august ‘13 - lancaster high school grade... · web viewknow and apply grade‐level phonics and...

Lancaster City Schools Grade 4 Standards Calendar Pacing for Instruction & Assessment AUGUST

2014-2015 DRAFT Standards Calendar 5/18/2023 1:59 AM

August 17 – Building MeetingsAugust 18 – Teacher Work Day August 19 – District Meeting Day August 20 – First Day of School for StudentsAugust 20 – Students Dismissed (Only Grades 10, 11, 12) – Frosh Fest)

READING STANDARDS

MASTERY STANDARDS (need to be instructed all year):RI.4.4. Determine the meaning of general academic anddomain specific words or phrases in a text relevant to a grade‐4 topic or subject area.RI.4.7. Interpret information presented visually, orally, orquantitatively (e.g., in charts, graphs, diagrams, time lines,animations, or interactive elements on Web pages) and explainhow the information contributes to an understanding of thetext in which it appears.RF.4.3. Know and apply grade level phonics and word analysis‐skills in decoding words.RI.4.10. By the end of year, read and comprehendinformational texts, including history/social studies, science,and technical texts, in the grades 4–5 text complexity bandproficiently, with scaffolding as needed at the high end of therange. RL.4.10. By the end of the year, read and comprehendliterature, including stories, dramas, and poetry, in the grades4–5 text complexity band proficiently, with scaffolding asneeded at the high end of the range.MASTERY INDICATORS:RL.4.1. Refer to details and examples in a text when explainingwhat the text says explicitly and when drawing inferences fromthe text.RL.4.3. Describe in depth a character, setting, or event in astory or drama, drawing on specific details in the text (e.g., acharacter’s thoughts, words, or actions).RI.4.1. Refer to details and examples in a text when explainingwhat the text says explicitly and when drawing inferences fromthe text.RF.4.4. Read with sufficient accuracy and fluency to supportcomprehension.a. Read grade level text with purpose and understanding.‐

LANGUAGE ARTS STANDARDS

WRITING STANDARDS (need to be instructed all year):W.4.4. Produce clear and coherent writing in which thedevelopment and organization are appropriate to task,purpose, and audience. W.4.5. With guidance and support from peers and adults,develop and strengthen writing as needed by planning,revising, and editing.W.4.6. With some guidance and support from adults, usetechnology, including the Internet, to produce and publishwriting as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills to typea minimum of one page in a single sitting.W.4.10. Write routinely over extended time frames (time forresearch, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of discipline specific‐tasks, purposes, and audiences.MASTERY WRITING STANDARDS W.4.3.Write narratives to develop real or imaginedexperiences or events using effective technique, descriptivedetails, and clear event sequences.a. Orient the reader by establishing a situation and introducinga narrator and/or characters; organize an event sequence thatunfolds naturally.b. Use dialogue and description to develop experiences andevents or show the responses of characters to situations.c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

http://www.lancaster.k12.oh.us/Documents%20and%20Settings/v_shaffer/Local%20Settings/Temporary%20Internet%20Files/Content.Outlook/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/ABC.doc%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

Lancaster City Schools GRADE 4 Standards Calendar Pacing for Instruction & Assessment AUGUST


August 17 – Building MeetingsAugust 18 – Teacher Work Day August 19 – District Meeting Day August 20 – First Day of School for StudentsAugust 20 – Students Dismissed (Only Grades 10, 11, 12) – Frosh

Fest


SPEAKING AND LISTENING STANDARDS (need to be instructed all year):

SL.4.1. Engage effectively in a range of collaborativediscussions (one on one, in groups, and teacher led) with‐ ‐ ‐diverse partners on grade 4 topics and texts, building onothers’ ideas and expressing their own clearly.

SL.4.6. Differentiate between contexts that call for formalEnglish (e.g., presenting ideas) and situations where informaldiscourse is appropriate (e.g., small group discussion); use‐formal English when appropriate to task and situation.


LANGUAGE STANDARDS (need to be instructed all year):L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.f. Produce complete sentences, recognizing and correctinginappropriate fragments and run ons.*‐i. Produce simple, compound, and complex sentences.L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.a. Use correct capitalization.d. Spell grade appropriate words correctly, consulting references ‐as needed.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely.*L.4.4. Determine or clarify the meaning of unknown andmultiple meaning words and phrases based on grade 4 reading‐and content, choosing flexibly from a range of strategies.a. Use context (e.g., definitions, examples, or restatements intext) as a clue to the meaning of a word or phrase.L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.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 aparticular topic (e.g., wildlife, conservation, and endangeredwhen discussing animal preservation).





Fest

Major Standards, 70% Supporting Standards, 20% Additional Standards, 10% - emphasis on PARCC Assessments

Math Learning Standards

Mathematical Practices1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

AugustGeneralize place value understanding for multi-digit whole numbers.4NBT.1 Recognize that in a multi-digit whole number, a digit in one placerepresents ten times what it represents in the place to its right. Forexample, recognize that 700 ÷ 70 = 10 by applying concepts of place valueand division.

4NBT.2 Read and write multi-digit whole numbers using base-ten numerals,number names, and expanded form. Compare two multi-digit numbersbased on meanings of the digits in each place, using >, =, and <symbols to record the results of comparisons.

Major Standards Supporting Standards Additional Standards

Ohio Science StandardsPhysical Science (PS) August-NovemberTopic: Electricity, Heat and MatterThis topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they relate to heat and electrical energy. The total amount of matter is conserved when it undergoes a change.

Energy can be transformed from one form to another or can be transferred from one location to another.

Content Statement:The total amount of matter is conserved when it undergoes a change.

When an object is broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes state (solid, liquid gas), the total amount of matter remains constant.

Science Inquiry and ApplicationObserve and ask questions about the natural environment.Plan and conduct simple investigations.Employ simple equipment and tools to gather data and extend the senses.Use appropriate mathematics with data to construct reasonable explanations.Communicate about observations, investigations and explanations.Review and ask questions about the observations and explanations of others.





Fest

Ohio Social Studies Standards

4.GE.A.9-A map scale and cardinal and intermediate directionscan be used to describe the relative location of physical and human characteristics of Ohio and the United States.

Second Step: 1 lesson per week

Visual Arts Standards

Perceiving/Knowing (PE) Use sensory details and descriptive language to identify and describe universal themes, subject matter and ideas expressed across arts disciplines.

Four Arts Disciplines: Dance, Music, Theatre, and Visual Art

Compare and contrast how the same theme is presented in the four different areas

Student use specific descriptions

Notice and describe different visual effects resulting from artmaking techniques.

Student differentiates between art media (drawing, painting, et cetera)

Student explains reasons s/he or another artist selected the artmaking technique s/he did

Compare and contrast art forms, techniques and functions and artistic styles from a variety of cultures and historical period.

Art forms also known as medium/media: drawing, painting, sculpture, et cetera

Techniques are the specific way in which a medium is used to create artwork

Functions: personal, functional (used for a specific purpose), spiritual (religious), decorative (just for looks)

Artistic Style: particular set of characteristics consistently seen in an artist or genre’s artwork (such as Impressionism)


Lancaster City Schools GRADE 4

Standards Calendar Pacing for Instruction & Assessment AUGUST



Fest

Handwriting Standards

Form and ProductionHW.4.2 Maintain legibility in manuscript writing.

HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application

HW.4.4 Know and apply grade-level handwriting skills a. Choose handwriting or keyboarding as appropriate for the task and audience.



