Fourth Grade Expectancies

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GLENDALE UNIFIED SCHOOL DISTRICT
Instructional Support Services Fourth Grade Level Expectancies

LANGUAGE ARTS

Students will:

• Demonstrate courtesy and respect as a listener.
• Appreciate various forms of literature read aloud by the teacher.
• Speak in front of a group using proper grammar and volume.
• Read for enjoyment, information, and insight.
• Determine main idea, cause and effect, and the author's purpose.
• Compare and contrast issues and characters.
• Distinguish between fact and opinion.
• Write daily in journal/log and share orally.
• Use the writing process - pre-writing, writing, responding, revising, editing, and publishing.
• Correctly spell high frequency words. Make use of library resources for personal and academic purposes.
• Use a variety of media/communication technologies.
• Use a variety of media and communication technologies.
• Use appropriate study skills.
• Use personal organization and management skills.
• Use necessary skills to locate information.

ENGLISH LANGUAGE DEVELOPMENT

For Second Language Students. Students exiting the Early Production stage will:

• Understand directions and stories.
• Speak using simple phrases and sentence fragments.
• Recognize frequently used words on sight.
• Develop decoding skills at the readiness level.
• Use vocabulary words in specific topic areas as they occur integrated across the curriculum rather than in isolation.
• Use prewriting techniques with emphasis on meaning, not grammatical correctness.

Students exiting the Speech Emergence stage will:

• Understand directions and stories.
• Be able to retell stories in their own words. Converse with teachers and students on both social and academic topics.
• Decode using beginning level phonics, but may need additional time to demonstrate reading comprehension skills.
• Comprehend stories that are generated through a language experience approach.
• Continue to expand vocabulary and use it orally and in writing for social and academic purposes.
• Write complete, simple sentences which communicate clearly.

Students exiting the Intermediate Fluency/Transition stage will:

• Participate in appropriate group discussion.
• Speak in coherent sentences with native-like fluency.
• Demonstrate ability to read and interpret a variety of reading material.
• Uses the writing process - pre-writing, writing, responding, revising, editing, and publishing.
• Be placed in the unmodified English Language Arts program, no more than one year below current grade level, based on District placement criteria.

MATHEMATICS

Students will:

• Identify the place value of a given digit within a whole number of up to seven digits.
• Identify standard or expanded form for whole numbers through millions.
• Identify the answer and/or related facts to a given addition, subtraction, multiplication, or division fact.
• Find the sum or difference of two or more whole numbers of up to five digits with or without regrouping.
• Identify a fraction (halves through tenths) represented by a picture or vice versa.
• Identify the time shown on a traditional clock to the minute.
• Read a calendar and identify specific days, dates, and weeks.
• Identify the correct number of days in a week, days/weeks in a month, or days/weeks/months in a year.
• Identify a picture of a triangle, rectangle, square, quadrilateral, pentagon, or hexagon.
• Identify the radius, diameter, and center of a circle.
• Graph and label points on a grid.
• Find the rule to complete a simple pattern given by a series of related numbers.
• Create or identify a graphic representation of a given set of data.
• Solve simple addition, subtraction, multiplication, and division number sentences.
• Choose an appropriate strategy or strategies for attempting to solve a given word problem.

HISTORY/SOCIAL STUDIES

Students will:

• Focus on the theme "California: A Changing State." Recognize and have a general knowledge of the periods of California history: Indians, Explorers, Missions, Ranchos, Gold Rush, Early Statehood.
• Examine the many cultural and economic contributions of diverse populations.
• Use reference materials (dictionary, encyclopedia) comprehensively.
• Prepare a written report in the classroom. Use maps and globes to locate California in relation to the United States and the world and to identify land forms and bodies of water.
• Understand what is required of citizens in a democracy.

SCIENCE

Living things (annually) Students will:

• Observe and categorize vertebrate animals into groups which share essential features common to them.
• Relate the need for species and plants to interact in an ecosystem.
• Predict what would happen if some species and/or plants were to become extinct; communicate their ideas to others.

Systems an Interactions (1994-95, 97-98)

Students will:

• Perform a series of experiments to illustrate that an object will stay in motion or at rest unless operated on by some force.
• Use heat energy to demonstrate both a physical and a chemical change.
• Illustrate the relationship between work and several types of simple machines.
• Demonstrate how a major geographical feature is caused by plate tectonics.
• Observe, compare, and contrast the 3 types of rock.
• Prepare a map describing ocean currents and give an oral presentation.
• Explain the impact of the water cycle on the earth's surface.
• Explain how oceans have a profound effect on weather and climate.
• Organize and develop a project to demonstrate the responsibilities of humans toward natural resources.
• Identify the food chains and food webs within an ecosystem.

Scale and Structure (1995-96, 98- 99) Students will:

• Make models which explain the building blocks of matter.
• Build a model which illustrates a chemical change.
• Describe the ever changing components which interact to create climate.
• Develop an understanding of the universe through the study of astronomy.

Energy (1996-97, 99-00) Students will:

• Observe and classify evidence of potential and kinetic energy in the community.
• Research and evaluate the effects of various energy sources on the environment.
• Observe and analyze the effects of various temperatures on a living organism.
• Communicate an understanding of uses for electricity and magnetism in everyday life.
• Communicate the ways in which light is used.
• Compare and contrast the ways sound is used to communicate.

HEALTH/SUBSTANCE ABUSE PREVENTION

Students will: