on a coordinate grid
• Understand concepts of parallel and
perpendicular
• Understand concepts of symmetry,
congruence and similarity
• Understand and construct simple
geometric transformations using
slides, flips and turns
• Know how to construct simple
shapes using appropriate tools
Probability and Statistics Goals
(Chance, data analysis, prediction & inference)
Students will be able to:
• Understand the difference between
certain and uncertain and more
likely and less likely events
• List all possible outcomes of simple
experiments
• Understand and use experiments to
investigate uncertain events
• Know that data can consist of tabulations of events, objects, or occurrences
• Systematically collect data
• Organize and display data in numerical and graphical form
• Understand and use different measures
of central tendency in describing a set
of data
• Find mode, median and range to
describe a set of data
• Interpret and use bar, line, circle, and
pictorial graphs
• Construct bar, line, circle, and pictorial graphs
• Understand and make predictions
and inferences from a variety of
graphs
• Predict outcomes of simple activities and compare the predictions to
experimental results
• Understand and make inferences
based on experimental results
Algebraic Goals
(Relationships & representations & operations)
Students will be able to:
• Recognize, create, and extend patterns of objects and numbers using
coordinates, tables and diagrams
• Make and justify predictions using
patterns
• Describe the rules for a pattern
based on one operation
• Symbolically represent number patterns
• Use standard notation (symbols) in
reading and writing open (number)
sentences
• Describe equalities and inequalities
using symbols (=, >, <)
• Compare whole number values to at
least 1,000,000 using the symbols =,
>, <
• Solve missing factor equations
SCIENCE
Key Concepts Emphasized
•
•
•
•
Systems
Interaction
Population
Force
Key Units Taught
•
•
•
•
Physics of Sound
Earth Materials
Human Body
Salmon/Water
Process Skills Learned
•
•
•
•
•
•
Predicting, inferring
Drawing conclusions
Controlling variables
Questioning
Designing experiments
Comparing, observing
Students will be able to:
• Describe the physics of sound
• Give examples of vibration as the
source of all sounds
• Identify the basic structural systems
of the human body
• Describe how body systems interact
• Identify several important rocks and
minerals
• Investigate minerals and their properties
• Understand that a population is a
group that has common characteristics
• Recognize that the salmon are a
unique population
• Name, describe and discuss the
three branches of state government
• Locate and label the five major
geographic regions of Washington on a map
• Demonstrate a wide variety of
map skills including but not limited to: continent identification,
location of key geographical features, location of major oceans,
use of a compass rose, use of a
mileage scale, use of latitude and
longitude, use of map symbols
Physical Education
Physical wellness goals
• Competency in motor skills and
fundamental movement needed
to perform a variety of physical
activities
• Understanding of movement
concepts, principal strategies, and
tactics as they apply to the learning and performance of physical
activities
• Safe and regular participation in
physical activity
• Achieve and maintain a healthenhancing level of life-long physical fitness
• Responsible personal and social
behavior that respects self and
others in physical activity settings
Students will be able to:
• Throw accurately with mature
form to a moving target
• Catch with mature form objects
thrown at different levels
• Kick/pass/punt a ball while moving
• Foot dribble around objects with
control
• Hand dribble at various speeds
with control
• Strike a manipulative with several
forms (i.e. backhand, forehand,
underhand, batting)
• Volley in succession to a partner
• Demonstrate rhythmic movement
during activities (jump rope, step
box)
• Use dynamic balance with control
(e.g. cartwheels, balance beams,
unicycling)
• Design and perform repeatable
sequences of rolling and weight
transfer activities with smooth
transition
• Demonstrate proper use of equipment; maintain body control in
general and personal space
• Define the components of fitness,
and how they are used in daily
living
• Monitor self progress in a teacher-designed fitness log (i.e. activity log, assessment data)
• Analyze caloric intake and expenditure
• Identify the various components
of fitness related to the activity
pyramid
• Recognize how dietary habits
(food selection) affect overall
health and growth/development
• Describe the physical fitness
components used to perform age
appropriate activities
• Use safety principles when performing appropriate activities (i.e.