Standards Calendar Pacing for Instruction & Assessment SEPTEMBER

SEPTEMBER



MASTERY WRITING STANDARDS W.4.3.Write narratives to develop real or imaginedexperiences or events using effective technique, descriptivedetails, and clear event sequences.a. Orient the reader by establishing a situation and introducinga narrator and/or characters; organize an event sequence thatunfolds naturally.b. Use dialogue and description to develop experiences andevents or show the responses of characters to situations.c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. W.4.9. Draw evidence from literary or informational texts tosupport analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g.,“Describe in depth a character, setting, or event in a story ordrama, drawing on specific details in the text [e.g., acharacter’s thoughts, words, or actions].”).

READING STANDARDS

MASTERY STANDARDS:RL.4.1. Refer to details and examples in a text when explainingwhat the text says explicitly and when drawing inferences fromthe text.RL.4.3. Describe in depth a character, setting, or event in astory or drama, drawing on specific details in the text (e.g., acharacter’s thoughts, words, or actions).RI.4.1. Refer to details and examples in a text when explainingwhat the text says explicitly and when drawing inferences fromthe text.RF.4.4. Read with sufficient accuracy and fluency to supportcomprehension.a. Read grade level text with purpose and understanding.‐

September 7 – All Schools Dismissed - Labor DaySeptember 17 – Late ArrivalSeptember 24 – Interim Reports Sent to Parents




SEPTEMBER


Language Arts Standards

Mastery Language Arts Standards:

L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.a. Use relative pronouns (who, whose, whom, which, that)and relative adverbs (where, when, why).b. Form and use the progressive (e.g., I was walking; I amwalking; I will be walking) verb tenses.f. Produce complete sentences, recognizing and correctinginappropriate fragments and run‐ons.*L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.b. Use commas and quotation marks to mark direct speech andquotations from a text.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely.*b. Choose punctuation for effect.*L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.b. Use common, grade‐appropriate Greek and Latin affixes androots as clues to the meaning of a word (e.g., telegraph,photograph, autograph).L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.c. Demonstrate understanding of words by relating them totheir opposites (antonyms) and to words with similar but notidentical meanings (synonyms).


Mastery Speaking and Listening Standards:

SL.4.1. Engage effectively in a range of collaborativediscussions (one‐on‐one, in groups, and teacher‐led) withdiverse partners on grade 4 topics and texts, building onothers’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studiedrequired material; explicitly draw on that preparation andother information known about the topic to explore ideasunder discussion.b. Follow agreed‐upon rules for discussions and carry outassigned roles.SL.4.2.Paraphrase portions of a text read aloud or informationpresented in diverse media and formats, including visually,quantitatively, and orally.SL.4.4. Report on a topic or text, tell a story, or recount anexperience in an organized manner, using appropriate factsand relevant, descriptive details to support main ideas orthemes; speak clearly at an understandable pace.


days




SEPTEMBER


Use the four operations with whole numbers to solve problems.

4.OA.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.

Gain familiarity with factors and multiples.

4.OA.3 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.





September

Generalize place value understanding for multi-digit whole numbers.

4NBT.1 Recognize that in a multi-digit whole number, a digit in one placerepresents ten times what it represents in the place to its right. Forexample, recognize that 700 ÷ 70 = 10 by applying concepts of place valueand division.4NBT.2 Read and write multi-digit whole numbers using base-ten numerals,number names, and expanded form. Compare two multi-digit numbersbased on meanings of the digits in each place, using >, =, and <symbols to record the results of comparisons.4NBT.3. Use place value understanding to round multi-digit whole numbers toany place.

Use place value understanding and properties of operations to performmulti-digit arithmetic.

4NBT.4 Fluently add and subtract multi-digit whole numbers using thestandard algorithm.






SEPTEMBER



4.GEA. 9- A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.

4.GE.B.10-The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio.

4.GE.C.12 -People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio and the United States.

Technology StandardsCommon Sense Unit 2: Lesson 1

• Understand the functions of passwords

• Identify strategies for creating and protecting secure passwords

• Create their own secure passwords using the lesson guidelines

Ohio Science Standards

Physical Science (PS) August-NovemberTopic: Electricity, Heat and MatterThis topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they relate to heat and electrical energy. The total amount of matter is conserved when it undergoes a change.












Perceiving/Knowing (PE)

Use sensory details and descriptive language to identify and describe universal themes, subject matter and ideas expressed across arts disciplines.







Compare and contrast art forms, techniques and functions and artistic styles from a variety of cultures and historical periods.





Handwriting StandardsForm and ProductionHW.4.2 Maintain legibility in manuscript writing. HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or keyboarding as appropriate for the task

and audience.

ProductionKB.4.1 Use a keyboard to create written documentsa. Consistently use the home keys.Consistently type words and sentences with punctuation without

looking at the keyboard.Type special characters ($, #, *, etc.) as needed with proper finger strokes, including little finger on the Shift key.

KB.4.2 Demonstrate an understanding of proper spacing in electronic text. Use the spacebar and Tab key as appropriate for the deliberate

spacing of typed text.Recognize the space differences (kerning) between common typefaces (e.g., Arial versus Times New Roman).

Word ProcessingKB.4.3 Know and apply grade-level keyboarding skills.a. Use keyboarding skills for a variety of class work.b. Type at least one page in a single setting.KB.4.4 Demonstrate beginning knowledge of word processing skills to produce written text. a. Transfer hand-written work into a typed document.b. Use menu and ruler formatting tools to change margins.c. Use menu-driven commands to change paragraph settings

(justification, indentation, line spacing).d. Use Spell Check and Thesaurus in electronic documents.



Standards Calendar Pacing for Instruction & Assessment OCTOBER


Reading Standards

Mastery Standards:RL.4.6. Compare and contrast the point of view from whichdifferent stories are narrated, including the differencebetween first‐ and third‐person narrations.RI.4.6. Compare and contrast a firsthand and secondhandaccount of the same event or topic; describe the differences infocus and the information provided.RI.4.9. Integrate information from two texts on the same topicin order to write or speak about the subject knowledgeably.RF.4.3. Know and apply grade‐level phonics and word analysisskills in decoding words.a. Use combined knowledge of all letter‐soundcorrespondences, syllabication patterns, and morphology (e.g.,roots and affixes) to read accurately unfamiliar multisyllabicwords in context and out of context.RF.4.4. Read with sufficient accuracy and fluency to supportcomprehension.a. Read grade‐level text with purpose and understanding.

Writing Standards

Mastery Standards:W.4.3.Write narratives to develop real or imaginedexperiences or events using effective technique, descriptivedetails, and clear event sequences.a. Orient the reader by establishing a situation and introducinga narrator and/or characters; organize an event sequence thatunfolds naturally.b. Use dialogue and description to develop experiences andevents or show the responses of characters to situations.c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. W.4.9. Draw evidence from literary or informational texts tosupport analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g.,“Describe in depth a character, setting, or event in a story ordrama, drawing on specific details in the text [e.g., acharacter’s thoughts, words, or actions].”).

October 7 – Late ArrivalOctober 15 – All Schools Dismissed - Fairfield County Fair October 16 – All Schools Dismissed - Fairfield County FairOctober 23-- End of Grading Period






SL.4.1. Engage effectively in a range of collaborativediscussions (one‐on‐one, in groups, and teacher‐led) withdiverse partners on grade 4 topics and texts, building onothers’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studiedrequired material; explicitly draw on that preparation andother information known about the topic to explore ideasunder discussion.b. Follow agreed‐upon rules for discussions and carry outassigned roles.SL.4.2.Paraphrase portions of a text read aloud or informationpresented in diverse media and formats, including visually,quantitatively, and orally.SL.4.4. Report on a topic or text, tell a story, or recount anexperience in an organized manner, using appropriate factsand relevant, descriptive details to support main ideas orthemes; speak clearly at an understandable pace.

