Fourth Grade Curriculum

Language Arts- Based on Archdiocese of Detroit Standards

Reading

Literature

Key Ideas and Details

Anchor Standard RL.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Grade Level Standard RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Anchor Standard RL.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Grade Level Standard RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Anchor Standard RL.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Grade Level Standard RL.4.3 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).

Craft and Structure

Anchor Standard RL.CCR.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Grade Level Standard RL.4.4 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).

Anchor Standard RL.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Grade Level Standard RL.4.5 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.

Anchor Standard RL.CCR.6 Assess how point of view or purpose shapes the content and style of a text.

Grade Level Standard RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Integration of Knowledge and Ideas

Anchor Standard RL.CCR.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Grade Level Standard RL.4.7 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.

Anchor Standard RL.CCR.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Grade Level Standard RL.4.8 (Not applicable to literature)

Anchor Standard RL.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Grade Level Standard RL.4.9 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.

Range of Reading and Level of Text Complexity

Anchor Standard RL.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently.

Grade Level Standard RL.4.10 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.

RI Informational Text

Key Ideas and Details

Anchor Standard RI.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Grade Level Standard RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Anchor Standard RI.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Grade Level Standard RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Anchor Standard RI.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Grade Level Standard RI.4.3 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

Anchor Standard RI.CCR.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Grade Level Standard RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Anchor Standard RI.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Grade Level Standard RI.4.5 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.

Anchor Standard RI.CCR.6 Assess how point of view or purpose shapes the content and style of a text.

Grade Level Standard RI.4.6 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

Anchor Standard RI.CCR.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Grade Level Standard RI.4.7 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.

Anchor Standard RI.CCR.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Grade Level Standard RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

Anchor Standard RI.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Grade Level Standard RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity

Anchor Standard RI.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently.

Grade Level Standard RI.4.10 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.

Phonics and Word Recognition

Grade Level Standard RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency

Grade Level Standard RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

RF.4.4.a Read on-level text with purpose and understanding.

RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Strand W Writing

Text Types and Purposes

Anchor Standard W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade Level Standard W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1.a 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.

W.4.1.b Provide reasons that are supported by facts and details.

W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1.d Provide a concluding statement or section related to the opinion presented.

Anchor Standard W.CCR.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Grade Level Standard W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2.a 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.

W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2.e Provide a concluding statement or section related to the information or explanation presented.

Anchor Standard W.CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Grade Level Standard W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.4.3.e Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

Anchor Standard W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Grade Level Standard W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Anchor Standard W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Grade Level Standard W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Anchor Standard W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Grade Level Standard W.4.6 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 Knowledge

Anchor Standard W.CCR.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Grade Level Standard W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Anchor Standard W.CCR.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Grade Level Standard W.4.8 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.

Anchor Standard W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Grade Level Standard W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.4.9.a 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].”).

W.4.9.b 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 Writing

Anchor Standard W.CCR.10 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 tasks, purposes, and audiences.

Grade Level Standard W.4.10 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.

Strand SL Speaking and Listening

Comprehension and Collaboration

Anchor Standard SL.CCR.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Grade Level Standard SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

SL.4.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles.

SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Anchor Standard SL.CCR.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Grade Level Standard SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Anchor Standard SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Grade Level Standard SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas

Anchor Standard SL.CCR.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Grade Level Standard SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Anchor Standard SL.CCR.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Grade Level Standard SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Anchor Standard SL.CCR.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Grade Level Standard SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Strand L Language

Conventions of Standard English

Anchor Standard L.CCR.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Grade Level Standard L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

L.4.1.e Form and use prepositional phrases.

L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).

Anchor Standard L.CCR.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Grade Level Standard L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.2.a Use correct capitalization.

L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text.

L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.

L.4.2.d Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language

Anchor Standard L.CCR.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Grade Level Standard L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.4.3.a Choose words and phrases to convey ideas precisely.

L.4.3.b Choose punctuation for effect.

L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Vocabulary Acquisition and Use

Anchor Standard L.CCR.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Grade Level Standard L.4.4 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.

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Anchor Standard L.CCR.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Grade Level Standard L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Anchor Standard L.CCR.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Grade Level Standard L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Mathematics - Based on Archdiocese of Detroit Standards

Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems.

4. OA.A 1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 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.

4. OA.A 2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

4.OA.A3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding Gain familiarity with factors and multiples

4. OA.B 4 Find all factor pairs for a whole number in the range 1–144. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–144 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–144 is prime or composite.

Generate and Analyze Patterns

4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Number and Operations in Base Ten

Generalize place value understanding for multi-digit whole numbers.

4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division

4.NBT.A.2 Read and write multi-digit whole numbers using standard form, word form, and expanded form. Compare two multi-digit numbers based on value of the digits in each place, using >, =, and < symbols to record the results of comparisons

4 NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.

4.NBT.A.4 Read and write numbers to 1,000,000; relate them to the quantities they represent; compare and order

4.NBT.A.5 Compose and decompose numbers using place value to 1,000,000; write numbers in expanded notation Use place value understanding and properties of operations to perform multi-digit arithmetic.

