Fourth Grade Curriculum Connection
November
Narrative Overview
Literacy Block
Students should be independently reading at a Level Q book by the end of the quarter.
Reading
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
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)
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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.
Writing
Write opinion (persuasive/argumentative- pieces on topics or texts, supporting a point of view with reasons and information.
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.
Provide reasons that are supported by facts and details.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Provide a concluding statement or section related to the opinion presented.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words and phrases to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking & Listening
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.
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
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
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Social Studies
- Identify and describe the significance of the individuals from Missouri who have made contributions to our state and national heritage
- Describe the contributions of Thomas Jefferson
- Locate and describe settlements in Missouri of people of European and African heritage
- Outline issues of Missouri statehood, such as the Missouri Compromise
- Summarize the events in westward expansion, including people’s motivation, their hardships, and Missouri as a jumping-off point to the West
- Sequence and describe the importance of a. Louisiana Purchase b. Lewis and Clark Expedition
- Explain Missouri’s role in the Civil War, i.e., Missouri as a border state
- Evaluate the impact of westward expansion on the Native American in Missouri
- Describe the changes in Missouri since the Civil War in education, transportation and communication
Support the literacy block at home
Websites
- http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/lewisandclark/
- http://www.nationalgeographic.com/lewisandclark/resources_discoveries.html
- http://lewisandclarkjournals.unl.edu/read/_xmlsrc=lc.img.corpus.04.xml&_xslsrc=LCstyles.xsl
- http://www.lewisclark.net/journals
- www.pbs.org/lewisandclark/inside/idx_corp.html
- http://www.pbs.org/lewisandclark/inside/pcruz.html
- http://www.pbs.org/lewisandclark/native/index.html?pagewanted=all
- http://www.nationalgeographic.com/lewisandclark/record_tribes_015_2_7.html
- http://www.nationalgeographic.com/lewisandclark/record_tribes_010_5_3.html
- http://www.nationalgeographic.com/lewisandclark/record_tribes_019_2_8.html
- http://www.nationalgeographic.com/lewisandclark/record_tribes_018_21_1.html
- http://app.discoveryeducation.com/player/view/assetGuid/56BEDC3B-96EC-4050-8B76-C6CC373F0810
- http://teachingamericanhistory.org/static/neh/interactives/sectionalism/lesson1/
- http://shs.umsystem.edu/historicmissourians/
- http://app.discoveryeducation.com/search?Ntt=pony+express
- http://www.history.com/topics/inventions/transcontinental-railroad/videos
- · http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3147
- https://zinnedproject.org/wp-content/uploads/2009/11/27cherokeeremoval.pdf
Math
Math Activity to to at home together
Roll to Multiply
Materials 4 number cubes labeled 1–6, paper and pencil
Step 1 Player 1 rolls the number cubes to generate four numbers from 1 to 6. For example: 3, 5, 6, and 1
Step 2 Player 1 selects three numbers to use for a 3-digit number and one number to use for a 1-digit number to be multiplied together with the goal to make the largest number. For example: 531 3 6
Step 3 Player 1 multiplies the numbers using the paper and pencil. Player 2 checks the math.
Step 4 Player 2 takes his or her turn. The player with the greatest product earns one point. The first player to reach five points is the winner.
Focus on Mathematical Practice 6:
Attend to precision.
Help your child become proficient with Mathematical Practice 6. Ask your child to explain each step of the multiplication algorithm when he or she checks the other player’s answer.
Topic breakdown by lesson with examples below
Curriculum Contact Information
Carrie Hepburn, FHSD English Language Arts Content Leader- carrie.hepburn@fhsdschools.org
Sherri Lorton, FHSD Math & Science Content Leader- sherri.lorton@fhsdschools.org