Mastery Language Standards:

L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.a. Use relative pronouns (who, whose, whom, which, that)and relative adverbs (where, when, why).b. Form and use the progressive (e.g., I was walking; I amwalking; I will be walking) verb tenses.f. Produce complete sentences, recognizing and correctinginappropriate fragments and run‐ons.*L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.b. Use commas and quotation marks to mark direct speech andquotations from a text.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely.*b. Choose punctuation for effect.*L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.b. Use common, grade‐appropriate Greek and Latin affixes androots as clues to the meaning of a word (e.g., telegraph,photograph, autograph).L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.c. Demonstrate understanding of words by relating them totheir opposites (antonyms) and to words with similar but notidentical meanings (synonyms).






Major Standards, 70% Supporting Standards, 20% Additional Standards, 10% - emphasis on PARCC

Assessments




4.OA.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 asmany as 5. Represent verbal statements of multiplicative comparisonsas multiplication equations.4.OA.2 Multiply or divide to solve word problems involving multiplicativecomparison, e.g., by using drawings and equations with a symbolfor the unknown number to represent the problem, distinguishingmultiplicative comparison from additive comparison.14.OA.3 Solve multistep word problems posed with whole numbers and havingwhole-number answers using the four operations, including problemsin which remainders must be interpreted. Represent these problemsusing equations with a letter standing for the unknown quantity.Assess the reasonableness of answers using mental computation andestimation strategies including rounding.



Gain familiarity with factors and multiples

4.OA.4. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of agiven one-digit number

Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.NBT.5 Multiply a whole number of up to four digits by a one-digit wholenumber, and multiply two two-digit numbers, using strategies basedon place value and the properties of operations. Illustrate and explainthe calculation by using equations, rectangular arrays, and/or areamodels.

Solve problems involving measurement and conversion of measurementsfrom a larger unit to a smaller unit.

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular roomgiven the area of the flooring and the length, by viewing the area formulaas a multiplication equation with an unknown factor.













4.GE.C.12 -People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio and the United States.

4HI.A.1- The order of significant events in Ohio and the United States can be shown on a timeline.

4.HIA.2 -Primary and secondary sources can be used to create historical narratives.

4.HIB.3- Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict.





Standards Calendar Pacing for Instruction & Assessmen OCTOBER



Perceiving/Knowing (PE)

Use sensory details and descriptive language to identify and describe universal themes, subject matter and ideas expressed across arts disciplines.







Compare and contrast art forms, techniques and functions and artistic styles from a variety of cultures and historical periods.






and audience.










Standards Calendar Pacing for Instruction & Assessment NOVEMBER


Reading Standards

Mastery Standards:

RL.4.2. Determine a theme of a story, drama, or poem fromdetails in the text; summarize the text.

RL.4.3. Describe in depth a character, setting, or event in astory or drama, drawing on specific details in the text (e.g., acharacter’s thoughts, words, or actions).

RL.4.5. Explain major differences between poems, drama, andprose, 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 writingor speaking about a text.

RL.47. Make connections between the text of a story or dramaand a visual or oral presentation of the text, identifying whereeach version reflects specific descriptions and directions in thetext.

RF.4.4. Read with sufficient accuracy and fluency to supportcomprehension.b. Read grade‐level prose and poetry orally with accuracy,appropriate rate, and expression.

Writing Standards

W.4.2. Write informative/explanatory texts to examine a topicand convey ideas and information clearly.a. Introduce a topic clearly and group related information inparagraphs and sections; include formatting (e.g., headings),illustrations, and multimedia when useful to aidingcomprehension.b. Develop the topic with facts, definitions, concrete details,quotations, or other information and examples related to thetopic.c. Link ideas within categories of information using words andphrases (e.g., another, for example, also, because).d. Use precise language and domain‐specific vocabulary toinform about or explain the topic.e. Provide a concluding statement or section related to theinformation or explanation presented.

W.4.7. Conduct short research projects that build knowledgethrough investigation of different aspects of a topic.

W.4.9. Draw evidence from literary or informational texts tosupport analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g.,“Describe in depth a character, setting, or event in a story ordrama, drawing on specific details in the text [e.g., acharacter’s thoughts, words, or actions].”).

November 6 – Elementary Students Dismissed – Parent/Teacher Conf.November 11 – Late ArrivalNovember 25 - All Students Dismissed - Parent/Teacher Conferences November 26 & 27 - All Schools Dismissed -Thanksgiving Holiday


Lancaster City Schools GRADE 4 Standards Calendar

Pacing for Instruction & Assessment NOVEMBER




SL.4.1. Engage effectively in a range of collaborativediscussions (one‐on‐one, in groups, and teacher‐led) withdiverse partners on grade 4 topics and texts, building onothers’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studiedrequired material; explicitly draw on that preparation andother information known about the topic to explore ideasunder discussion.

b. Follow agreed‐upon rules for discussions and carry outassigned roles.

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

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.



L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.c. Use modal auxiliaries (e.g., can, may, must) to conveyvarious conditions.d. Order adjectives within sentences according to conventionalpatterns (e.g., a small red bag rather than a red small bag).e. Form and use prepositional phrases.i. Produce simple, compound, and complex sentences.L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.b. Use commas and quotation marks to mark direct speech andquotations from a text.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely.*b. Choose punctuation for effect.*L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.b. Use common, grade‐appropriate Greek and Latin affixes androots as clues to the meaning of a word (e.g., telegraph,photograph, autograph).L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.a. Explain the meaning of simple similes and metaphors (e.g.,as pretty as a picture) in context.







AssessmentsMath Learning Standards



4.OA.2 Multiply or divide to solve word problems involving multiplicativecomparison, e.g., by using drawings and equations with a symbolfor the unknown number to represent the problem, distinguishingmultiplicative comparison from additive comparison.1

4.OA.3 Solve multistep word problems posed with whole numbers and havingWhole-number answers using the four operations, including problemsin which remainders must be interpreted. Represent these problemsusing equations with a letter standing for the unknown quantity.Assess the reasonableness of answers using mental computation andestimation strategies including rounding.

Gain familiarity with factors and multiples.

4.OA.4-2 Determine whether a given whole number inthe range 1–100 is prime or composite.


Use place value understanding and properties of operations to performmulti-digit arithmetic.

4.NBT.5 Multiply a whole number of up to four digits by a one-digit wholenumber, and multiply two two-digit numbers, using strategies basedon place value and the properties of operations. Illustrate and explainthe calculation by using equations, rectangular arrays, and/or areamodels.

4.NBT.6 Find whole-number quotients and remainders with up to four-digitdividends and one-digit divisors, using strategies based on placevalue, the properties of operations, and/or the relationship betweenmultiplication and division. Illustrate and explain the calculation byusing equations, rectangular arrays, and/or area models.












Move on to December Standards if finished.



4.HIB.3- Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict.

4.HI.B.4- The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.

4.HI.B.5. The Northwest Ordinance established a process for the creation of new states and specified democratic ideals to be incorporated in the states of the Northwest Territory.

TECHNOLOGY STANDARDSCommon Sense Unit 2: Lesson 2

establish expectations and norms for the group related to appropriate online behavior.

participate resonsibly and respectfully in an online community.

collaborate on a classroom motto about digital citizenship.







