Bellingham Public Schools

Curriculum Department

June 2004

Fourth Grade Learning Targets

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LEARNING TARGETS

What are "learning targets?"

The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements. The EALRs identify learning targets in reading, writing, math, social studies, science, health and fitness, communication, and the arts for all students in the State of Washington. The Bellingham School District is in the process of aligning their curriculum content areas with the EALRs and supports all children in their continuous progress toward these standards of achievement.

Student-Centered Learning

All students do not learn at the same rate because they develop at different rates. Children have their own developmental timelines for learning to walk or talk. They also have their own developmental timeline for learning. The goal of the Bellingham School District is to support students through continuous levels of learning that match their individual learning needs.

Curriculum

Bellingham School District's curriculum frameworks identify and organize concepts, essential understandings, processes, skills and critical content that students need to know and be able to do at each grade level. Critical content is outlined in the state's curriculum frameworks as well as in the Bellingham School District's curriculum guides. These guides outline grade level expectations in each academic content area. Students are taught basic skills and processes in reading, writing, math, social studies and science and are encouraged by their teachers toward a greater depth in thinking and learning. Many of the content areas organize learning around essential questions or "big ideas" that encourage investigation and exploration of topics and ideas.

LEARNING TARGETS FOR READING

The following information identifies the learning targets in reading for students who are in fourth grade in the Bellingham School District.

By the end of Fourth Grade . . .

Fourth Grade Reading Expectations

Uses Skills and Strategies

• uses affixes, syllables, letter clusters, and knowledge of sound and letter patterns automatically
• understands some of the functions of word classes, including elements of tense, subject and object
• understands how words can be modified to have another function, such as adjectives and adverbs
• identifies the expanded form of contractions and basic abbreviations
• revisits and analyzes text and illustrations for a specific purpose, including identifying story elements and literary devices
• recognizes basic structure of different kinds of literary and informational text, including stories, poems, articles, reports, and letters
• uses dictionary, glossary, index, table of contents, and thesaurus to check spelling, meanings, and synonyms
• uses index, table of contents, catalogs, files, numbering, and alphabetical organization to locate and reference material, both in text and on computer software
• uses appropriate vocabulary, including title, headings, paragraph, chapter, index, and captions when referencing text in print and online resources
• uses computer menus, searches, and icons
• uses library to research and answer questions

Understands What is Read

• selects and integrates most appropriate strategies for reading a particular kind of text and can explain how meaning was gained and checked
• understands how illustrations and graphics, including diagrams, graphs, photographs, line drawings, realistic and impressionist art, influence reading and the ideas or information gained
• chooses appropriate ways, either positive or negative, of responding to a variety of printed material
• identifies features that indicate the author has considered the audience when presenting ideas and information
• views the same text from different perspectives, including those of different cultures
• considers the validity of information gained from text and illustration
• applies information from reading to give a response and express insight, for example, entering imaginatively into another time, place, or role when absorbed in a text
• identifies and explains similarities and differences in purpose
• compares elements of two or more text in the same genre, or by the same author, or on a similar theme

Reads Fluently

• reads orally with increased understanding of phrasing, punctuation, content, form, and author's style

Shows Effort to Become a Life-Long Reader

• questions others about reaction to a book or to the questioner's writing or response to a text
• considers author, topic, theme, or genre when selecting a book
• uses library to select books independently
• reads a variety of text for different purposes
• is critically reflective
• independently selects and reads a range of text in the school library for enjoyment and information
• shares opinions of books and recommends them to others

LEARNING TARGETS FOR WRITING

The following information identifies the learning targets in writing for students who are in fourth grade in the Bellingham School District.

By the end of Fourth Grade . . .

Fourth Grade Writing Expectations

Content/Ideas

• refers to personal experiences and research to clarify, compare, extend, or explain an opinion or idea
• selects vocabulary suitable for form, topic, audience, and purpose
• distinguishes between texts in response to what is read and to questions; and distinguishes between texts to inform, to persuade, to direct, to request and those to reflect
• shows understanding of more than one purpose within a form e.g. a letter can inform, request, or persuade
• adapts basic form to meet requirements of task or content area e.g. book report or science report

Organization

• synthesizes information from more than one resource, especially for informational writing or to respond to a question or prompt
• uses notes, lists, free writing, webs or clusters to record information or ideas at prewriting and/or drafting stages
• uses more advanced word processing tools such as copy/paste for revising

Style (Voice, Word Choice, Fluency)

