Next Grade Prep Priorities - DePaul University



4th Grade ESSENTIALS

|READING |Compare/contrast |

|Answer questions with evidence (CCSSR1) |Infer and analyze relationships |

|Summarize and Synthesize (CCSSR2) |Summarize and identify main idea |

|Analyze character development (CCSSR3) |Combine information from different sources |

|Analyze text structure (CCSSR5) |Synthesize |

|Analyze author’s purpose (CCSSR6) |Analyze author’s choice of words; |

| |analyze author’s techniques and purpose |

| |Identify/compare a theme |

| |Identify/answer analytic, inferential, and evaluative questions. |

| |Extended response |

| |Fiction: stories, folk tales, and fantasies, tall tales |

|GENRES |Poems, songs, paintings |

| |Non-Fiction: articles, biographies; science, social studies |

|WORD KNOWLEDGE |Root word |

|Use/Expand academic vocabulary in |Prefix |

|reading and writing: math, science, |Suffix |

|social studies |Dictionary |

| |Glossary |

| |Noun, verb, adjectives |

| |outline and write: explanatory; opinion/persuasive; narrative |

|WRITING |biography |

| |poem |

| |Scientific method |

|SCIENCE |Data interpretation |

|Explain concepts with examples |Core science knowledge |

| |Illinois economy and government |

|SOCIAL STUDIES |The Americas: geography and cultures |

|Explain ideas with examples |Map interpretation |

| |Solve open number sentences |

|MATH |Variables and equations |

|CCSS Practice Standards: |Single step =, -, x, and division problems |

|Analyze problem and solve with |Multi-step word problems |

|persistence |Multi-step measurement |

|Think quantitatively and abstractly |Probability |

| |Proportions |

| |Algebraic equations |

|LEARNING SKILLS |Follow directions |

| |Work with others |

| |Learning reports |

| |Use graphic organizers |

| |Make exhibits and presentations |

CPS Mathematics Learning Targets—FOURTH GRADE

By the end of Grade 4, students will:

Number Sense

• Read, write, recognize, and model the base-ten number system and equivalent

representations of numbers up to 1,000,000

• Use equivalent representations of fractions and decimals

• Identify, locate, order, and compare whole numbers, decimals, and fractions

• Compute using whole numbers, fractions, and decimals

• Estimate using whole numbers, fractions, and decimals

• Solve problems using number relationships

• Use ratios to describe problem situations

• Use commutative and distributive properties and inverse number relationships

Measurement

• Use Measurement units and tools appropriately to measure weight/mass, length, volume/capacity, and angles

• Compare objects with respect to length, area, volume/capacity, temperature, and events with respect to time

• Solve problems using unit conversions within the same system for length, weight/mass, and time

• Estimate length, area, volume, and mass/weight

Algebra

• Solve problems involving patterns

• Solve problems using equations and number sentences

• Represent mathematical situations using words, tables, and graphs

Geometry

• Solve problems using 2-dimensional and 3-dimensional shapes and properties

• Solve problems using the coordinate system

• Use characteristics and properties of 2-dimensional and 3-dimensional shapes

Identify and sketches lines of symmetry

• Solve problems with reflections/flips, translations/slides, and rotations/turns

Data Analysis and Probability

• Collect, read, create, compare, interpret, and predict using data charts, tables,

graphs, and Venn diagrams

• Solve problems using data

• Find range, median, and mode

• Use probability and counting principles in problem-solving situations

ISAT PRIORITIES: REPRESENTATIVE MATH CONTENT 4th GRADE

This chart lists terms from the Illinois Learning Standards and the ISAT sample.