Strand Perceiving/Knowing (PE) (Artist names are hyper linked. If you hold Control and then right click on mouse)4PE Identify and describe how artists from various cultural and ethnic groups have impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely recognized artists.

William Jacob Baer , painter

George Bellows , painter (Columbus)**

Charles E. Burchfield, painter (Ashtabula Harbor)

Milton Caniff, cartoonist (Hillsboro)

Joseph DeCamp, painter (Cincinnati)

Jim Dine, painter, sculptor (Cincinnati)**

John R. Ellis, animator (Wilmington)

Carl Gaertner, painter (Cleveland)

Ann Hamilton, artist (Lima)

Robert Henri, painter (Cincinnati)

Maya Lin, sculptor (Athens)**

Mike Parobeck, cartoonist (Lancaster)**Robert E. L. Rainey , artist (North Canton)

Christopher Ries, sculptor (Columbus)

Aminah Robinson , artist (Columbus)**

Herb Roe , painter (Portsmouth)

Alice Schille , painter (Columbus)

Fred Schrier , comic book artist (Kirtland)

Dave Sheridan , comic book artist (Cleveland)

Howard Dwight Smith, architect (Dayton)**

Lily Martin Spencer , painter (Avondale/Marietta)

Tom Tsuchiya , sculptor (Cincinnati)

John Henry Twachtman , painter (Cincinnati)

Worthington Whittredge , painter (Springfield)

(Artist names are hyper linked. If you hold Control and then right click on mouse)

4PE Identify and describe how artists from various cultural and ethnic groups have impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely recognized artists.

Jenny Holzer, conceptual artist (Gallipolis)**

Joseph Kosuth, conceptual artist (Toledo)


Mike Parobeck, cartoonist (Lancaster)**

Tom Wesselmann , pop artist (Cincinnati)

Clarence White , photographer (Newark)

PE Link ideas in and design of works of art to the emotions and moods expressed in them.

Identify specific emotion/mood in artwork

Determine and describe the visual clues that portray the emotion/mood (such as color, image arrangement, et cetera)

6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other people).



http://en.wikipedia.org/wiki/William_Jacob_Baer

http://en.wikipedia.org/wiki/George_Bellows

http://en.wikipedia.org/wiki/Charles_E._Burchfield

http://en.wikipedia.org/wiki/Joseph_DeCamp

http://en.wikipedia.org/wiki/Jim_Dine

http://en.wikipedia.org/wiki/John_R._Ellis

http://en.wikipedia.org/wiki/Carl_Gaertner

http://en.wikipedia.org/wiki/Ann_Hamilton_%28artist%29

http://en.wikipedia.org/wiki/Robert_Henri

http://en.wikipedia.org/wiki/Maya_Lin

http://en.wikipedia.org/wiki/Robert_E._L._Rainey

http://en.wikipedia.org/wiki/Aminah_Robinson

http://en.wikipedia.org/wiki/Herb_Roe

http://en.wikipedia.org/wiki/Alice_Schille

http://en.wikipedia.org/wiki/Fred_Schrier

http://en.wikipedia.org/wiki/Dave_Sheridan_%28artist%29

http://en.wikipedia.org/wiki/Lily_Martin_Spencer

http://en.wikipedia.org/wiki/Tom_Tsuchiya

http://en.wikipedia.org/wiki/John_Henry_Twachtman

http://en.wikipedia.org/wiki/Worthington_Whittredge

http://en.wikipedia.org/wiki/Jenny_Holzer

http://en.wikipedia.org/wiki/Joseph_Kosuth


http://en.wikipedia.org/wiki/Tom_Wesselmann

http://en.wikipedia.org/wiki/Clarence_White





17 Instructional Days

Handwriting Standards

Form and ProductionHW.4.2 Maintain legibility in manuscript writing. HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or keyboarding as appropriate for the task

and audience.Production

KB.4.1 Use a keyboard to create written documentsa. Consistently use the home keys.Consistently type words and sentences with punctuation without








Standards Calendar Pacing for Instruction & Assessment DECEMBER


Reading Standards

Mastery Standards:

RL.4.2. Determine a theme of a story, drama, or poem fromdetails in the text; summarize the text.



RL.4.7. Make connections between the text of a story or dramaand a visual or oral presentation of the text, identifying whereeach version reflects specific descriptions and directions in thetext.


Writing Standards:




December 3 – Interim Reports Sent to ParentsDecember 8 – Late ArrivalDecember 21 – January 1 - All Schools Dismissed - Holiday Vacation





Language Arts Standards:



c. Pose and respond to specific questions to clarify or follow upon information, and make comments that contribute to thediscussion and link to the remarks of others.

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

SL.4.4. Report on a topic or text, tell a story, or recount anexperience in an organized manner, using appropriate factsand relevant, descriptive details to support main ideas orthemes; speak clearly at an understandable pace.



L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.c. Use modal auxiliaries (e.g., can, may, must) to conveyvarious conditions.d. Order adjectives within sentences according to conventionalpatterns (e.g., a small red bag rather than a red small bag).e. Form and use prepositional phrases.i. Produce simple, compound, and complex sentences.

L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.b. Use commas and quotation marks to mark direct speech andquotations from a text.

L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely.*b. Choose punctuation for effect.*

L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.b. Use common, grade‐appropriate Greek and Latin affixes androots as clues to the meaning of a word (e.g., telegraph,photograph, autograph).

L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.a. Explain the meaning of simple similes and metaphors (e.g.,as pretty as a picture) in context.







AssessmentsMath Learning Standards

Mathematical Practices1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.NBT.6 Find whole-number quotients and remainders with up to four-digitdividends and one-digit divisors, using strategies based on placevalue, the properties of operations, and/or the relationship betweenmultiplication and division. Illustrate and explain the calculation byusing equations, rectangular arrays, and/or area models.Extend understanding of fraction equivalence and ordering. 4.NF.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 andsize of the parts differ even though the two fractions themselves arethe same size. Use this principle to recognize and generate equivalentfractions.4.NF.2 Compare two fractions with different numerators and differentdenominators, e.g., by creating common denominators or numerators,or by comparing to a benchmark fraction such as 1/2. Recognize thatcomparisons are valid only when the two fractions refer to the samewhole. Record the results of comparisons with symbols >, =, or <, andjustify the conclusions, e.g., by using a visual fraction model.

Build fractions from unit fractions by applying and extendingprevious understandings of operations on whole numbers.

4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.a. Understand addition and subtraction of fractions as joining andseparating parts referring to the same whole.

b. Decompose a fraction into a sum of fractions with thesame denominator in more than one way, recording eachdecomposition by an equation. Justify decompositions, e.g., byusing 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.

c. Add and subtract mixed numbers with like denominators, e.g., byreplacing each mixed number with an equivalent fraction, and/orby using properties of operations and the relationship betweenaddition and subtraction.

d. Solve word problems involving addition and subtractionof fractions referring to the same whole and having likedenominators, e.g., by using visual fraction models and equationsto represent the problem.

4.NF.1, 2, and 3 are meant to continue into January.








Earth and Space Science (ESS) November-FebruaryTopic: Earth’s SurfaceThis topic focuses on the variety of processes that shape and reshape Earth’s surface.Earth’s surface has specific characteristics and landforms that can be identified.

The surface of Earth changes due to weathering.

The surface of Earth changes due to erosion and deposition.

Content Statement: The surface of Earth changes due to weathering.