chores, exercises, stretching, play)
• Participate in fitness testing
SOCIAL STUDIES
Major Units or Themes Studied
• Map Skills
• Washington State History
Students will be able to:
• Identify the six major groups of people who settled Washington State
• Elaborate on the following categories of our state economy (manufacturing, agriculture, timber, mining,
fishing, recreation, tourism, conservation)
• Name, describe and discuss the three
levels of state government
Camas School District
841 N.E. 22nd Avenue
Camas, WA 98607
camas school district
a guide to
fourth grade
curriculum
READING
Reading Strategy Goals
Students will be able to:
• Use context and prior knowledge
while reading
• Apply an understanding of phonics
and multi-syllabic decoding as a basis
for predicting meaning of unfamiliar
words
• Read a longer, more complex passage
aloud showing understanding of punctuation and using a rate of 115-120
words correct per minute
• Use content-related words and concepts
• Read material with a wide variety of
styles and topics
• Select books to fulfill own purposes
• State main idea and three supportive
details from a passage
• Substitute words with similar meanings when reading aloud
• Use directories such as table of contents,
index, dictionary, glossary, and thesaurus
• Use new vocabulary in oral and written communication
Interest and Attitude Goals
Students will be able to:
• Seek recommendations for books to
read
• Choose one or more types of books
• Recommend books to others
• Read often
• Read silently for extended periods
Reading Response Goals
Students will be able to:
• Produce writing and art work which
reflect an understanding of text
• State the main idea of a text with
three or more text-based, supporting
details
• Retell, discuss, and express opinions on
literature and read further
• Recognize text organizational structures
• Recall events and characters spontaneously from text and make connections
between self and characters
• Interpret information from charts,
maps, tables, etc.
• Discuss different types of reading
materials
• State the theme of a text
• Follow multi-step written instructions
• Identify and explain similes, personification, and metaphors in literature
• Produce writing which shows meaning
inferred from text
• Understand the author’s purpose for
writing (i.e., to inform, entertain or
persuade)
• Summarize events of informational
and fictional text
• Make generalizations about text
• Identify cause and effect
• Recognize genres
• Compare and contrast plots, characters, and settings
• Use text knowledge to confirm prediction
• Use graphic organizers to organize
information and comprehend text
Fourth Grade Reading Benchmarks to be Assessed
• Identify the author’s purpose and style
• Read a grade-appropriate passage
with a minimal amount of decoding
errors
• Recall the theme, and/or main idea of
story with specific references to the
text, after reading a grade appropriate
passage
• Identify the cause and effect from a
variety of written passages explaining
everyday situations-or from literary
situations
• Read an informative passage and state
the main idea and support that idea
with specific details from the passage
• Demonstrate knowledge of the use of
various directories (i.e., phone books,
dictionaries, thesaurus, direction
manuals, almanacs, newspapers, etc.)
to answer real-world questions and
make new applications
• Demonstrate the ability to follow
multi-step written directions
• Make comments about grade-appropriate books by specifically expressing
feelings and opinions about the plot,
characters or author’s purpose or style
WRITING
Goals for What the Writer Does
Students will be able to:
• Refine previous good cursive writing behaviors (writing position, letter
formation and spacing)
• Demonstrate a solid understanding
of grammatical vocabulary (N, V, adj.,
adv., pronouns, subj., predicate)
• Write to communicate purposefully
with others
• Continue reading, rereading, and
revising own written work
Dear Parents:
This document provides an overview of the adopted district curriculum in Language Arts,
Mathematics, Science and Social Studies. As a guide, it is intended to highlight the most essential
learning targets for students. More detailed curriculum guides are available for each of the major
discipline areas. Please ask your principal if you are interested in examining these materials.
The Camas School District curriculum is also reviewed and frequently updated. Comments,
suggestions and editing notes may be given to any principal or sent to the Curriculum
Department, Camas School District, 841 N.E. 22nd Avenue, Camas, WA 98607.
• Demonstrate giving and receiving
compliments
• Explain a task to peers or family members
• Use courteous language with peers
and adults
MATH
Number Sense Goals
(Numeration, computation, & estimation)
Students will be able to:
• Integrate ideas, themes, and structures
from literature and other disciplines in
writing
• Continue the use of outside resources
to expand vocabulary
• Narrow topic and select relevant
details
Goals for What the Writing
Should Show
Students will be able to:
• Refine previous structural and mechanical skills
• Increase use of conventional spelling
• Increase use of varied sentence length
• Begin development of smooth connections of ideas
• Begin recognition of the use of various
forms of writing (poems, lists, reports,
letters, narratives, etc.)
• Show more independent ability to
write a paragraph with a main topic
and supporting details
• Increase sense of voice and style in
written expression
Goals for the Use of Writing
Students will be able to:
• Write stories with characters from
outside personal environment
• Produce text which conveys messages
in a variety of modes (poetry, narrative, informative, descriptive, expository, persuasive, etc.)
