Fourth Grade

Reading

	Use a combination of world analysis and vocabulary strategies to identify new words
	Formulate questions to determine meaning based on plot, character, action, or setting
	Connect, clarify and extend ideas through classroom discussions and activities
	Demonstrate understanding of structure through the use of graphic organizers, outlining, and teacher modeling
	Be able to use inferences and interpretations based on text
	Compare the content and organization of various selections
	Recognize similarities/differences of varying styles or points of view
	Use comprehension strategies to enhance understanding
	Using KWL charts, be able to apply personal background knowledge and experience to literary text
	Compare ideas from texts representing a variety of times and cultures
	Apply self-monitoring and self-correcting strategies continuously to clarify understanding during reading
	Interpret information from tables, maps, visual aids, and charts to enhance understanding

Writing

	Develop multi-paragraph compositions that include an introduction with topic sentence, various levels of support with details, and a conclusion
	Use pre-writing strategies to choose a topic and help generate ideas (e.g., webbing, brainstorming, and use of graphic organizers)
	With help through teacher modeling, use the characteristics of a well-developed narrative, expository, and persuasive piece to help formulate their own piece of writing
	Write creatively and feel comfortable writing short stories, poetry, plays, songs, and friendly letters
	Use transition words to connect ideas, adjectives, adverbs, and prepositional phrases to enrich their own language
	Use available technology to design, produce, and present compositions and multimedia works
	Revise and edit using self, peers, and teacher

Spelling

	Proofread one’s own work and the work of others; revise accordingly
	Correctly spell appropriate high frequency words
	Use phonemic clues phonetic and/or developmental spelling to spell unfamiliar words

Listening

	Demonstrate understanding of the listening process (e.g., sender, receiver, message) by responding both (1) orally and (2) in writing in formal and informal situations
	Ask questions and respond to questions related to oral presentations and messages in small and large groups
	Restate and carry out a variety of oral instructions

Speaking

	Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message with a suggested organizational format
	Use speaking skills and procedures to participate in group discussions
	Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice)

Mathematics

Everyday Mathematics encourages teachers and students to explore more of the spectrum of mathematical ideas through a deeper understanding of key mathematical concepts and an in-depth study of all the content strands of mathematics.

The curriculum allows students to construct an understanding of mathematics from their own experience, and includes practical routines to build arithmetic skills that are essential for building number sense, estimation skills, and flexibility in a problem-rich environment. Important concepts or skills recur with variations throughout the curriculum, and concepts are introduced and revisited in a variety of formats providing considerable practice.

Our focus is to have students recognize that there are various ways to accomplish a task, and to use the best tools and strategies for solving problems. This is done by establishing a framework for dialogue about mathematics between the teacher and students.

Content strands include:

	Operations and Computation
	Numeration
	Patterns, Functions & Algebra
	Data and Chance
	Measurement and Reference Frames
	Geometry

Science/Health

The purpose of science is to provide students with balanced, (Life, Earth, Physical and Health) relevant, hands-on opportunities and experiences to better understand science and to promote scientific literacy.

Fourth-Grade topics include:

	Life – Environmental Factors
	Earth – Rocks and Minerals
	Physical – Mystery Powders
	Health – Circulatory/Respiratory Systems
	Planetarium – Earthdome Planet Simulation

Each Unit or Kit is explored over a period of several weeks.

Social Studies

In fourth grade students explore the regions of the United States. Units include:

	Maps and globes
	Illinois
	Northeast region
	Southeast region
	Middle West region
	West region
	Southwest region

Physical Education

Students learn, develop, and apply skills needed for participation in personal fitness and lifetime activities that contribute to a healthy lifestyle. Concepts reviewed, refined, and reinforced include:

	Specialized motor skills
	Body mechanics
	Health-related fitness
	Cooperative skills

Visual Arts

The purpose of the visual arts curriculum is to have students grow creatively, intellectually, emotionally, and aesthetically. The content standards include:

	Understand and apply media, techniques, and processes
	Use knowledge of art elements and principles of design
	Choose and evaluate ideas, subject forms, and symbols
	Understand visual arts in relation to history and cultures
	Reflect on and assess student work
	Make the connections between arts and other disciplines

Music

The general music program will develop the students’ understanding and the relationship of music to other disciplines and cultures as well as history. Content standards include:

	Singing
	Performing on a variety of instruments
	Improvising melodies
	Composing and arranging
	Reading and notating music
	Listening, analyzing, and describing music
	Evaluating music and musical performances

General Information

The goal of technology education in District 204 is to provide students with the opportunity for technological literacy starting with the elementary curriculum. Our emphasis with students is the application of technology across all grade levels and curricular areas as well as the development of problem-solving and critical-thinking skills.

Reporting to Parents

Classroom progress is reported through quarterly report cards, annual conferences, and informal parent-teacher communication. Student evaluation is consistent with District goals and State Standards.

Testing

The District achievement testing program assesses the strengths/needs of our instructional programs and measures the achievement of individual students. Testing includes standardized tests, State tests, District assessments, and classroom evaluations.

Homework

Homework at the elementary level begins in an informal fashion but becomes more formal and requires more time and effort as the child progresses through each grade.

Parents are expected to be sufficiently interested in their child’s education to commit the time and energy needed to monitor/supervise the child’s home study and thereby insure that he/she makes a reasonable effort to complete homework assignments.