Rocks change shape, size and/or form due to water or ice movement, freeze and thaw, wind, plant growth, gases in the air, pollution and catastrophic events such as earthquakes, mass wasting, flooding and volcanic activity. (Note: the ice movement refers to large bodies of ice, such as glaciers that can break large rocks into small ones) Concepts:Different types of rock weather at different rates due to specific characteristics of the rock and the exposure to weathering factors (e.g., freezing/thawing, wind, water). Weathering is defined as a group of processes that change rock at or near Earth’s surface. Some weathering processes take a long time to occur, while some weathering processes occur quickly.

The weathering process must be observed in nature, through classroom experimentation or virtually. Seeing tree roots fracturing. bedrock or the effect of years of precipitation on a marble statue can illustrate ways that rocks change shape over time. Investigations can include classroom simulations, laboratory testing and field observations.



4.HI.B.4- The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.

4.HI.B.5. The Northwest Ordinance established a process for the creation of new states and specified democratic ideals to be incorporated in the states of the Northwest Territory.

4.HI.B.6-The inability to resolve standing issues with Great Britain and ongoing conflicts with American Indians led the United States into the War of 1812. Victory in the Battle of Lake Erie contributed to American success in the war. (Not on PBA)

SECOND STEP – one lesson per week

TECHNOLOGY STANDARDS

Common Sense Standards Unit 2: Lesson 3

define what spam is.

explore strategies for safely managing unwanted messages.

identify different forms of spam.




Standards Calendar Pacing for Instruction & Assessment December




and audience.









Standards Calendar Pacing for Instruction & Assessment JANUARY


Reading Standards

Mastery Standards:

RI.4.2. Determine the main idea of a text and explain how it issupported by key details; summarize the text.

RI.4.3. Explain events, procedures, ideas, or concepts in ahistorical, scientific, or technical text, including what happenedand why, based on specific information in the text.

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.

RI.4.7. Interpret information presented visually, orally, orquantitatively (e.g., in charts, graphs, diagrams, time lines,animations, or interactive elements on Web pages) and explainhow the information contributes to an understanding of thetext in which it appears.

RF.4.3. Know and apply grade‐level phonics and word analysisskills in decoding words.a. Use combined knowledge of all letter‐soundcorrespondences, syllabication patterns, and morphology (e.g.,roots and affixes) to read accurately unfamiliar multisyllabicwords in context and out of context.

Writing Standards



W.4.9. Draw evidence from literary or informational texts tosupport analysis, reflection, and research.b. Apply grade 4 Reading standards to informational texts(e.g., “Explain how an author uses reasons and evidence tosupport particular points in a text”).

January 14 – Late ArrivalJanuary 15 - End of Grading Period/First SemesterJanuary 18 - All Schools Dismissed - Martin Luther King Day








c. Pose and respond to specific questions to clarify or follow upon information, and make comments that contribute to thediscussion and link to the remarks of others.

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




L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.c. Use modal auxiliaries (e.g., can, may, must) to conveyvarious conditions.d. Order adjectives within sentences according to conventionalpatterns (e.g., a small red bag rather than a red small bag).e. Form and use prepositional phrases.i. Produce simple, compound, and complex sentences.L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.c. Use a comma before a coordinating conjunction in acompound sentence.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.c. Differentiate between contexts that call for formal English(e.g., presenting ideas) and situations where informaldiscourse is appropriate (e.g., small‐group discussion).L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.c. Consult reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find the pronunciationand determine or clarify the precise meaning of key words andphrases.L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.a. Explain the meaning of simple similes and metaphors (e.g.,as pretty as a picture) in context.







Assessments



Extend understanding of fraction equivalence and ordering.

4.NF.2 Compare two fractions with different numerators and differentdenominators, e.g., by creating common denominators or numerators,or by comparing to a benchmark fraction such as 1/2. Recognize thatcomparisons are valid only when the two fractions refer to the samewhole. Record the results of comparisons with symbols >, =, or <, andjustify the conclusions, e.g., by using a visual fraction model.

Build fractions from unit fractions by applying and extendingprevious understandings of operations on whole numbers.

4NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.a. Understand addition and subtraction of fractions as joining andseparating parts referring to the same whole.b. Decompose a fraction into a sum of fractions with thesame denominator in more than one way, recording eachdecomposition by an equation. Justify decompositions, e.g., byusing 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.c. Add and subtract mixed numbers with like denominators, e.g., byreplacing each mixed number with an equivalent fraction, and/orby using properties of operations and the relationship betweenaddition and subtraction.d. Solve word problems involving addition and subtractionof fractions referring to the same whole and having likedenominators, e.g., by using visual fraction models and equationsto represent the problem.

4NF.4. Apply and extend previous understandings of multiplication tomultiply a fraction by a whole number.a. Understand a fraction a/b as a multiple of 1/b. For example, usea visual fraction model to represent 5/4 as the product 5 × (1/4),recording the conclusion by the equation 5/4 = 5 × (1/4).b. Understand a multiple of a/b as a multiple of 1/b, and use thisunderstanding to multiply a fraction by a whole number. Forexample, 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.)c. Solve word problems involving multiplication of a fraction by awhole number, e.g., by using visual fraction models and equationsto represent the problem. For example, if each person at a party willeat 3/8 of a pound of roast beef, and there will be 5 people at theparty, how many pounds of roast beef will be needed? Between whattwo whole numbers does your answer lie?
















4.HI.B.6-The inability to resolve standing issues with Great Britain and ongoing conflicts with American Indians led the United States into the War of 1812. Victory in the Battle of Lake Erie contributed to American success in the war. (Not on PBA)

4.HI.B.7-Sectional Issues divided the United States after the War of 1812. Ohio played a key role in these issues, particularly with the anti-slavery movement and the Underground Railroad. (Not on PBA)

4.GO.A.15- Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and the United States.

4.GO.A.16- Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.

4.GO.A.17- Effective participants in a democratic society engage in compromise.

SECOND STEP – one lesson per week

Technology StandardsCommon Sense Standards Unit 2: Lesson 4

explain the value of giving proper citations.

name the components of an MLA style citation for different types of websites.

create MLA style citations for online articles and professional sites.




Standards Calendar Pacing for Instruction & Assessment

January




and audience.









Standards Calendar Pacing for Instruction & Assessment FEBRUARY


Reading Standards

Mastery Standards



RL.47. Make connections between the text of a story or dramaand a visual or oral presentation of the text, identifying whereeach version reflects specific descriptions and directions in thetext.


Writing Standards

W.4.1. Write opinion pieces on topics or texts, supporting apoint of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, andcreate an organizational structure in which related ideas are grouped to support the writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).d. Provide a concluding statement or section related to theopinion presented.


W.4.9. Draw evidence from literary or informational texts tosupport analysis, reflection, and research.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”).

February 15 - All Schools Dismissed - Presidents’ DayFebruary 18 – Interim Reports Sent to Parents







SL.4.1. Engage effectively in a range of collaborativediscussions (one‐on‐one, in groups, and teacher‐led) withdiverse partners on grade 4 topics and texts, building onothers’ ideas and expressing their own clearly.c. Pose and respond to specific questions to clarify or follow upon information, and make comments that contribute to thediscussion and link to the remarks of others.d. Review the key ideas expressed and explain their own ideasand understanding in light of the discussion.

SL.4.3. Identify the reasons and evidence a speaker provides tosupport particular points.



Mastery Language Arts Standards:L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.f. Produce complete sentences, recognizing and correctinginappropriate fragments and run‐ons.*g. Correctly use frequently confused words (e.g., to, too, two;there, their).*h. Use coordinating and subordinating conjunctions.L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.c. Use a comma before a coordinating conjunction in acompound sentence.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.c. Differentiate between contexts that call for formal English(e.g., presenting ideas) and situations where informaldiscourse is appropriate (e.g., small‐group discussion).L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.c. Consult reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find the pronunciationand determine or clarify the precise meaning of key words andphrases.L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.b. Recognize and explain the meaning of common idioms,adages, and proverbs.







