4th Grade

Read about the Fourth Grade Curriculum.

ENGLISH LANGUAGE ARTS

The New York State Standards guide English Language Arts instruction in the Franklin Square Schools. The curriculum emphasizes the connection among reading, writing, listening, and speaking.

As listeners and readers, students will collect facts and ideas; discover relationships, analyze information, relate literature to their own lives, and use oral and written language for effective social communication.

As speakers and writers, students will use oral and written language to acquire, apply and transmit information; for self-expression, artistic creation, and to present opinions and make judgments.

READING

  • Read and understand written directions
  • Locate information in a text that is needed to solve a problem
  • Identify main ideas and supporting details in informational texts
  • Recognize and use organizational features of texts, including table of contents, indexes, page numbers, and chapter headings/subheadings to locate information, footnotes, italics, captions, bold print
  • Relate data and facts from informational texts to prior information and experience
  • Compare and contrast information on one topic from two different sources
  • Identify and interpret significant facts taken from maps, graphs, charts, and other visuals
  • Recognize the differences among the genres of stories, poems, and plays
  • Identify and relate setting, plot, and characters in literature to own lives
  • Explain the difference between fiction and nonfiction
  • Use previous reading and life experiences to understand and compare literature
  • Make predictions, and draw conclusions and inferences about events and characters
  • Use graphic organizers to record significant details about characters and events in stories
  • Evaluate the content by identifying:
    • The author’s purpose
    • Important and unimportant details
    • Whether events, actions, characters, and/or settings are realistic
    • Recurring themes across works in print and media
  • Compare and contrast characters, plot, and setting in two literary works
  • Analyze ideas and information based on prior knowledge and personal experience

WRITING

  • Use at least two sources of information in writing a report
  • Take notes to record data, facts, and ideas
  • State a main idea and support it with facts and details
  • Produce clear, well-organized, and well-developed explanations, reports, and directions that demonstrate understanding of a topic
  • Support interpretations and explanations with evidence from text
  • Write original imaginative texts
  • Create characters, simple plot and setting
  • Write interpretive and responsive essays in order to:
    • Identify title, author, and illustrator
    • Describe literary elements such as plot, setting, characters
    • Describe themes of imaginative texts
    • Express a personal response to literature
  • Produce clear, well-organized responses to stories read or listened to, supporting the understanding of themes, characters, and events using details from story
  • Use prewriting tools such as semantic webs and concept maps to organize ideas and information
  • State a main idea, theme, or opinion and provide supporting details from the text
  • Use relevant examples, reasons, and explanations to support ideas
  • Express opinions and make judgments that demonstrate a personal point of view

LISTENING

  • Listen in order to:
  • Acquire information and/or understand procedures
  • Determine the sequence of steps given
  • Identify main ideas and supporting details
  • Interpret information by drawing on prior knowledge and experience
  • Identify elements of character, plot, and setting to understand author’s message or intent
  • Connect imaginative texts to previous reading and life experiences to enhance understanding and appreciation
  • Compare and contrast ideas of others to own ideas
  • Form a personal opinion about the quality of texts read aloud based on criteria such as characters, plot, and setting

SPEAKING

Speak in order to:

  • Provide directions
  • Express an opinion
  • Ask questions
  • Summarize
  • Provide a sequence of steps
  • Describe a problem and suggest one or more solutions
  • State a main idea with supporting examples and details
  • Explain a line of reasoning
  • Present a short oral report, using at least two sources of information, such as a person, a book, a magazine article, a television program, or electronic text
  • Use complete sentences, age and content-appropriate vocabulary
  • Describe characters, setting, and plot
  • Make inferences and draw conclusions
  • Compare imaginative texts and performances to personal experiences and prior knowledge
  • Explain the reasons for a character’s actions, considering both the situation and the motivation of the character
  • Express an opinion or judgment about a character, setting, and plot in a variety of works

MATHEMATICS

The goal of our math program is to develop problem solving and reasoning abilities, and computational abilities. With an emphasis on thinking skills, the 4th grade curriculum will incorporate the following topics and skills:

  • Skip count by 1,000’s
  • Read and write whole numbers to 10,000
  • Compare and order numbers to 10,000
  • Understand the place value structure of the base ten number system:

10 ones = 1 ten
10 tens = 1 hundred
10 hundreds = 1 thousand
10 thousands = 1 ten thousand