• uses similes, metaphors, alliterations, rhyme and repetition for effect and to develop imagery
• experiments with different verse forms and rhyme patterns
• publishes longer pieces and attends to layout, graphics, and illustrative enhancements

Conventions

• uses conjunctions, ordinals, compound sentences, and sentences to present ideas, information and explanations consistently
• includes adverbial and adjectival phrases and clauses when developing characters, plot, and setting

Understands and Uses Writing Process

• talks about how audience and purpose determines form, organization, and style
• shows awareness of audience and purpose through selection of vocabulary, form, length, and style
• seeks input from peers when revising
• rereads work several times when revising and editing and has a focus for each reading
• maintains speed and consistency of handwriting, especially when an audience is anticipated
• publishes in a wider range of forms and modes, sometimes including more than one form within a piece

Spelling

• uses syllabication and word and letter patterns when writing new or unusual words
• attends to spelling when writing in content areas as well as in personal writing
• uses more than one word source (including a thesaurus) when revising and editing
• understands when to double consonants

Effort

• identifies weakness of piece of own writing
• writes an accurate first draft when necessary

LEARNING TARGETS FOR MATH

The following information identifies the learning targets for both content and process strands in math for students who are in fourth grade in the Bellingham School District.

By the end of Fourth Grade .

Fourth Grade Math Expectations

Content Strands:

Number Sense - Understand and use numbers (0-10,000) through varied and multiple experiences, including:

number and numeration

• identify, compare, and order numbers to 1,000,000 using standard form, expanded form and word form
• identify, compare and order fractions
• use objects, pictures or symbols to illustrate the meaning of commutative, associative and identity properties of addition and multiplication
• demonstrate understanding of fractions with denominators of 2, 4, 8, 3 or 6

computation

• compute using multiplication and division facts to 10
• estimate and solve realistic problems involving multiplication and division using an appropriate computation strategy
• demonstrate meaning of multiplication and division using physical models to solve problems containing one- or two-digit factors
• use physical models to solve problems involving a combination of any two whole number operations
• write number sentences representing addition, subtraction, multiplication, and division situations
• solve problems involving addition, subtraction, multiplication, and division of multi-digit whole numbers where the operations are not specified
• divide by 10s and 100s

estimation

• describe and justify reasonableness of an estimate in computation
• use mental math strategies to approximate simple sums, differences, and products by using rounded numbers

Measurement

attributes and dimensions

• select an appropriate type of unit for measuring area, perimeter and volume
• use language and symbols to compare attributes of perimeter, area, and volume
• solve problems involving measurement of area, perimeter, length, weight, time, and temperature when given diagrams or objects
• compare objects using attributes of perimeter, area and volume

approximation and precision

• determine and justify whether exact or approximate measures are needed when given a realistic situation
• estimate to predict and determine when measurements are reasonable

systems and tools

• know approximate size of basic standard units (U.S. and metric) and make reasonable estimates based on approximations
• identify application uses for various measurements
• use a ruler, tape measure, scale, and thermometer to measure accurately
• use a clock to tell standard and international time to the minute

Geometric Sense

properties and relationships

• identify and describe irregular polygons
• identify and describe attributes of 2-D and 3-D geometric figures using appropriate adjectives such as parallel, symmetric, congruent, similar, and perpendicular
• draw or create 2-D geometric figures using appropriate tools, for example, toothpicks to create 2-D shapes
• identify geometric shapes in the surrounding environment

locations and transformations

• describe the relative position of figures located on a coordinate plane
• identify, describe and compare symmetrical, congruent, and similar figures
• predict and verify transformations on a geometric figure (translations, reflections and rotations)

Probability and Statistics

probability

• place events in the order they would likely occur
• use organized counting to determine the number of possible outcomes of an event
• list all possible outcomes of a simple probability experiment
• explain why some outcomes are more or less likely to happen than others

statistics

• identify or describe an appropriate method for collecting data
• describe measures of central tendency using mean, median, and mode
• pose simple questions and hypotheses, collect data, and communicate results using graphs or tables supported by written or oral explanations

prediction and inference

• describe how data can be used to support an argument
• make inferences based on experimental results using coins, spinners, number cubes, etc.