4 NBT.B.6 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

4 NBT.B.7 Multiply a whole number of up to four digits by a one-digit whole number,.

4NBT.B.7a Multiply two two-digit numbers, using strategies based on place value and the properties of operations.

4NBT.B.7b Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models

4 NBT. B.8 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.

4.NBT.B8a Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NBT.B.9 Find all factors of any whole number through 50, list factor pairs, and determine if a one-digit number is a factor of a given whole number

4.NBT.B.10 List the first 12 multiples of a given-one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number

4.NBT.B.11 Know that some numbers have exactly two factors and are called prime numbers. All other numbers are called composite.

4.NBT.B.12 Use factors and multiples to compose and decompose whole numbers

4.NBT.B.13 Add and subtract basic whole numbers fluently(ex 2+2, 8+7, 4+9)

Numbers and Operations-Fractions

Extend understanding of fraction equivalence and ordering.

4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.

4.NF.A1a Recognize and generate equivalent fractions.

4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators (ex ¼, 3/4) or numerators (ex.3/4, 3/5), or by comparing to a benchmark fraction such as 1/2.

4.NF.A.2a Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or 1 as a sum of fractions 1/b (Clarification below)

4.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.NF.B.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

4.NF.B.3c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

4.NF.B.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

4.NF.B.4a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

4.NF.B.4b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

4.NF.B.4c Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? Understand decimal notation for fractions, and compare decimal fractions

4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or

In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

Critical Focus Area 4.1 Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. They apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers. Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate or mentally calculate products. They develop fluency with efficient procedures for multiplying whole numbers; understand and explain why the procedures work based on place value and properties of operations; and use them to solve problems. Students apply their understanding of models for division, place value, properties of operations, and the relationship of division to multiplication as they develop, discuss, and use efficient, accurate, and generalizable procedures to find quotients involving multi-digit dividends. They select and accurately apply appropriate methods to estimate and mentally calculate quotients, and interpret remainders based upon the context.

Critical Focus Area 4.2 Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.

Critical Focus Area 4.3 Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional shapes, students deepen

their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry.

Science- Based on MI Grade Level and High School Content Expectations 2007

Science Processes: Inquiry Process, Inquiry Analysis and Communication,Reflection, and Social ImplicationsAs students enter the fourth grade, they have developed their skills in observation, measurement, data collection and analysis, real-world application, and finally presentations of their findings to others. New science processes are not introduced at this level, but it is the intent of the expectations to provide content in which the students can practice and apply their inquiry skills as a process of testing their ideas and logically use evidence to formulate explanations.Physical Science: Energy, Properties of Matter, Changes in MatterStudents enter the fourth grade with prior knowledge regarding energy in the context of sound and light as examples of energy. Heat and electricity are introduced as additional forms of energy, as well as describing energy in terms of evidence of change or transfer. Students have intuitive notions that energy is necessary to get things done and that humans get energy from food. Children are not expected to understand the complex concept of energy at this level. By experimenting with light and sound (third grade) and heat, electricity and magnetism in fourth grade, students begin to recognize evidence of energy through observation and measurement of change. Through multiple experiences with simple electrical circuits, heat transfer, and magnetism, students make simple correlations and describe how heat is produced through electricity, identify conductors of heat and electricity, and explain the conditions necessary to make an electromagnet. The content expectations for physical science conclude with the study of properties of matter that can be measured and observed, states of matter, and changes in states of matter through heating and cooling.Life Science: Organization of Living Things, Evolution, andEcosystemsThe role of different organisms and the flow of energy within an ecosystem is the main concept in fourth grade life science. Students explore the life requirements of living organisms and their source of energy for growth and repair. In their investigations, students study individual differences in organisms of the same kind and identify how those differences of organisms may give them an advantage for survival and reproduction. Students conclude their elementary life science exploration by investigating food chains or webs and how environmental changes can produce a change in the food web and species survival.Earth Science: Earth in Space and Time

The identification and comparison of common objects in the sky begins the study of Earth in space. Through long term observations of the sun and moon, students identify patterns in movement and collect data to summarize information regarding the orbit of the Earth around the sun, and the moon around the Earth. Models and activities provide the tools to demonstrate the orbits and explain the predictable cycle of one month in the phases of the moon, and day and night as the apparent movement of the sun and moon across the sky.Students explore the history of the Earth through evidence from fossils and compare fossils of life forms with organisms that exist today.The underlying theme within the physical, life, and Earth science is energy and specifically energy from the sun. Students can make connections between the heat and light energy from the sun and the dependency of all living things on the sun.