  • Recognize equivalent representations for numbers up to four digits
  • Understand, use and explain the associative property of multiplication
  • Develop an understanding of fractions as locations on number lines and as divisions of whole numbers
  • Recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths) using manipulatives, visual models, and illustrations
  • Use concrete materials and visual models to compare and order unit fractions or fractions with the same denominator (with and without the use of a number line)
  • Develop an understanding of decimals as part of a whole
  • Read and write decimals to hundredths, using money as a context
  • Use concrete materials and visual models to compare and order decimals (less than 1) to the hundredths places in the context of money
  • Develop an understanding of the properties of odd/even numbers as a result of multiplication
  • Use a variety of strategies to add and subtract numbers up to 10,000
  • Select appropriate computational and operational methods to solve problems
  • Understand various meanings of multiplication and division
  • Use multiplication and division as inverse operations to solve problems
  • Use a variety of strategies to multiply two-digit numbers by one-digit numbers (with and without regrouping)
  • Use a variety of strategies to multiply two-digit numbers by two-digit numbers (with and without regrouping)
  • Develop fluency in multiplying and dividing multiples of 10 and 100 up to 1,000
  • Use a variety of strategies to divide two-digit dividends by one-digit divisors (with and without remainders)
  • Interpret the meaning of remainders
  • Add and subtract proper fractions with common denominators
  • Express decimals as an equivalent form of fractions to tenths and hundredths
  • Add and subtract decimals to tenths and hundredths using a hundreds chart
  • Round numbers less than 1,000 to the nearest tens and hundreds
  • Check reasonableness of an answer by using estimation

Algebra Strand

  • Evaluate and express relationships using open sentences with one operation
  • Use the symbols <, >, =, and ≠ (with and without the use of a number line) to compare whole numbers and unit fractions and decimals (up to hundredths)
  • Find the value or values that will make an open sentence true, if it contains < or >
  • Describe, extend, and make generalizations about numeric (+,-, х , ÷ ) and geometric patterns
  • Analyze a pattern or a whole number function and state the rule, given a table or an input/output box

Geometry Strand

  • Identify and name polygons, recognizing that their names are related to the number of sides and angles (triangle, quadrilateral, pentagon, hexagon, and octagon)
  • Identify points and line segments when drawing a plane figure
  • Find perimeter of polygons by adding sides
  • Find the area of a rectangle by counting the number of squares needed to cover the rectangle
  • Define and identify vertices, faces, and edges of three-dimensional shapes
  • Draw and identify intersecting, perpendicular, and parallel lines
  • Identify points and rays when drawing angles
  • Classify angles as acute, obtuse, right, and straight

Measurement Strand

  • Select tools and units (customary and metric) appropriate for the length being measured
  • Use a ruler to measure to the nearest standard unit (whole, ½ and ¼ inches, whole feet, whole yards, whole centimeters, and whole meters)
  • Know and understand equivalent standard units of length:

12 inches = 1 foot
3 feet = 1 yard

  • Select tools and units appropriate to the mass of the object being measured (grams and kilograms)
  • Measure mass, using grams
  • Select tools and units appropriate to the capacity being measured (milliliters and liters)
  • Measure capacity, using milliliters and liters
  • Make change, using combined coins and dollar amounts
  • Calculate elapsed time in hours and half hours, not crossing A.M./P.M.
  • Calculate elapsed time in days and weeks, using a calendar

Statistics and Probability Strand

  • Design investigations to address a question from given data
  • Collect data using observations, surveys, and experiments and record appropriately
  • Represent data using tables, bar graphs, and pictographs
  • Read and interpret line graphs
  • Develop and make predictions that are based on data
  • Formulate conclusions and make predictions from graphs

SCIENCE

Instruction in our schools employs a “hands-on” discovery approach to science that promotes the implementation of the scientific method. The science curriculum encourages students to think critically and reason scientifically.  The science program presents in-depth exploration of three areas: Life Science, Physical Science and Earth Science. Topics for the fourth grade program include:

  • Life Science 
    • Classifying Plants and Animals 
    • Energy From Plants 
    • Ecosystems 
    • Changes in Ecosystems
    • Systems of the Human Body
  •  Physical Science
    • Properties of Matter 
    • Heat
    • Electricity and Magnetism
    • Sound and Light
    • Objects in Motion
    • Simple Machines 
  • Earth Science 
    • Water Cycle and Weather 
    • Changes to Earth's Surface 

 

HEALTH & SAFETY

Our goals are to develop healthy living habits and to provide children with information they need to prevent injury and/or abuse to themselves and others. In 4th grade, the learning experiences will include:

  • Understanding that individuals can protect their own health and safety
  • Practicing safety procedures regarding fire, bicycles, pedestrians, etc.
  • Developing an awareness of abduction prevention
  • Understanding health measures that prevent disease
  • Understanding the harmful effects of nicotine, alcohol and other drugs
  • Understanding the nature of the AIDS virus
  • Understanding the body’s delivery systems:
    • the respiratory
    • the circulatory
    • the excretory

SOCIAL STUDIES

The grade four social studies program builds on the students’ understanding of families, schools, and communities and highlights the political institutions and historic development of their local communities with connections to New York State and the United States. The grade 4 program contains the following themes and events: Native American Indians of New York State, the European encounter, the colonial and Revolutionary War period, the new nation, and the period of industrial growth and development in New York State.

