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Quarter 3 Essential Reading Standards:
4.RF.2 Use knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar, multisyllabic words in context. (E)
4.RC.4 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (E)
4.RC.7 Describe the organizational structure (e.g., chronological, problem-solution, comparison/contrast, procedural, cause/effect, sequential, description) of events, ideas, concepts, or information in a text or part of a text. (E)
4.RC.10 Apply context clues (e.g., word, phrase, sentence, and paragraph context) and text features (e.g., charts, headings/subheadings, font/format) to determine the meanings of unknown words.
4.RC.11 Identify relationships among words, including more complex homographs, homonyms, synonyms, antonyms, and multiple meanings.
4.RC.13 Determine how words and phrases provide meaning to works of literature, including figurative language (e.g., similes, metaphors, or hyperbole).
4.CC.7 Recognize claims in print, image, and multimedia and identify evidence used to support these claims.
4.W.4 Write persuasive compositions in a variety of forms that:
4.W.6 Adjectives/Adverbs – Writing sentences using relative adverbs (e.g., where, when), explaining their functions in the sentence.
Usage – Writing complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., yet, nor, so) correctly. (E)
4.W.7 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
We will address the above reading standard in many different ways. I will be teaching the skill using the reading text and stories designed for this specific purpose. More importantly, I will be using questioning strategies to help students improve this this during content areas (social studies, science, and even math.) A way that you can help at home is to ask questions about things they hear or read.
Have your child summarize a story that is being read aloud at school.
Who is the main character in the story? Who are supporting characters?
Where does this story take place? What time (date) does this story take place?
Remember, reading at home is super important!!! Read to your child, with your child, or just listen to a great audio book together! I highly recommend the Harry Potter series on audio books (you can check them out at the library!) ENJOY!!!!
Quarter 3 Essential Math Standards:
4.CA.6 Add and subtract fractions with common denominators using visual fraction models. Decompose non-unit fractions to represent them as iterations of unit fractions. (E)
4.CA.8 Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem). (E)
4.NS.3 Use fraction models to represent two equivalent fractions with attention to how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to generate equivalent fractions. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25, 100.] (E)
4.NS.4 Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Explain why comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions (e.g., by using a visual fraction model). (E)
4.DA.1 Formulate questions that can be addressed with data. Collect, organize, and graph data from observations, surveys, and experiments using line plots with whole number intervals, single- and scaled bar graphs, and frequency tables. Solve real-world problems by analyzing and interpreting the data using grade-level computation and comparison strategies. (E)
4.DA.2 Make a line plot to display a data set of measurements in fractions of a unit (½, ¼, ⅛,) Solve problems involving addition and subtraction of fractions by using data displayed in a line plot.
Quarter 3 Essential Science Standards:
SEP.4 Analyzing and interpreting data;
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Quarter 3 Essential Social Studies Standards:
4.H.8 Describe the participation of Indiana citizens in World War I and World War II.
● Examples: home front activities such as planting victory gardens, air raid drills, and rationing; the use of Indiana steel mills to manufacture weapons; the contribution of troops; the war reports of Ernie Pyle.
● Examples: Paleo-Indians such as the Hopewell, Adena, and the Mississippian cultures.
4.H.9 Identify and describe important events and movements that changed life in Indiana in the early twentieth century.
● Examples: Women’s Suffrage, the Great Depression, World War I, African-American migration from the South, World War II.
4.H.13 Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana.
● Examples: immigration patterns such as the settlement of the French and Germans and automobile manufacturing.
Explain the importance of the Revolutionary War and other key events and people that influenced the development of Indiana as a state. (E)
4.H.14 Construct a brief narrative about an event in Indiana history using primary and secondary sources.
● Examples: the first Indianapolis 500 mile race in 1911, the Battle of Tippecanoe 1811, the Ohio River Flood of 1913, the 1965 Palm Sunday tornadoes.
4.E.2 Define productivity, and provide examples of how productivity has changed in Indiana during the past century. (E)
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