- English Language Arts (4)
The TCPS English Language Arts curriculum for Grade 4 is broken down into four instructional units:
- Inspiration and Imagination
- The World Around Us
In each of these units, instruction will integrate all four of the language arts (Speaking/Listening, Language, Reading and Writing) in developmentally appropriate instructional activities to support children’s learning. Instruction for students in grade four focuses on using reading to learn and writing to show learning.
Students will continue to build fluent and efficient decoding, practiced through reading text appropriate to grade 4 with good phrasing, rate, accuracy, and expression.
Through whole group and small group reading with support, students will continue to develop their understanding of how literary and informational texts convey ideas by:
- refer to details and examples within a text when explaining what a text says and when drawing inferences
- determine the theme of a story, poem, or drama (play) and summarize the text
- describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
- determine the meaning of words and phrases as they are used in a text
- explain the major differences between poems, drama and prose, referring to the structural elements in each type of literature
- make connections between the text and a visual/oral presentation of a text
- compare the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures
- refer to details and examples within a text when explaining what a text says and when drawing inferences
- explain the main idea and how it is supported by key ideas in informational text and summarize the text
- explain events, procedures, concepts in historical, technical, or scientific texts
- determine the meaning of general academic content vocabulary in grade 4 informational texts
- describe the overall structure of informational texts or parts of texts
- compare and contrast firsthand and secondhand accounts of an event or topic
- interpret pictures, charts, graphs, diagrams, timelines, etc. and explain how this informational contributes to meaning of the text
- integrate information from two texts on the same topic to write or speak knowledgeably about the topic
Students will continue to learn and practice the art of speaking and listening through increasingly sophisticated collaborative conversations with their peers to demonstrate understanding. They will also develop their own abilities to report on a topic, tell a story, or recount an experience in detail with facts and key ideas. Students will use complete sentences appropriate to tasks and provide information to clarify their presentations. Students will also use technology to record readings and to provide graphics and visual displays to support oral presentations. Students will also demonstrate the ability to determine when formal versus informal language is needed, depending on topic, audience, and purpose.
Students will continue to improve develop more complex and purposeful writing, integrating text and topics appropriate for grade 4. Writing and language instruction will include:
- use conventional spellings appropriate to grade 4, and use resources for correct spelling
- explain the function of more complex grammar usage (nouns, verbs, adjectives, adverbs, pronouns, conjunctions) in order to produce more complex and varied sentence patterns
- write, revise and edit pieces of their own using conventional spellings
- more complex and well organized opinion pieces with introduction, support, linking words, and conclusions
- more complex and well organized informative pieces with introduction, facts, definitions, and details to develop key ideas, linking words and phrases, and conclusions
- more elaborate and developed stories with characters, dialogue, and sequence of events or poetry
- use capital letters and punctuation correctly in written work
- use formal or informal language in written work, as appropriate to task, purpose, and audience
- use words and phrases, including the language of math, science, and social studies (content vocabulary) in writing
- use more precise language, including the use of figurative language and content vocabulary, in writing to convey meaning more purposefully
- participate in short, shared research and writing on topics appropriate to grade 4
- analyze texts appropriate to grade 4 in writing
- Mathematics (4)
In Grade 4 Mathematics, instructional time should focus on three critical areas:
- Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends
- Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers
- 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.
- Science (4)
Students receive two semesters of instruction in the fields of Earth Science, Life Science, Chemistry, Physics, and Environmental Science each year based on objectives found in the Maryland Voluntary State Curriculum. The voluntary state curriculum may be viewed at http://www.mdk12.org/instruction/curriculum/science/index.html.
- Cite and describe the processes that cause rapid or slow changes in Earth’s surface.
- Explain how rock is formed from combinations of different minerals and that smaller rocks come from the breakage and weathering of bedrock (solid rock underlying soil components) and larger rocks; soil is made partly from weathered rock, partly from plant remains—and also contains many living organisms.
- Recognize and explain that fossils provide evidence about the plants and animals that lived long ago and about the nature of the environment at that time.
- Identify and describe the variety of things in the universe through first-hand observations using the unaided eye, binoculars or telescopes or videos and/or pictures from reliable sources.
- Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another.
- Recognize and describe that each season has different weather conditions.
- Explain how animals and plants can be grouped according to observable features.
- Explain that individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.
- Recognize food as the source of materials that all living things need to grow and survive.