Assessments



Understand decimal notation for fractions, and compare decimalfractions.

4NF.5 Express a fraction with denominator 10 as an equivalent fraction withdenominator 100, and use this technique to add two fractions withrespective denominators 10 and 100.4 For example, express 3/10 as30/100, and add 3/10 + 4/100 = 34/100.

4NF.6 Use decimal notation for fractions with denominators 10 or 100. Forexample, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate0.62 on a number line diagram.

4NF.7 Compare two decimals to hundredths by reasoning about their size.Recognize that comparisons are valid only when the two decimals refer tothe same whole. Record the results of comparisons with the symbols >, =,or <, and justify the conclusions, e.g., by using a visual model

Solve problems involving measurement and conversion of measurementsfrom a larger unit to a smaller unit

4.MD.1 Know relative sizes of measurement units within one system of unitsincluding km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single systemof measurement, express measurements in a larger unit in terms of asmaller unit. Record measurement equivalents in a two- column table. Forexample, know that 1 ft is 12 times as long as 1 in. Express the length of a 4ft snake as 48 in. Generate a conversion table for feet and inches listing thenumber pairs (1, 12), (2, 24), (3, 36), ...

4MD.2. Use the four operations to solve word problems involving distances,intervals of time, liquid volumes, masses of objects, and money, includingproblems involving simple fractions or decimals, and problems that requireexpressing measurements given in a larger unit in terms of a smaller unit.Represent measurement quantities using diagrams such as number linediagrams that feature a measurement scale.














Move on to March Standards if finished.



4.GO.A.16- Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.

4.GO.A.17- Effective participants in a democratic society engage in compromise.

4.GO.B.18- Laws can protect rights, provide benefits and assign responsibilities.

4.GO.B.19- The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed in the First Amendment. 4.GO.C20- A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio and the United States 4.GO.C21-. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.


Technology Standards

Common Sense Standards Unit 2: Lesson 5

recognize that photos can be altered digitally, and consider the upsides and downsides of this practice.

discuss how photo alteration can distort our perceptions and affect our self-image.

analyze how advertising uses photo alteration to help sell products.







Producing/Performing (PR

Identify, select and vary art materials, tools and processes to achieve desired results in their artwork.

Student makes specific choices when making art

Student explains/justifies the specific choices

Experiment with art materials by using them in unexpected and creative ways to express ideas and convey meaning.

Student experiments with art media, considering alternate methods (such as: what can be used as a paintbrush that might not be a paintbrush) and multi-media (mixing such as marker on top of paint) options

Generate ideas and employ a variety of strategies to solve visual problems.

Student brainstorms and sketches (informal, practice drawings) before beginning an artwork as planning and continues when needing direction during the process of artmaking

Demonstrate motivation, independence and persistence during studio practices to complete artworks. See 1-3PR, above

5PR Combine the elements and principles of art and design to create visually effective compositions in original works of art.

Elements of Art: line, shape (2:D: square, rectangle, triangle, circle), form (3-D: cube, cone, pyramid, sphere) space (near/far, positive and negative), texture (actual: how does is feel or implied: LOOK like it would feel), color (primary: red, yellow, blue; secondary: orange, green, violet), value (amount of dark and light)

Principles of Art: Emphasis (focal point—what’s the “main part”), Pattern, Movement (what path do your eyes travel around the work), Balance (formal/symmetrical—same on both sides, informal/asymmetrical—different on each side)

Student identifies the Elements and Principles of Art in completed compositions

6PR Demonstrate technical skill through the integration of common processes and topics from other subject areas.




Standards Calendar Pacing for Instruction & Assessment February




and audience.









Standards Calendar Pacing for Instruction & Assessment MARCH


August 14-15 – PD InstituteAugust 20 – General, Building and Staff InserviceAugust 21 – Teacher Work DayAugust 21 – Board of Education MeetingAugust 22 – First Day of School for Students (Grades K-9 ONLY)August 22 – Students Dismissed (Grades 10, 11, 12 ONLY)

8 instructional days

Reading Standards

Mastery Standards:

RL.4.3. Describe in depth a character, setting, or event in astory or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

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.

RL.47. 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.

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

b. Read grade‐level prose and poetry orally with accuracy,appropriate rate, and expression.

Writing Standards

Mastery Writing Standards:

W.4.1. Write opinion pieces on topics or texts, supporting apoint of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, andcreate an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details

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

d. Provide a concluding statement or section related to theopinion presented.

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

W.4.9. Draw evidence from literary or informational texts tosupport analysis, reflection, and research.

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”).

March 18-- End of Grading PeriodMarch 24 – 29 – All Schools Dismissed – Spring Break/Good Friday


Lancaster City Schools

GRADE 4 Standards Calendar

Pacing for Instruction & Assessment MARCH






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


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


Mastery Language Standards:L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.f. Produce complete sentences, recognizing and correctinginappropriate fragments and run‐ons.*g. Correctly use frequently confused words (e.g., to, too, two;there, their).*h. Use coordinating and subordinating conjunctions.L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.c. Use a comma before a coordinating conjunction in acompound sentence.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.c. Differentiate between contexts that call for formal English(e.g., presenting ideas) and situations where informaldiscourse is appropriate (e.g., small‐group discussion).L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.c. Consult reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find the pronunciationand determine or clarify the precise meaning of key words andphrases.L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.b. Recognize and explain the meaning of common idioms,adages, and proverbs.





Pacing for Instruction & Assessment MARCH





Assessments



Solve problems involving measurement and conversion of measurementsfrom a larger unit to a smaller unit

4.MD.1 Know relative sizes of measurement units within one system of unitsincluding km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single systemof measurement, express measurements in a larger unit in terms of asmaller unit. Record measurement equivalents in a two- column table. Forexample, know that 1 ft is 12 times as long as 1 in. Express the length of a 4ft snake as 48 in. Generate a conversion table for feet and inches listing thenumber pairs (1, 12), (2, 24), (3, 36), ...

4MD.2. Use the four operations to solve word problems involving distances,intervals of time, liquid volumes, masses of objects, and money, includingproblems involving simple fractions or decimals, and problems that requireexpressing measurements given in a larger unit in terms of a smaller unit.Represent measurement quantities using diagrams such as number linediagrams that feature a measurement scale.


4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular roomgiven the area of the flooring and the length, by viewing the area formulaas a multiplication equation with an unknown factor.

Represent and interpret data.

4MD.4. Make a line plot to display a data set of measurements in fractions of a unit(., ., 1/8). Solve problems involving addition and subtraction of fractionsby using information presented in line plots. For example, from a line plotfind and interpret the difference in length between the longest and shortestspecimens in an insect collectionSolve problems involving measurement and conversion of measurementsfrom a larger unit to a smaller unit.

Generate and analyze patterns.

4OA.5. Generate a number or shape pattern that follows a given rule. Identifyapparent features of the pattern that were not explicit in the rule itself. Forexample, given the rule “Add 3” and the starting number 1, generate termsin the resulting sequence and observe that the terms appear to alternatebetween odd and even numbers. Explain informally why the numbers willcontinue to alternate in this way.









Ohio Science StandardsLife Science (LS) February-April Topic: Earth’s Living HistoryThis topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

Fossils can be compared to one another and to present-day organisms according to their similarities and differences.

