Grade Four Curriculum Guide

Language Arts for Grades K-6
Language Arts (Note: The standards listed below are consistent from Kindergarten through eighth grade. Expectations are adjusted based on each grade level.)

• Students read, understand and respond to a variety of materials.

• Students read and recognize literature as a record of human experience.

• Students write and speak for a variety of purposes and audiences.

• Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling.

• Students apply critical thinking skills to their reading, writing, speaking, listening, and viewing.

• Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.

• Students use appropriate technologies to extend comprehension and communication skills in reading, writing, speaking, listening, and viewing.

Math for Grades K-6
Mathematics (Note: The standards listed below are consistent from Kindergarten through eighth grade. Expectations are adjusted based on each grade level.)

• Numerical and Proportional Reasoning - Students learn to express numerically quantitative relationships in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools, and technologies.

• Algebraic Reasoning: Patterns and Functions - Students represent and analyze patterns and functional relationships using a variety of strategies, tools, and technologies.

• Geometry and Measurement - Students analyze, visualize, measure and transform shapes and structures using a variety of strategies, tools, and technologies.

• Working with Data: Probability and Statistics - Students collect, display, analyze, compare, and interpret data to make informed decisions using a variety of strategies, tools, and technologies.

Social Studies for Grade 4
The State of Connecticut

• The student will gain understanding and demonstrate knowledge about the State of Connecticut.

• The student will be able to define his or her role as a citizen of Connecticut

Science for Grade 4

• Forces and Motions - The position and motion of objects can be changed by pushing or pulling. The size of the change in an object's motion is related to the strength of the push or pull. The more massive an object is, the less effect a given force will have on its motion.

• Biomes (Matter and Energy in Ecosystems) - All organisms depend on the living and nonliving features of the environment for survival. When the environment changes, some organisms survive and reproduce and others die or move to new locations.

• Water Cycle and Erosion (Energy in the Earth's System) - Water has a major role in shaping the Earth's surface. Water circulates through the Earth's crust, oceans, and atmosphere.

• Electricity and Magnets (Science and Technology in Society) - Electrical and magnetic energy can be transferred and transformed. Electricity in circuits can be transformed into light, heat, sound, and magnetic effects. Magnets can make objects move without direct contact between the object and the magnet.

Grades 3-6

Your student will also receive instruction in the following areas:
Art : Grade 4 through Grade 6

Students will explore, understand, select, and apply media, techniques and processes unique to visual thinking.

• Differentiate between a variety of media, techniques, and processes (examples include drawing, painting, sculpture, clay, printmaking processes, and technology)

• Describe how different media, techniques, and processes cause different effects and personal responses

• Use art media and tools in a safe, clean, and responsible manner

• Explore, experiment, and apply media, techniques, and processes to create original work

Students will explore, understand, and apply elements and organizational principles of visual language.

• Explore the elements of visual language

• Use the elements of visual language to communicate ideas (Examples of elements of visual language include: line, shape, form, space, texture, pattern, value, and color)

Students will apply a range of visual thinking and problem solving processes to inspire their ideas and work.

• Art content explored through own experiences and teacher directed sources

• Explore and select art content to communicate meaning (Examples of content include: personal experiences, imagination, environment, music, storytelling, literature, poetry, cultural and historical context)

Students will understand visual thinking in relation to the development and success of humanity.

• Explore characteristics and purposes of works of art representing various cultures, historical periods, and artists

• Explore works of art belonging to particular styles, cultures, times, or places

• Create art work that demonstrates understanding of how history or culture can influence visual thinking

Students will reflect upon, describe, analyze, interpret, and evaluate their own and other work individually and in groups.

• Identify various purposes for creating works of art

• Describe visual characteristics of works of art using visual thinking terminology

• Recognize that there are different responses to works of art

• Identify possible improvements in the process of creating their own artwork

• Describe their personal responses to specific works of art using visual thinking terminology

Students will make connections between visual arts, visual art careers, and daily life.

• Identify connections between visual arts and daily life

• Understand connections between visual arts and other curriculum areas

• Identify various careers that are available to the visual thinkers

• Understand how the visual arts are used in the world around us

Music
Students meet in music class for thirty-six classes a year.

• Listen and respond to various musical elements

• Identify and describe ways in which skills and knowledge in music are related to skills and knowledge in other disciplines

• Continue to develop singing voice, unison and 2-parts

• Continue to develop music reading skills

• Identify symbols and traditional terms

• Perform a varied repertoire of music representing diverse genres and styles

• Recognize aurally and identify simple musical forms

• Compare and contrast musical styles

Physical Education
Key: F = Fall, W = Winter, S = Spring

• Soccer striking skills (dribbling, passing, kicking, etc.) - F

• Cooperative team building - F

• Health related fitness: cardiorespiratory endurance, muscular strength, muscular endurance, and flexibility - F,W,S

• Throwing and catching (activities may include: basketball, handball, softball, frisbee, etc.) - F,W,S

• Striking with an implement (short or long-handled) - F,W,S

• Jump rope skills - W,S

• Gymnastics (tumbling skills, fundamental apparatus skills, static and dynamic balance, climbing, and creative movement) - W,S

World Languages

Library/Media
Grade Four students participate weekly in library classes and lessons. Students learn to select and enjoy fiction and nonfiction materials. Teachers introduce many new books and genres. Students practice and apply previously learned library skills and they develop new skills and attitudes that they apply to their class work. At the end of fourth grade, most students should be able to:

• Locate material using the electronic catalog

• Employ subject or key word search techniques (i.e. narrowing or expanding a topic) for research

• Recognize print and non-print reference tools as sources of information (atlases, encyclopedia, almanacs)

• Use the electronic catalog effectively and demonstrate a knowledge of the Dewey Decimal System

• Identify appropriate periodicals and locate information using a subject approach

• Distinguish literary genres

• Make title and author recommendations to peers

• Continue recreational reading in response to book talks, exposure to authors, and reading incentive programs

• Identify award-winning authors and titles as the standard for quality literature

• Ask and answer information research questions

• Apply information search strategies to their research reports