Algebraic Sense

patterns

• create, analyze and extend number patterns using words, tables and graphs
• investigate patterns using 100's chart to extend understanding of numbers
• recognize and create sequential number patterns and generate rules for them

operations

• use manipulatives and pictorial representations to illustrate processes for maintaining equality in an equation
• use standard notations in reading and writing open number sentences (e.g., 7 + ? = 20)
• use manipulatives to solve open-ended equations involving addition, subtraction, multiplication or division

Process Strands:

Problem Solving

investigate situations

• use a variety of strategies and approaches to solve problems, for example, work backwards, make an organized list, make a table or graph, write number sentences
• recognize when an approach is unproductive and tries a new approach (in computation as well as in problem solving)

formulate questions and define the problem

• identify the unknown in familiar situations, for example, tell what information is needed in order to solve any problem

construct solutions

• apply viable strategies, concepts, and procedures to construct a solution

Reasoning

analyze information

• validate thinking using models, known facts, patterns and relationships, for example, use fraction bars to illustrate the meaning of addition with unlike denominators

predict results

• make conjectures, collect data, support arguments, and justify results, for example, devise and carry out a plan to test the conjecture that smaller rubber balls will bounce more times than larger ones when dropped from the same height

draw conclusions and verify results

• reflect on and evaluate procedures, for example, after completing the rubber ball experiment, decide if the method used was the best for answering the question

Communication

gather information

• use available technology to browse and retrieve mathematical information, for example, use the Internet and/or CD ROMs to find information on the use of symmetry in architecture

organize and interpret information

• organize and clarify mathematical information through reflection and discussion, for example, writing in a math journal following class discussion about strategies used to solve a problem

represent and share information

• express mathematical ideas using everyday language, models, charts, tables, graphs, and symbols, for example, when describing/justifying results of a probability experiment

Connections

within mathematics

• recognize relationships within mathematics

to other disciplines

• use mathematical thinking in familiar situations in other disciplines, for example, determine how to construct a garden that provides the most space for the lowest cost of fencing material

to real-life situations

• recognize mathematics in familiar settings, for example, recognize the use of statistics in sports
• identify how mathematics is used in career settings

Teaching resources for math include:

• "Investigations in Number, Data, and Space," Dale Seymour Publications. This program was developed at TERC (Technical Education Research Center) and is an innovative approach to teaching mathematics based on engaging activities and group learning experiences. The curriculum at each grade level is organized into units that offer from three to eight weeks of mathematical work in number, data analysis, and geometry. The units link together to form a complete K-5 curriculum that teachers can adjust to fit their classroom needs.

LEARNING TARGETS FOR SOCIAL STUDIES

The following information identifies the learning targets in social studies for students who are in fourth grade in the Bellingham School District.

The fourth grade social studies program focuses on the theme of "Washington State and World Regions." Students will learn and apply basic map skills as they develop the concept of regions, political and geographic boundaries. Landforms in Washington State will be studied and compared to similar areas around the United States and the world. The guiding questions for social studies in fourth grade are:

Geography

• How does Washington State geography compare to other regions in the United States and around the world?
• What are the physical characteristics of Washington State?

Civics

• What is the basic structure and function of our state government?
• What are a person's rights and responsibilities as a citizen of Washington State?

History

• How did geography influence the development and history of regions in Washington State and around the world?

Economics

• What are the economic resources within each major geographic region in Washington State?
• How do the economic resources within each major geographic region in Washington State compare with those of similar geographic regions throughout the world?

Fourth grade teaching resources for social studies include:

• Discovering Washington, Ruth Pelz/Gibbs-Smith 1997
• Junior Classroom Atlas Program, Rand McNally
• Washington State Studies Program, Rand McNally - modified by BSD
• World/U.S. Wall Map and Globe

LEARNING TARGETS FOR SCIENCE

The following information identifies the learning targets in science for students who are in fourth grade in the Bellingham School District.

Fourth Grade Expectations in Science

Properties

• rocks and minerals have properties that can be observed and classified
• all materials can be classified by their characteristics

System and Structure

• earth systems are driven by energy from the sun
• rocks and minerals are created through a system

Change and Interaction

• rocks and minerals change over time
• fossils show how plants and animals have changed over time

Fourth grade teaching resources for science include the following kits:

• STC Rocks and Minerals - Students explore the differences and similarities between rocks and minerals by investigating samples of these earth materials, performing a series of tests similar to geologists' field tests, and reading about rocks and minerals and how they are used. The first lessons focus on rocks. The students then turn their attention to a set of 12 minerals and test them to identify properties such as streak color, luster, transparency, hardness, shape, and magnetism. After completing these observations, students compile them into their own Minerals Field Guide. In a culminating activity, they are challenged to apply their knowledge and skills to identify new minerals. They then report on how rocks and minerals are used.
• GEMS Vitamin C Testing - This guide is a stimulating introduction to chemistry experiments and nutrition. The students perform a simple chemical test using a Vitamin C indicator to compare the Vitamin C content of different juices and then graph the results. Students can examine the effects of heat and freezing on Vitamin C content. Students enter the realm of consumer science as they use chemistry to evaluate various juices.
• Optional - GEMS Bubble-ology, Units 1 and 2 - Students combine intense enjoyment with important concepts in chemistry and physics through imaginative experiments with soap bubbles. They devise an ideal bubble-blowing instrument; test dishwashing brands to see which makes the biggest bubbles; determine the optimum amount of glycerin needed for the biggest bubbles; employ the Bernoulli principle to keep bubbles aloft; use color patterns to predict when a bubble will pop; and create bubbles that last for days.

GEMS = Great Explorations in Math and Science, Lawrence Hall of Science, University of California, Berkeley

STC = Science and Technology for Children, National Science Resources Center, Smithsonian Institute

LEARNING TARGETS FOR HEALTH & FITNESS/PHYSICAL EDUCATION

The following information identifies the learning targets in health and fitness for students who are in fourth grade in the Bellingham School District.

By the end of Fourth Grade .

Health Expectations

The Great Body Shop required hygiene unit for fourth grade is "Be Cool, Keep Clean." This unit has been revised and condensed by the Bellingham School District for use in our schools. This unit will:

• describe how hormones affect body function and state emotional changes during puberty
• define "good hygiene"

The other Great Body Shop required unit for fourth grade is "No Smoking." Students will:

• list the chemicals in cigarettes, cigars, and chewing tobacco and explain how they harm the body
• explain the physical and psychological effects of addiction to tobacco
• list people and other things in your life that influence your behavior
• describe the effects of smoking, including "secondhand smoke," on a community

By the end of Fourth Grade .

Fitness/Physical Education Expectations

Students will:

• create combinations of locomotor, non-locomotor, and manipulative skills in individual, partner and group activities
• demonstrate specialized movement skills in individual, partner and group activities
• practice safety procedures, demonstrate sportsmanship and adhere to activity rules
• apply fitness and exercise principles in the development of personal fitness goals
• understand and appreciate the elements involved in creating and executing rhythmic activities

Fourth grade teaching resources for health and fitness include:

• The Great Body Shop by The Children's Health Market, Inc.
• Second Step, A Violence Prevention Curriculum from Committee for Children

FOURTH GRADE ASSESSMENTS

The Bellingham School District requires teachers to assess students using a variety of tools to inform instruction and evaluate programs. These tools provide the teacher with specific information about student skills and progress toward standards.

• Running Records - An oral reading assessment tool used to analyze responses, use of strategies, and behaviors a student is using to construct meaning from a text. Administered e very six weeks with those readers experiencing difficulty.

• Retelling - An assessment tool where students repeat everything they can remember after reading a text. This may be completed orally or in writing.

• Monitoring Notes - Monitoring notes are a systematic, written observation of individual reading and writing performance used on a regular basis to assess and evaluate student reading and writing.

• Writing Samples/Draft Books - Writing samples are collected in draft books or portfolios in order to give feedback to the student, identify writing behaviors and provide focus for teaching.

• Analytical Scoring - Analytical scoring of writing samples from a rubric using the six traits: ideas, word choice, organization, fluency, voice and conventions.

• Assess2Learn - Assess2Learn is an online, standards-based classroom assessment. Tests for reading, math, and writing are used fall, winter, and spring.

• Developmental Reading Assessment (DRA)

For readers who are unable to meet grade level expectations on the DRP, testing is done three times per year (fall, winter, spring). The DRA measures skills and strategies, rate, phrasing, comprehension and reading preferences.  

• Degrees of Reading Power (DRP)

The DRP measures a student's ability to comprehend surface meaning of non-fiction text at an instructional level. Testing is done in the fall and spring.

Typically, grades K-2 will use the DRA and 3-5 will use the DRP, unless the student scores at or below Level 24 on the DRA. The expected levels of performance for each grade are shown below.

• Washington Assessment of Student Learning (WASL)

The WASL is a state mandated standards-based assessment in reading, writing, and math given to fourth grade students in the spring.

STUDENT SUCCESS IS OUR GOAL  

As parents and guardians, we encourage you to be actively involved in your child's learning. The staff at your child's school can answer questions concerning their progress and give you suggestions about how you can support their education at home. The school district and parents need to work as partners to ensure that every child finds success.