Content Statement:Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

Ecosystems can change gradually or dramatically. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. An animal’s patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment.Concepts:Ecosystems are based on interrelationships among and between biotic and abiotic factors. Ohio has experienced various weather patterns. Some parts of Ohio hosted glaciers and other parts of Ohio were submerged with water. Ecosystems can change rapidly (e.g., volcanoes, earthquakes, or fire) or very slowly (e.g., climate change). Major changes over a short period of time can have a significant impact on the ecosystem and the populations of plants and animals living there. The changes that occur in the plant and animal populations can impact access to resources for the remaining organisms, which may result in migration or death. The fossil record provides evidence for changes in populations of species.

Researching and investigating specific areas in Ohio (e.g., Cedar Bog, Lake Erie,

Hocking Hills, Caesar Creek, Kelly’s Island) via field studies, virtual field trips or other references must be used to explore the relationships between previous environments, changes that have occurred in the environments and the species that lived there.

Note: Grade 4 ES focuses on changes to Earth’s surface due to erosion, deposition of soil, rock sediment, flooding, volcanoes and earthquakes that can be taught along with this content.


(Science Continued)

field trips or other references must be used to explore the relationships between previous environments, changes that have occurred in the environments and the species that lived there.



4.GO.B.19- The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed in the First Amendment. 4.GO.C20- A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio and the United States 4.GO.C21-. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches. 4.EC.A.22- Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Charts organize information in a variety of visual formats (pictures, diagrams, graphs).

Second Step: 1 lesson per weekTechnology Standards

Common Sense Media Discussion

reflect on what it means to be brave and stand up for others offline and online.

learn to show empathy for those who have been cyberbullied.

generate multiple solutions for helping others when cyberbullying occurs.








Visual Arts StandardsProducing and Performing

1PR Identify, select and vary art materials, tools and processes to achieve desired results in their artwork.

Student makes specific choices when making art

Student explains/justifies the specific choices

2PR Experiment with art materials by using them in unexpected and creative ways to express ideas and convey meaning.

Student experiments with art media, considering alternate methods (such as: what can be used as a paintbrush that might not be a paintbrush) and multi-media (mixing such as marker on top of paint) options

3PR Generate ideas and employ a variety of strategies to solve visual problems.

Student brainstorms and sketches (informal, practice drawings) before beginning an artwork as planning and continues when needing direction during the process of artmaking

4PR Demonstrate motivation, independence and persistence during studio practices to complete artworks. See 1-3PR, above

5PR Combine the elements and principles of art and design to create visually effective compositions in original works of art.

Elements of Art: line, shape (2:D: square, rectangle, triangle, circle), form (3-D: cube, cone, pyramid, sphere) space (near/far, positive and negative), texture (actual: how does is feel or implied: LOOK like it would feel), color (primary: red, yellow, blue; secondary: orange, green, violet), value (amount of dark and light)

Principles of Art: Emphasis (focal point—what’s the “main part”), Pattern, Movement (what path do your eyes travel around the work), Balance (formal/symmetrical—same on both sides, informal/asymmetrical—different on each side)

Student identifies the Elements and Principles of Art in completed compositions

6PR Demonstrate technical skill through the integration of common processes and topics from other subject areas.





Pacing for Instruction & Assessment APRIL


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Reading Standards

Mastery Standards:

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

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

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).

RF.4.4. Read with sufficient accuracy and fluency to support comprehension.c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

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.

Writing Standards


W.4.1. Write opinion pieces on topics or texts, supporting apoint of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, andcreate an organizational structure in which related ideas aregrouped to support the writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., forinstance, in order to, in addition).d. Provide a concluding statement or section related to theopinion presented.




April 28 – Interim Reports Sent to Parents



Standards Calendar Pacing for Instruction & Assessment April



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and audience.










Standards Calendar Pacing for Instruction & Assessment APRIL



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


L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.f. Produce complete sentences, recognizing and correctinginappropriate fragments and run‐ons.*g. Correctly use frequently confused words (e.g., to, too, two;there, their).*h. Use coordinating and subordinating conjunctions.L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.c. Use a comma before a coordinating conjunction in acompound sentence.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.c. Differentiate between contexts that call for formal English(e.g., presenting ideas) and situations where informaldiscourse is appropriate (e.g., small‐group discussion).L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.c. Consult reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find the pronunciationand determine or clarify the precise meaning of key words andphrases.L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.b. Recognize and explain the meaning of common idioms,adages, and proverbs.







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Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse),and perpendicular and parallel lines. Identify these in two-dimensionalfigures.

4.G.2 Classify two-dimensional figures based on the presence or absence ofparallel or perpendicular lines, or the presence or absence of angles ofa specified size. Recognize right triangles as a category, and identifyright triangles.

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a lineacross the figure such that the figure can be folded along the lineinto matching parts. Identify line-symmetric figures and draw lines ofsymmetry.

Geometric measurement: understand concepts of angle and measureangles.

4.MD.5 Recognize angles as geometric shapes that are formed wherever tworays share a common endpoint, and understand concepts of anglemeasurement:a. An angle is measured with reference to a circle with its center at thecommon endpoint of the rays, by considering the fraction of the circulararc between the points where the two rays intersect the circle. An anglethat turns through 1/360 of a circle is called a “one-degree angle,” and canbe used to measure angles.b. An angle that turns through n one-degree angles is said to have an anglemeasure of n degrees.

4MD.6 Measure angles in whole-number degrees using a protractor. Sketch anglesof specified measure.

4MD.7 Recognize angle measure as additive. When an angle is decomposed intonon-overlapping parts, the angle measure of the whole is the sum of theangle measures of the parts. Solve addition and subtraction problemsto find unknown angles on a diagram in real world and mathematicalproblems, e.g., by using an equation with a symbol for the unknown anglemeasure.








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Life Science (LS) February-April Topic: Earth’s Living HistoryThis topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

Fossils can be compared to one another and to present-day organisms according to their similarities and differences.

Content Statement:Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

Ecosystems can change gradually or dramatically. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. An animal’s patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment.Concepts:Ecosystems are based on interrelationships among and between biotic and abiotic factors. Ohio has experienced various weather patterns. Some parts of Ohio hosted glaciers and other parts of Ohio were submerged with water. Ecosystems can change rapidly (e.g., volcanoes, earthquakes, or fire) or very slowly (e.g., climate change). Major changes over a short period of time can have a significant impact on the ecosystem and the populations of plants and animals living there. The changes that occur in the plant and animal populations can impact access to resources for the remaining organisms, which may result in migration or death. The fossil record provides evidence for changes in populations of species.

Researching and investigating specific areas in Ohio (e.g., Cedar Bog, Lake Erie, Hocking Hills, Caesar Creek, Kelly’s Island) via field studies, virtual

(Science Continued)

field trips or other references must be used to explore the relationships between previous environments, changes that have occurred in the environments and the species that lived there.


Move on to May Standards if finished


4.HI.B.8- Many technological innovations that originated in Ohio benefitted the United States.

4.GE.B.11- The regions which became known as the North, South, and West of the United States developed in the early 1800’s largely based on their physical environments and economies.

4.GE.C.13-The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, and religious characteristics). Ohio’s population has become increasingly reflective of the cultural diversity of the United States.

4.GE.C.14-Ohio’s location in the United States and its transportation systems continue to influence the movement of people, products and ideas.







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Visual ArtsResponding/Reflecting (RE)

Identify qualities that contribute to the design and meaning of their artworks and the works of others.

Describe specific visual examples of how an artist creates meaning (color, arrangement of elements…)

Develop and share their ideas, beliefs and values about art.