Social Studies-Based on MI Grade Level and High School Content Expectations 2007

Using the context of the United States, fourth grade students learn significant social studies concepts within an increasingly complex social environment. They examine fundamental concepts in geography, civics and government, and economics through the lens of Michigan history and the United States. Expectations that particularly lend themselves to being taught through a historic, geographic, civic, or economic lens are denoted.HistoryFourth grade students use examples from Michigan history (from statehood to the present) as a case study for learning about United States geography, economics, and government. Teachers are encouraged to use examples from Michigan history beyond statehood to teach geographic, civic, and economic concepts.GeographyStudents draw upon their knowledge of spatial awareness, regions, human systems, and human-environment interactions to create more sophisticated understandings of these concepts within the context of the United States. By focusing on the work of geographers, students explore the types of questions geographers ask and the tools they use to answer these questions. Students learn that maps can be used to describe elevation and climate, as well as to analyze patterns of population density. In preparation for the study of American history, students concentrate on the geography of the United States. Students expand their knowledge of human systems using case studies and stories to understand push and pull factors of migration and the influence of migration on culture within the United States. Students deepen their understanding of human-environment interactions by assessing positive and negative effects of human activities on the physical environment of the United States. The firm understanding of United States geography established in fourth grade prepares students for the study of American history in fifth grade and world geography in grades six and seven.

Civics and GovernmentFourth grade students learn how the United States government works. Students examine the purposes of government as set forth in the Preamble to the U.S. Constitution, how our current form of government functions to serve those purposes, and the probable consequences of not having government, rules, or laws. Building upon their understanding of the structure and functions of government in Michigan, students use examples to explore how the powers of the federal government are limited. Students also begin to understand that the federal and state governments have different powers as a foundation for learning about federalism in fifth grade. Concepts of governmental taxing and spending are expanded from previous grades as students apply these concepts to the federal government. Students explore how key concepts such as popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights serve to limit the power of government and how these ideas are manifested in the Constitution and Bill of Rights. Students learn how government affects their daily lives by identifying examples of rights guaranteed by the Constitution and Bill of Rights. Students explain why all rights have limits, describe the relationship between rights and responsibilities, and investigate ways people can work together to promote the values and principles of American democracy.EconomicsFourth grade students continue to deepen their understanding of economic principles with a focus on the characteristics of market economies. They move beyond applying the economic concepts of scarcity, choice, and opportunity costs in personal economic decisions and begin to think like an economist, identifying the types of questions economists ask. Economic decision making is examined by applying the concepts of price, competition, and incentives. Students develop an understanding of specialization, division of labor, competition, and interdependence and explore their effects on productivity. Moreover, the circular flow model is introduced in fourth grade, providing a foundation for future studies in economics. Students build upon their knowledge of governmental taxing and spending as they explore why certain public goods are not privately owned. Students also take an increasingly sophisticated look at the global economy as the expectations explore the impact of global competition on the national economy.Public Discourse, Decision Making, and Citizen InvolvementStudents deepen their understanding of public issues and the importance of citizen action in a democratic republic. Using the context of the United States, fourth grade students identify public policy issues facing citizens in the United States, use graphic data and other sources to analyze information about the issue, and evaluate alternative resolutions. By utilizing examples, students expand their understanding of how conflicts among core democratic values often lead people to want different resolutions to a public policy question. Students demonstrate competency in expressing their own opinions relative to a public issue in the United States and

justify their opinions with a reasoned argument with increasing complexity. This foundational knowledge is built upon throughout the grades as students use their knowledge of how, when, and where to communicate and become more proficient in communicating positions on sophisticated public issues with a reasoned argument.

Religion- Based on Archdiocese of Detroit Standards The Goodness of God Jesus is the Son of God The Holy Spirit The Church Social Justice

Computers- Based on Michigan Technology Standards 2009

Practice Appropriate Use Policies concerning Internet Safety and Responsibility Learn the Parts of the Computer and Technology Terms Practice Keyboarding Skills Produce Documents using Microsoft Word Create a Powerpoint Presentation Practice Math and Science skills using Computer Software Use Online Sites for Math Computation practice Learn how to search the Internet using keywords and appropriate sources with search

engines like google and glogster. Use Creativity Software including Microsoft Paint and KidsPix Deluxe Use web 2.0 tools like wordle and edmodo.

Spanish- Based on MI_Curriculum_Framework World Languages 1998Names

Numbers Greetings Family Members Calendar/Days of the Week/Time Christmas Around the World Foods Cinco de Mayo

Music- based on MI Curriculum Framework 1998 Arts: Music Beat

Band Instruments Timbre Musical Style Rhythm Melody Harmony Texture Form Vocal Technique/Performance Etiquette

Art- Based on MI Curriculum Framework 1998 Arts: Visual Arts (1998) Art Room procedures Drawing/Coloring Holiday projects Sketching Artists African Masks Tissue Birds Birdhouses

Physical Education- Based on MI Curriculum Framework Physical Education (2007): 3-5

Catching and throwing skills Movement Education Volleyball Skills Basketball Skills/Rules Team work and Cooperation Social Skills Muscle strength and endurance Sportsmanship Hand-Eye Coordination

Textbooks:

Language Arts-Scott Foresman , Phonics-Pearson Education, Handwriting- Zaner-Bloser Mathematics- McGraw Hill My Math Social Studies-Scott Foresman and McGraw/Hill Science-Scott Foresman Music-Silver Burdett Ginn Religion- Blest Are We- RCL Benziger