• Begin to write for a variety of purposes (simple narratives, cards, short
letters, lists, factual writing)
• Develop a sense of voice and style in
written expression
Fourth Grade Writing Benchmarks to be Assessed
• Compose a longer descriptive passage
addressing 5 traits: voice, convention,
ideas & content, organization, word
choice
• Write a book report
• Author a formula poem (i.e. limerick,
haiku, concrete poem)
• Write a fictional narrative including
a plot, supporting details and one or
more main characters
• Write an expository letter and paper
SPEAKING
Through a variety of classroom activities,
students will be able to practice oral communication skills in these five categories:
• IMAGINING—communication which
casts the participant in imaginary situations and includes creative behaviors such as role-playing, fantasizing,
speculating, dramatizing, theorizing,
and storytelling
• SHARING FEELINGS—communication
which expresses and responds to feelings and attitudes such as exclaiming,
expressing a state or an attitude, commiserating, disagreeing and appropriately rejecting
• INFORMING—communication that
seeks information; for example, stating information, questioning, answering, justifying, naming, pointing out
an object, demonstrating, explaining,
and acknowledging
• CONTROLLING—communication acts
which are intended to control behavior; for example, commanding, offering, suggesting, permitting, warning,
prohibiting, contracting, refusing,
bargaining, justifying, and persuading
• RITUALIZING—communication that
serves primarily to maintain social
relationships and interactions, such as
greeting, taking leave, interrupting,
participating in culturally appropriate speech modes and demonstrating
culturally appropriate amenities
Fourth Grade Speaking Goals
Students will be able to:
• Tell an original story in a group setting
• Appropriately express feelings
• Estimate, then count the number
of objects in a set (0 to 1,000) and
compute the estimate with the actual
number
• Read and write numerals to 10,000
• Read and write number words to 1,000
• Compare and order whole numbers up
to 10,000
• Identify the place value of a digit in
numbers up to 10,000
• Round numbers to the nearest thousand
• Understand concrete, pictorial, and
symbolic representations of fractional
numbers
• Identify odd and even numbers
• Add two or more whole numbers with
and without regrouping to 10,000
• Subtract whole numbers with and
without regrouping to 10,000
• Recall multiplication and division facts
to 12
• Use models to understand the commutative and associative properties of
multiplication on whole numbers
• Use skip counting (forward and backward) to support an understanding of
patterns in multiplication and division
• Demonstrate and describe the process
of multiplication (4-digit by 1-digit and
3 digit by 2-digit) using manipulatives,
diagrams and symbols
• Demonstrate and describe the process
of division (4 digit by a 1- digit) using
manipulatives, diagrams and symbols
• Interpret remainders of a division
problem
• Write a fraction for a whole or a part
of a set, using whole and mixed numbers
• Model and describe equivalent fractions
• Find a fraction of a number
• Use fractions to solve problems
• Add and subtract simple fractions and
mixed numbers with like denominators
• Show addition and subtraction of decimals through hundredths
• Choose the correct operation(s) to
solve problems
• Use mental arithmetic, pencil and
paper, or calculator as appropriate to
the task
• Use estimation to predict and determine reasonableness of results
Measurement Goals
(Attributes & dimensions, approximation &
precision, systems & tools)
Students will be able to:
• Use directly measurable attributes such
as length, perimeter, area, volume/capacity, angle, weight/mass, money, and
temperature to describe and compare
objects
• Understand the benefits of standard
units of measurement
• Use objects as a tool for non-standard
measurement
• Know appropriate units of measure
for time, money, length, area, volume,
mass and temperature
• Know and use appropriate tools for
measuring time, length, area, perimeter, volume, mass and temperature
• Tell time and find elapsed time to 5
minute intervals
• Measure length to the nearest 1/8 inch
• Choose the appropriate customary
unit of length, weight, capacity
• Change between measures of length,
weight, capacity in the customary
system
• Know how to estimate, to predict and
to determine when measurements are
reasonable
• Estimate, count and record collections
of coins and bills to $50
• Add, subtract, multiply and divide
money amounts
geometry Goals
(Shape & dimension, relationships & transformations)
Students will be able to:
• Identify and name lines, line segments
and rays
• Know and use attributes of shape and
size to identify, name and sort geometric shapes
• Understand how geometric shapes and
objects in the surrounding environment are related
• Know how to describe the relative
location of objects to each other and