Grade 4 Objectives

Lisa Blizzard

American Heritage:

1.     The learner will group state’s events by broadly defined historical eras and place in the proper sequence on a time line with evenly spaced intervals for years, decades, and/or centuries.

The activity that could go along with this objective would need to occur at the beginning of the Orphan Train unit.  The students would plot such events as the Westward Expansion, The Industrial Revolution, and The Civil War on the timeline.  This will help them to realize the reasons that they’re so many homeless children during the late nineteenth until the mid twentieth century.

2.     The learner will explore cause and effect relationships by creating or examining a time line of state events, and devise alternative causes and effect explanations.

World Interactions:

1.     The learner will develop map skills.

By looking at maps of the train routes, students will get a better understanding of directional orientation.

2.     The learner will use maps as a source of information.

When studying the train route maps, the students will understand what states received orphans from the trains.

Citizenship Rights and Responsibilities:

1.     The learner will differentiate between facts and opinions.

By reading a number of factual books and fiction books on the same topic, the students will be able to determine fact from opinion.  The lesson could focus on the detail that the fictional writers may pull in their opinion of what they thought may have occurred; therefore, the fiction book may be full of the authors opinions.

4.     The learner will assume leadership roles and reflect dispositions that will enhance the learner’s effectiveness in addressing public issues.

The activity that goes along with this objective has to do with the “courage to care.”  By reading the books and picking out who had the “courage to care,” the students are fulfilling this objective.  It could also focus on courtesy, honesty, and self-discipline.

Fourth Grade Performance Objectives

4.  The learner will locate places on a map by using a grid location system and a direction finder.

Reading:

1.     Given narrative text to read silently, the learner will respond, as evidenced in part by the capacity to a. compare and contrast elements such as characters, plot, and settings; b. analyze, infer, critique, summarize, and evaluate texts independently or with teacher assistance.

2.     Given nonfiction text to read silently, the learner will respond as evidenced in part to the capacity to a.  locate main ideas and supporting details; b. analyze, infer, critique, summarize, and/or evaluate the text.

3.     The learner will read orally from a self-selected, familiar text with an appropriate rate and expression.

1.     The learner will read silently for a sustained period of time and exhibit the skills and techniques, as well as the appropriate attitude, related to silent reading, as evidenced in the capacity to a. stay engaged with what is being read for the allotted time; b. use monitoring activities; c. reread when meaning is not clear or is disrupted; d. self-correct errors so that tmeaning and interest are maintained; e. discuss what has been read, evaluating content critically for internal consistency and compatibility with prior knowledge and common sense; f. respond to opportunities to discuss what has been read.

Writing:

1.     Given an assigned or self-selected prompt/topic, the learner will use the writing process to make the intended message clear, as evidenced in part by the capacity to a. develop details to enhance the piece of writing; b. use a variety of works and sentence patterns; c. edit work before publishing; d. use conventional spelling in final copy.

Listening/Visual Literacy:

1.     The learner will demonstrate appropriate grade level listening/viewing skills, as evidenced in part by the ability to c. collect information by using note-taking while listening/viewing; e. identify main ideas and supporting details while listening/viewing; g. engage in active and appropriate listening/viewing.

3.  The learner will demonstrate the ability to identify nonverbal actions that increase clarity or more effectively reinforce a verbal message.

Oral Communication:

1.     The learner will demonstrate the ability to view similar messages and indicate how they differ when conveyed by different media.

2.     The learner will demonstrate appropriate grade level oral communication skills as evidenced in part by the ability to a. engage in appropriate formal/informal language experiences daily for various audiences and purposes; c. use a variety of resources to gather and organize information in preparing for oral communication.

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