• Read about body structures of current animals compared to those of animals of long ago

Interaction of Living Things with Each Other and the Environment• Design a test to record reaction time in living organisms• Discuss the importance of adaptations to the survival of a species

Matter and Energy• Construct a test to demonstrate the movement of sound through a material• Read about different sources of energy in the world• Sort common substances by their physical and chemical characteristics• Identify common substances by their reactions with acids or bases

Explore the properties of magnets• Identify materials that conduct electricity or do not conduct electricity• Create open, closed, parallel, and series circuits• Construct an electromagnet

Force and Motion• Describe examples of motion in their everyday lives• Read about the effects of friction

Earth and Its Resources• Construct a model of the water cycle• Observe and model the process of erosion• Identify what helps limit and/or prevent erosion• Read about the effect people have on Earth’s resources

Composition and Structure of the Universe• Research categories of stars• Read about things we use that have been developed as a result of space research




Science Content Category Table

Grade 4 7State Goal 11 20% 20%

Standard 11A – Scientific Inquiry 10% 10%Standard 11B – Technological Design 10% 10%

State Goal 12 60% 60%Standard 12A – Living Things1 10% 10%Standard 12B – Environment and Interaction of Living Things 10% 10%

Standard 12C – Matter and Energy2 10% 10%Standard 12D – Force and Motion 10% 10%Standard 12E – Earth Science3 10% 10%Standard 12F – Astronomy 10% 10%

State Goal 13 20% 20% Standard 13A – Safety and Practices of Science 10% 10%

Standard 13B – Science, Technology, Society4 10% 10%Total 100% 100%

1 Includes the following topics: Classification, Cell Biology (Grade 7 only), Reproduction (Grade 4 only), Genetics and Reproduction (Grade 7 only), Botany (Grade 7 only), Change Over Time (Grade 7 only)2 Includes the following topics: Properties of Matter, The Atom (Grade 7 only), Acids and Bases (Grade 7 only), Energy/Electricity (Grade 4 only), Electricity (Grade 7 only), Light3 Includes the following topics: Basic Earth Science (Grade 4 only), The Earth’s Structure (Grade 7 only), The Earth’s Dynamic Processes, The Atmosphere, Water4 Includes the following concept: Measurement

Illinois Science Assessment Framework | State Assessments Beginning Spring 2006Available at: http://isbe.net/assessment/IAFIndex.htm




Fourth Grade ISAT Science VocabularyWhen students take the ISAT science test, they will need to be able to comprehend science explanations and questions. The following list includes some important 4th grade level science content words and some words that are used to ask students to interpret information on the test. The list includes words from the ISAT 2008 Sample Test for Fourth Grade.

Ways to help students develop fluency with these words include: Make a glossary Group words by root words Group words by topic Write about a topic in science using some of these words. Make a cross-word puzzle or matching game with these words.

amount attractattraction carnivore

carnivorous causecharged compare conclude conclusion

conclusive contrast data decompose

density densediagram effecterosion erodeestimate estimationexpand experimentfriction gasgraph identify

identification intensityinvertebrate lever

liquid measuremeasurable negative

nutrient nutritionnutritious particle

photosynthesis planepole positive

predatory preypredict prediction

pressure predatorrelate relationshiprepel resource

similar similaritysolid temperature

variable varyvertebrate weigh




ISAT PRIORITIES: 4th GRADE ESSENTIAL SCIENCE CONTENTBased on the Illinois Learning Standards and ISAT Samples and Specifications

FORCE AND MOTIONbalance/equilibriumfrictiongravitymagnetismsimple machines: level, included plane, pulley, screw, and wheel and axle—how they function, how they apply forces with advantage, relate to tasks

Inquiring about ENERGY/ELECTRICITY AND LIGHTattraction electrical energyheat lightmagnet mechanical energynonmetal prismrepel static electrical charge

MATTERcontactdensitydissolveexpandgasliquidparticlessolidtemperature

Inquiring about BASIC EARTH SCIENCEAir climatecoal, oil decomposeearth’s surface and landforms

erosion

fossil fuel igneousland land formationsmetamorphic mineralsnatural gas natural resourcenon-renewable resource

renewable resource

water sedimentaryweather water cycle

BASIC ASTRONOMYconstellation galaxylunar eclipse mass of a planetorder of planets from the sun

relative positions

revolution rotationsolar eclipse sunlight

LIVING THINGSamphibian birdcharacteristics inheritedliving needsnon-living reptile

INQUIRY Students observe, analyze, and read Continue science topical word wall. Students interpret data table or graph Students make glossary Students write summaryInquiry, Data Analysis, forming a hypothesis; observation; Measurement, Evaluation, Content

ENVIRONMENT AND INTERACTION OF LIVING THINGSdecomposer ecosystemfood chain food weblife cycle photosynthesisplants, plant growth producerreproduction




Core Reading Standards for Fourth GradeREADING LITERATURE READING INFORMATIONAL

TEXT/NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

3. 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.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words and

phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

INTEGRATION OF KNOWLEDGE AND IDEAS

INTEGRATION OF KNOWLEDGE AND IDEAS

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

8. (Not applicable to literature) 8. Explain how an author uses reasons and evidence to support particular points in a text.

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RANGE AND LEVEL OF TEXT COMPLEXITY RANGE AND LEVEL OF TEXT COMPLEXITY10. By the end of the year, read and

comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.