CONTENT UNDERSTANDINGS

  • Geography Overview
    • The impact of geography and climate on the social, cultural, economic, and political development of New York State.
  • Exploration and Encounter – focus on exploration in New York
    • Three worlds meet in the Americas: Europe, Americas, Africa
    • Explorers
    • Slave Trade
  • Colonial Period
    • Dutch, English, French influences in New York State
    • Lifestyles in the colonies – economies, daily activities
    • Colonial governments
    • Famous people
  • Revolutionary Period
    • Causes of revolution
    • The Revolutionary War in New York State
    • Leaders of the Revolution
  • Becoming a New Nation
    • Ideals of Democracy – Foundations for a new government
    • Government – U.S., State, and Local
  • Industrial Growth
    • Development and expansion on Long Island
      • Erie Canal, suburbs, transportation, environment
      • Immigration and Migration (1600’s, 1700’s)
    • Important contributions of immigrants

SPECIAL AREA SUBJECTS

Students in the Franklin Square Schools are provided with opportunities to experience learning activities outside the regular classroom. In coordination with classroom topics, these special area classes enrich learning and contribute to the students’ development and knowledge. The special area subjects provide opportunities for students to demonstrate their special talents and skills in these areas:

ART

  • Students will make works of art that explores different kinds of subject matter.
  • Express feelings, thoughts , and experiences (focusing on imagination and individual interpretation of subjects)
  • Mixing colors and learning how to achieve subtle refinement (lighten, darken, intensify, make color warm, cool, etc)
  • Using the elements and principles of design to create
  • Developing an appreciation for art
  • Recognizing the styles of particular artists and periods of history
  • Developing an awareness of the relationship between a civilization or culture and its art
  • Practicing good work habits and organizational skills
  • Using a variety of art media (selecting materials best suited for needs, using materials to achieve a desired effect)
  • Respond to and analyze works of art

MUSIC

  • The Elements of Music:
    • Rhythm
    • Tempo
    • Dynamics
    • Melody
    • Harmony
    • Form
  • Singing:
    • Holiday songs
    • Pitch differences
    • Matching pitches
  • Orff Instrumentation:
    • Basic techniques
    • Simple accompaniments
  • Listening Skills:
    • Continue fostering good listening skills
  • Performance:
    • Continue good performance practices

PHYSICAL EDUCATION

  • Skills (stressing form, control, moving targets, stationary targets)
    - Throwing - Catching - Batting
    - Dribbling - Kicking
  • Physical Activities :
    • Strategies (Teach offense/defense; introduce standardized games; build cooperative activities)
    • Rhythm and Dance (Line dancing, party dancing, square dancing, folk dancing, juggling, exercising to a rhythm)
  • Physical Fitness:
    • Health Related Fitness/Wellness (Reinforce pulse and respiration rate; develop cool down / warm up activities; exercises for muscular/skeletal form)
    • Personal Goals (Personal programs to improve cardio-respiratory endurance, flexibility, muscular strength, endurance, and body composition)
    • Sportsmanship (Accepts individuals with different skill and development levels)
  • Community Resources: (Develop an awareness of opportunities available to students within their community and county to engage in physical activity)

COMPUTER EDUCATION

The students in the Franklin Square Schools have access to computers both in the computer lab, and in their own classrooms. In 4th grade the students are provided with opportunities to apply the knowledge they have learned in their classrooms about Long Island to develop their own ideas in a computer project. The following computer skills will be developed:

  • Using a word processing program
  • Integrating graphics
  • Using a spreadsheet to present data
  • Using a graph to interpret data
  • Using multimedia software to create a slide show

LIBRARY MEDIA CENTER

When the 4th grade students visit the school library media center, the following skills will be stressed:

  • Practicing library procedures and library citizenship
  • Selecting books for classroom projects
  • Increasing knowledge of library terms to include: appendix
  • Increasing knowledge of the Dewey Decimal System and the use of the card catalog
  • Practicing reference skills
  • Recognizing Newberry Award books.
  • Engaging in various literary forms (legends, tall tales, and historical fiction
  • Celebrating holidays and themes through literature
  • Using computers and other state-of-the-art technology within the library program
  • Using multi-media materials (videos, filmstrips, and audio-cassettes) for literature and pleasure
  • Developing listening skills through book talks and storytelling
  • Developing an appreciation of literature and a love for reading