Fourth Grade Curriculum Letter
First Nine Weeks
Dear Parents,
We are excited to work with your child on mastering the content through class
assignments, projects, informal and formal assessments. Below is a preview of what is
coming up in Fourth Grade during the first nine weeks of school.
Reading
Overview: Inference, Greek Mythology, Context Clues
Reading Literary Text
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text
4. 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)
Reading Informational Text
10. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text
13. Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4
topic or subject area
Writing
Overview: Opinion and Narrative Writing
22. Write opinion pieces on topics or texts, supporting a point of view with reasons and information
•
22a - 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
•
22b - provide reasons that are supported by facts and details
•
22c - link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition)
•
22d - provide a concluding statement or section related to the opinion presented
24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences
•
24a - orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally
•
24c - use a variety of transitional words and phrases to manage the sequence of events
•
24e - provide a conclusion that follows from the narrated experiences or events
Language
Overview: Cursive, Capitalization, Punctuation, Sentence Structure, Commas,
Antonym/Synonym
38. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
•
38a - write legibly in cursive, leaving spaces between letters in a word and between words in a sentence
•
38g - produce complete sentences, recognizing and correcting rhetorically poor fragments and run-ons
•
38h - use frequently confused words (e.g., to, too, two; there, their) correctly
39. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
•
39a - use correct capitalization
•
39e - spell grade-appropriate words correctly, consulting references as needed
40. Use knowledge of language and its conventions when writing, speaking, reading, or listening
•
40a - choose words and phrases to convey ideas precisely
41. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies
•
41a - use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase
•
41b - use common, grade-appropriate Greek and Latin roots (e.g., prefixes, bases, suffixes) as clues to the meanings of
words (e.g., telegraph, photograph, autograph)
42. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
•
42c - demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but
not identical meanings (synonyms)
43. Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases
that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a
particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)
Math
Overview: Place Value, Rounding, Addition, Subtraction, Multiplying, Division, and Word
Problems
6.NBT.1 explain that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place
to its right (e.g., recognize that 700 ÷ 70 = 10 by applying concepts of place value and division)
7.NBT.2 read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two
multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons
8.NBT.3 use place value understanding to round whole numbers to any place using tools such as a number line and/or charts
9.NBT.4 add and subtract multi-digit whole numbers fluently using the standard algorithm
10.NBT.5 multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using
strategies based on place value and the properties of operations. Illustrate and explain multiplication calculations by using
equations, rectangular arrays, and/or area models
11.NBT.6 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. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models explain multiplication calculations by using
equations, rectangular arrays, and/or area models.
1.OA.1 explain that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get
another quantity; interpret a multiplication equation as a comparison. (For example, interpret 35 = 5 x 7 as a statement that 35
is 5 times as many as 7 and 7 times as many as 5; represent verbal statements of multiplicative comparisons as multiplication
equations.)
2.OA.2 solve multiplication and division word problems involving multiplicative comparison using drawings and equations with a
symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison
3.OA.3 solve multi-step word problems with whole numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted.
Social Studies
Overview: Geography, Landforms, Native Americans, Early Explorers
Native Americans
4SS_C2008-30 describe how early Native American cultures developed in North America
--30a - locate where Native Americans settled with emphasis on the following groups: Arctic (Inuit), Northwest (Kwakiutl),
Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), Southeastern (Seminole)
--30b - compare and contrast how the above groups utilized what was available in their regional environment to obtain food,
clothing and shelter
--30c - explain why each of the Native American groups occupied the areas they did with emphasis on why some developed
permanent villages and others did not
4SS_C2008-31 locate important physical and man-made features in the United States
--31a - locate Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St.
Lawrence River, and the Great Lakes
--31b - define and locate landforms; peninsula, piedmont, isthmus, plateau, Island of Hispaniola, and Isthmus of Panama
Early Explorers
4SS_D2008-32 describe European exploration in North America
--32a - describe reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot,
Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, Jacques Cartier
--32b - generate reasons for exploration such as the search for gold, spread of Christianity, to find trade routes to Asia, and a
quest for new lands
4SS_D2008-33 compare and contrast examples of cooperation and conflict between Europeans and Native Americans
--33a - examine how the exchange of ideas and goods between Native Americans and Europeans affected each group
--33b - generalize that as more Europeans arrived, a breakdown in the relationship with the Native Americans began due to
diseases/loss of life, and the loss of Native American land as a result of growing colonies
4SS_D2008-34 name positive character traits of key historic figures and government leaders (honesty, patriotism, courage,
trustworthiness)
4SS_D2008-35 use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity,
and price incentives to illustrate historical events
35a – describe opportunity costs and their relationship to decision-making across time such as decisions to send expeditions to
North and South America
Science
Overview: Water, Weather Data and Forecasting
10. differentiate between the states of water and how they relate to the water cycle and weather (GPS, ITBS).
10a. demonstrate how water changes states from solid (ice) to liquid to gas (water vapor, steam) and changes from gas to liquid
to solid (GPS).
10b. identify the temperature at which water becomes a solid (32 degrees F, 0 degrees C. and at which water becomes a gas
(212 degrees F, 100 degrees C) (GPS)
10c. identify cloud types and formation and how clouds relate to the water cycle (GPS)
10d. demonstrate and explain the water cycle and the role of evaporation, precipitation and condensation (GPS)
10e. investigate different forms of precipitation (rain, snow, sleet, hail. and sky conditions (clouds, fog) (GPS)
11. analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes
(GPS, ITBS)
11a. use weather instruments (thermometer, rain gauge, barometer, wind vane, anemometer) to collect data and measure
atmospheric conditions (temperature, humidity, air pressure, wind speed, direction) (GPS)
11b. explain how weather instruments are used to make forecasts (GPS)
11c. identify fronts, temperature, and precipitation on a weather map and use the information to interpret and forecast
upcoming weather conditions (GPS) (Aligns to Math AKS 8.NBT.3)
11d. use observations and records of weather conditions to predict weather patterns throughout the year (GPS)
11e. differentiate between weather and climate, and identify Earth's climate zones (GPS).
If you have any questions, comments or concerns please feel free to contact your child’s
teacher. Thank you for your support of the Fourth Grade program at Annistown
Elementary School.
Sincerely,
Mrs. Cromer-Reed, Mrs. Fisher, Mr. Sarmiento, and Ms. Westmoreland
Contact Information:
[email protected]
[email protected]
[email protected]
[email protected]
Grade level website:
www.annistownfourth.weebly.com