CPS Reading Learning Targets—FOURTH GRADEBy the end of Grade 4, students will:

Comprehension Actively engage during reading to interpret text using prior knowledge, predictions, inferences,

drawing conclusions, evaluations, connections, and asking questions Generate and respond to literal, inferential, and analytical questions using higher-level thinking and

support their responses by using evidence from grade-appropriate text Check for understanding during reading by rereading, reading ahead, using visual cues, asking

clarifying questions, and using context clues Infer cause and effect relationships Identify, explain, and/or compare elements of character, plot, setting, themes/messages, sequence

of events, conflict/resolution, and points of view from a variety of text and/or pictures with similar themes, topics, or authors

Summarize and paraphrase information from text that was either read or heard Demonstrate an accurate understanding of information by focusing on key ideas presented explicitly

and implicitly Demonstrate understanding of author’s perspective, and contrasting viewpoints Read, locate, and interpret information from a variety of informational text, using structural text

features to strengthen comprehension (e.g., diagrams, maps, charts, titles, etc.) Demonstrate listening comprehension of more complex text through discussion Interpret figurative language (e.g., simile–busy as a bee; metaphors–you are what you eat; idioms–a

slap on the wrist; onomatopoeia–snap, crackle, and pop; hyperbole–I tried a thousand times)

Fluency Read grade-level material with accuracy, appropriate rate, logical phrasing, and expression to

support comprehension Recognize errors during reading that interfere with the meaning, and use self-correcting strategies,

and adjust reading rate

Decoding Word Recognition Decode multi-syllabic words by distinguishing roots, affixes, complex word patterns, and structural

analysis Recognize an increasing bank of grade-appropriate, high-frequency words

Vocabulary Develop vocabulary through word study: word patterns, word origins, structural analysis, context

clues, homographs (e.g., the wind blew; wind the clock), homophones (e.g., their, there, they’re), and synonyms/antonyms

Develop vocabulary through listening, discussion, independent reading, and direct teaching of words in literary, informational, and content-specific texts

Determine and clarify meanings of unfamiliar or multiple-meaning words through context-understanding, how the word is used in a sentence, and using additional resources (e.g., glossaries or dictionaries, both print and digital)

Use grade-appropriate academic vocabulary across all subject areas

Speaking and Listening Engage actively in group discussion on grade 4 topics and texts by:

o Building on others’ ideas by asking relevant questions and contributing appropriate and essential information

o Explaining own ideas, thoughts, and understanding clearly and in a sequential ordero Preparing for discussions, having read, or studied material and explicitly drawing on the

material to explore ideas for discussions Present information, emphasizing important points and using appropriate eye contact, adequate

volume, and clear pronunciation Formulate questions and comments based upon the content to clarify or follow up on information




Core Writing Standards for Fourth GradeTEXT TYPES AND PURPOSES

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which

related ideas are grouped to support the writer’s purpose. Provide reasons that are supported by facts and details.. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include

formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and

examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example,

also, because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize

an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of

characters to situations. Use a variety of transitional words and phrases to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events.

PRODUCTION AND DISTRIBUTION OF WRITING4. Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

RESEARCH TO BUILD AND PRESENT KNOWLEDGE7. Conduct short research projects that build knowledge through investigation of different

aspects of a topic.8. 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.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

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”).

RANGE OF WRITING10. 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 discipline-specific tasks, purposes, and audiences.




CPS Writing Learning Targets—FOURTH GRADE

By the end of Grade 4, students will:

Process With limited assistance, use prewriting strategies to choose a topic and generate ideas (e.g.,

brainstorming, listing, note-taking, outlining, drafting, graphic organizers) Use the writing process for a variety of purposes (e.g., narrative, expository, and persuasive)

and audiences Refer to published authors for ideas to include in their writing Revise and edit for organization, coherence, and quality after reviewing their work through

discussion and conferences, with classmates and teachers Use available resources to design, produce, and present writing and multimedia works Evaluate and reflect on their own writing and the writing of others

Inquiry & Research Brainstorm and generate questions of interest, and issues gained from experiences (e.g., field

trips, news, discussions), text, and/or digital media as sources of information Identify and define the purpose and focus of research Use key words to identify relevant information through use of an organizational system (e.g.,

online search, library, and available technology) Collect and analyze (e.g., categorize, classify, sort, organize, combine) information for a project

to understand and identify relevant and irrelevant information Organize, paraphrase, and synthesize information gathered, in their own words Organize related information under main topics (e.g., Water on Earth: water cycle, fresh water,

sea water) Understand that one must refer to the source of their research (e.g., title, author, copyright date) Present information in an oral, written, and/or available multimedia format

Communication through Writing Value writing as a way of expressing themselves (e.g., short story, poetry, play, song, parody,

letters) Write for a variety of purposes, audiences Write independently during time constraints Use appropriate language, detail, and format for a specific audience Use the characteristics of a developed narrative, expository, and persuasive piece Compose an original, focused writing piece

Organization, Coherence, and Quality of Writing Elaborate ideas through first-level supporting details (e.g., facts, description, reasons, narration) Use strong verbs to enrich written language (e.g., “trampled” instead of “stepped”) Compose a topic sentence; establish and maintain a focus throughout a paragraph Use a variety of sentence structures appropriately (e.g., simple, compound, complex) Use transitions words (e.g., to connect ideas, show time, conclude) to connect ideas and

paragraphs

Conventions Demonstrate conventional spelling of words, appropriate punctuation, and capitalization Demonstrate subject-verb agreement and appropriate use of prepositional phrases Write fully developed paragraphs using a variety of sentences appropriate to purpose,

audience, and context, and use proper form (e.g., topic sentence, details, summary/conclusion sentence)

Proofread their work for grammar, punctuation, spelling, and revise accordingly



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