- Explain ways that individuals and groups of organisms interact with each other and their environment.
- Provide evidence to support the fact that matter has observable and measurable properties.
- Cite evidence to support the statement that, “No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts.”
- Recognize and describe the effects of static electric charges.
- Investigate and provide evidence that electricity requires a closed loop in order to produce measurable effects.
- Cite evidence supporting that forces can act on objects without touching them.
- Recognize and explain how renewable and nonrenewable natural resources found in Maryland are used by humans to meet basic needs.
- Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.
- Social Studies (4)
Grade 4 Social Studies instruction will utilize The Maryland Adventure textbook (Gibbs Pub.) as a basis for teaching “Maryland, Colonial to Contemporary”. Students will use Common Core reading and writing strategies in the Social Studies classroom as they delve into the study of Maryland. Map Essentials will also be used throughout the course of study to reinforce Geographic concepts (National Geographic Pub.). Additional resources may also be incorporated, allowing students to see history from varying points of view.
Students will be exposed to the “Oystering on the Chesapeake” unit of study developed by the Chesapeake Bay Maritime Museum. Literature selections such as The Boy Who Saved the Town, Minty,The Biggest and Best Flag That Ever Flew and Molly Banaky will be an intricate part of classroom instruction, as students learn history through literature. The MSDE/TCPS Social Studies curriculum will be the basis for all classroom instruction. Maryland websites should also be incorporated into the units of study.
Students will also learn financial concepts as they play the Stock Market Game simulation for 10 weeks and incorporate the MSDE standards for financial literacy in grades 3-5.
National Geographic - Map Essentials
- Art (4)
Students in grade 4 art will experience a variety of concepts and skills, as they progress through the MSDE art standards. Projects will expand their basic skills and allow them to apply what they have learned in Art.
MSDE art Standards include:
- Historical, Cultural and Social Expression
- Perceving and Responding
- Creative Expression
- Aesthetics and Criticism
Famous artists covered in grade 4 will include: Keith Haring, Georgia O'Keefe and Franz Marc. As students create their own art they will be exposed to art history, learning about the artist and why his/her style has had an impact on the art world today. A variety of websites and resource trade books will be utilized in the classroom to share artist information.
- Health (4)
Health Education is designed to provide students with the knowledge and skills they need to be healthy throughout their lifetimes. Talbot County Public Schools' curriculum meets standards established by the Maryland State Board of Education, and described in the Maryland Health Education State Curriculum. Maryland's curriculum guidelines can be examined on the MSDE website.
The specific Fourth Grade standards can be examined on the Maryland Health Curriculum website.
Health education focuses on seven key areas:
Mental and Emotional Health
Alcohol, Tobacco, and Other Drugs
Personal and Consumer Health Family Life and Human Sexuality
Safety and Injury Prevention
Nutrition and Fitness
Disease Prevention and Control
Core Health Textbook:
Health & Wellness by Linda Meeks and Philip Heit. Macmillan/McGraw-Hill, 2008.
- Music (4)
Students in grade 4 music will participate in various classroom experiences, as they progress through the MSDE standards for music and the use of Common Core standards for speaking and listening.
MSDE Music Standards will include:
Perceiving, Performing and Responding
Historical, Cultural and Social Context
Creative Expression and Production
Aesthetics and Criticism
Through a number of opportunities in the classroom and through school performances, students will learn about performing in front of small groups and in front of large audiences. Students will learn to read music and be aware of rhythms and patterns in musical notation. Composers covered in grade four will include: Bach and Tchaikovsky.
Resources for classroom instruction are taken from "Share the Music" http://www.mhschool.com/products/music/2003/core_r...
- Physical Education (4)
Fourth Grade Physical Education is based on the Maryland State Department of Education approved curriculum that may be found on the MSDE website.
Maryland Curriculum Framework Standards include: Skillfulness, Biomechanical Principles, Motor Learning Principles, Exercise Physiology, Physical Activity and Social-Psychological Principles.
Course Key Learning/Exit Outcomes:
- The student will demonstrate fundamental skills of kicking and striking, throwing and catching.
- The student will demonstrate how the amount of force applied to an object affects the object’s movement.
- The student will identify and interpret errors in personal skill performance. The student will identify the relationship between nutrition and physical activity. The student will complete a health related fitness assessment.
- The student will identify ways to show consideration, respect and caring in physical education settings.