Guiding questions for expressing personal judgment: What is art?, What makes “good” art?, What art do you enjoy looking at?, What art do you enjoy making?, What do you not like about art?, et cetera

Recognize and describe the relationship of artworks to their social and cultural contexts.

Identify the connection between specific professional/famous artworks and the social, political, and economic climate of the time period

Discuss how artwork can influence a viewer’s thoughts and opinions

Generate criteria for discussing and assessing works of art.

Criteria should include

Description (see Elements of Art 5PR)

Visual Analysis (see Principles of Art 5PR)

Interpretation (the message/story the artist is telling a viewer)

Judgment (does the student like/dislike, why?)

5RE Refer to criteria and use art vocabulary when discussing and judging the quality of artworks.

See 4RE, above

Students should also use appropriate vocabulary when discussion relates to artmaking (such as “brushstroke”)

6RE Give and use constructive feedback to produce artworks that achieve learning goals.

Use of classroom “critique” (discussion) about specific aspects of a completed artwork (consider 4RE, above)

Rubrics completed by the student artist and teacher

Allow students to make corrections/updates/improvements to artworks after receiving feedback (from peers or teacher) and/or participating in a self-assessment




Standards Calendar Pacing for Instruction & Assessment April



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and audience.









Standards Calendar Pacing for Instruction & Assessment MAY


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Reading Standards

Mastery Standards

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

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

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significantcharacters found in mythology (e.g., Herculean).

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

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

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.

Writing Standards


W.4.1. Write opinion pieces on topics or texts, supporting apoint of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, andcreate an organizational structure in which related ideas aregrouped to support the writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., forinstance, in order to, in addition).d. Provide a concluding statement or section related to theopinion presented.




May 17 – Late ArrivalMay 26 – Last Day of School for StudentsMay 27 – Staff Records DayMay 29 – Commencement ServicesMay 30 – Memorial Day





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Language Arts Standard

Mastery Speaking and Listening Standards


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



L.4.1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.f. Produce complete sentences, recognizing and correctinginappropriate fragments and run‐ons.*g. Correctly use frequently confused words (e.g., to, too, two;there, their).*h. Use coordinating and subordinating conjunctions.L.4.2. Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.c. Use a comma before a coordinating conjunction in acompound sentence.L.4.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.c. Differentiate between contexts that call for formal English(e.g., presenting ideas) and situations where informaldiscourse is appropriate (e.g., small‐group discussion).L.4.4. Determine or clarify the meaning of unknown andmultiple‐meaning words and phrases based on grade 4 readingand content, choosing flexibly from a range of strategies.c. Consult reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find the pronunciationand determine or clarify the precise meaning of key words andphrases.L.4.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.b. Recognize and explain the meaning of common idioms,adages, and proverbs.






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Use place value understanding and properties of operations to performmulti-digit arithmetic.4.NBT.5 Multiply a whole number of up to four digits by a one-digit wholenumber, and multiply two two-digit numbers, using strategies basedon place value and the properties of operations. Illustrate and explainthe calculation by using equations, rectangular arrays, and/or areamodels.4.NBT.6 Find whole-number quotients and remainders with up to four-digitdividends and one-digit divisors, using strategies based on placevalue, the properties of operations, and/or the relationship betweenmultiplication and division. Illustrate and explain the calculation byusing equations, rectangular arrays, and/or area models.


4.OA.2 Multiply or divide to solve word problems involving multiplicativecomparison, e.g., by using drawings and equations with a symbolfor the unknown number to represent the problem, distinguishingmultiplicative comparison from additive comparison.14.OA.3 Solve multistep word problems posed with whole numbers and havingwhole-number answers using the four operations, including problemsin which remainders must be interpreted. Represent these problemsusing equations with a letter standing for the unknown quantity.Assess the reasonableness of answers using mental computation andestimation strategies including rounding

Gain familiarity with factors and multiples4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognizethat a whole number is a multiple of each of its factors. Determinewhether a given whole number in the range 1–100 is a multiple of agiven one-digit number

Represent and interpret data.

4MD.4. Make a line plot to display a data set of measurements in fractions of a unit(., ., 1/8). Solve problems involving addition and subtraction of fractionsby using information presented in line plots. For example, from a line plotfind and interpret the difference in length between the longest and shortestspecimens in an insect collection







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Health: Nutrition- April-May

Describe the structure and function of the digestive system and behaviors that will protect it.

Describe why the body needs food.

Explain the role of nutrients and fiber in a healthful diet.

Organize food according to the major nutrients they contain.

Use My Plate to classify foods into the five basic food groups.

Describe the importance of a balanced diet for overall health.

Analyze food labels to make healthful choices for meals and snacks.

Explain how the amount and food eaten influence health including body weight and stress levels.

Identify ways to prepare and handle foods safely.

Resources: McGraw Hill: chapter 5, National Dairy Council – Pyramid Exploration, - Food Smarts: My Pyramid for Kids [26:16] Nutrition Labels: Our Guides to Healthy Eating [18:00], choosemyplate.gov

Human Body: Circulatory and Respiratory Systems- April-MayDescribe the structure and function of the circulatory system and behaviors that will protect it.

Diagram and label the four chambers of the heart.

Show the relationship between increasing breathing rate and heart rate during physical activity.

Describe the structure and function of the respiratory system and behaviors that will protect it.

Explain how the circulatory and respiratory systems work together.

Resources: McGraw Hill : chapter 2, United Streaming, Skills for Success – Human Body by Carson Dellosa

Water SafetyDescribe ways to which safe and healthy school and community environments can promote personal health.

Describe ways to prevent common childhood injuries and health problems.

Describe how the school and community can support personal health practices and behaviors.

Identify safety rules to use in water.

Practice health enhancing behaviors and reduce health risks. (YMCA)

Resources: McGraw Hill pages 238 – 240

Ohio Social Studies

4.GE.C.14-Ohio’s location in the United States and its transportation systems continue to influence the movement of people, products and ideas.

4.EC.E.23- Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers.

FL 24. Saving a portion of income contributes to an individual’s financial well-being. Individuals can reduce spending to save more of their income.






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Refer to criteria and use art vocabulary when discussing and judging the quality of artworks.

See 4RE, above

Students should also use appropriate vocabulary when discussion relates to artmaking (such as “brushstroke”)

Give and use constructive feedback to produce artworks that achieve learning goals.

Use of classroom “critique” (discussion) about specific aspects of a completed artwork (consider 4RE, above)

Rubrics completed by the student artist and teacher

Allow students to make corrections/updates/improvements to artworks after receiving feedback (from peers or teacher) and/or participating in a self-assessment


Visual ArtsResponding /Reflecting (RE)

1RE Identify qualities that contribute to the design and meaning of their artworks and the works of others.

Describe specific visual examples of how an artist creates meaning (color, arrangement of elements…)

2RE Develop and share their ideas, beliefs and values about art.

Guiding questions for expressing personal judgment: What is art?, What makes “good” art?, What art do you enjoy looking at?, What art do you enjoy making?, What do you not like about art?, et cetera

3RE Recognize and describe the relationship of artworks to their social and cultural contexts.

Identify the connection between specific professional/famous artworks and the social, political, and economic climate of the time period

Discuss how artwork can influence a viewer’s thoughts and opinions

4RE Generate criteria for discussing and assessing works of art.

Criteria should include

Description (see Elements of Art 5PR)

Visual Analysis (see Principles of Art 5PR)

Interpretation (the message/story the artist is telling a viewer)

Judgment (does the student like/dislike, why?)




Pacing for Instruction & Assessment MAY


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and audience.