|Operations/Problem Solving |Fractions |

| | |

|all |denominator |

|amount |fraction |

| |greater than > |

|certain |half, halves |

|compare |less than < |

| |numerator |

|difference |decimal |

|digit |decimal point |

| |equal |

|divide, divisible |equal to |

|division |equivalent |

| |fraction bar |

|each | |

|estimate | |

| | |

|factors | |

|fewer | |

| | |

|label | |

|likely | |

| | |

|multiply | |

|number line numerals | |

| | |

|operation sign | |

|order, ordered pairs | |

| | |

|place value | |

|product | |

| | |

|solve | |

|subtract, subtraction | |

| | |

|sum | |

|total | |

| | |

|unit | |

|value | |

| | |

|Analyzing Graphs and Data |Geometry |

|average | |

|bar graph |cone |

|chart |congruent |

|circle graph | |

|data |cylinder |

|graph |cube, cubic |

|line graph | |

|mode |cup |

|pattern |diameter |

|pictograph | |

|pie graph |figure |

|table |hexagon |

|tally, tally chart | |

| |line |

| |line of symmetry |

| | |

| |parallel, parallel lines |

| |parallelogram |

| | |

| |plane figure |

| |polygon |

| | |

| |prism |

| |ray |

| | |

| |rectangle, rectangular |

| |shape |

| | |

| |sphere |

| |two-dimensional |

| | |

| |vertex |

| |vertical |

| | |

| |vertices |

| |volume |

| | |

|Measurement |

| |

|exactly |

|farthest |

|estimate |

|degrees, Celsius, Fahrenheit |

| |

|height |

|inch |

|non-standard unit |

|ounce |

| |

|gallon |

|gram |

|pound |

|scale |

| |

|kilogram |

|kilometer |

|size |

|temperature |

| |

|mass |

|measure |

|yard |

|weight |

| |

|perimeter |

|mile |

| |

| |

| |

CPS Science Learning Targets—FOURTH GRADE

By the end of Grade 4, students will:

Scientific Inquiry and Technological Design

• Conduct guided-inquiry investigations

• Make multiple observations and observations over time during their investigations

• Collect and record their observations from investigations

• Discuss and compare their observations

• Organize and display their observations in charts and graphs

• Generate multiple ideas for how to solve problems

• Discuss the strengths and weaknesses of the proposed solutions

• Build and test a solution to a problem

• Record and explain what happened during the test of the solution

• Discuss changes that could be made to the test to improve the results

• Use correct science vocabulary in their explanations

Function, Adaptation, and Change of Living Things

• Explore the kinds of movement supported by the skeleton

• Examine microscopic organisms and their structures

• Compare offspring with their parents

• Read about body structures of current animals compared to those of animals of long ago

Interaction of Living Things with Each Other and the Environment

• Design a test to record reaction time in living organisms

• Discuss the importance of adaptations to the survival of a species

Matter and Energy

• Construct a test to demonstrate the movement of sound through a material

• Read about different sources of energy in the world

• Sort common substances by their physical and chemical characteristics

• Identify common substances by their reactions with acids or bases

Explore the properties of magnets

• Identify materials that conduct electricity or do not conduct electricity

• Create open, closed, parallel, and series circuits

• Construct an electromagnet

Force and Motion

• Describe examples of motion in their everyday lives

• Read about the effects of friction

Earth and Its Resources

• Construct a model of the water cycle

• Observe and model the process of erosion

• Identify what helps limit and/or prevent erosion

• Read about the effect people have on Earth’s resources

Composition and Structure of the Universe

• Research categories of stars

• Read about things we use that have been developed as a result of space research

Science Content Category Table

|Grade |4 |7 |

|State Goal 11 |20% |20% |

|Standard 11A – Scientific Inquiry |10% |10% |

|Standard 11B – Technological Design |10% |10% |

|State Goal 12 |60% |60% |

|Standard 12A – Living Things[1] |10% |10% |

|Standard 12B – Environment and Interaction of Living Things |10% |10% |

|Standard 12C – Matter and Energy[2] |10% |10% |

|Standard 12D – Force and Motion |10% |10% |

|Standard 12E – Earth Science[3] |10% |10% |

|Standard 12F – Astronomy |10% |10% |

|State Goal 13 |20% |20% |

| Standard 13A – Safety and Practices of Science |10% |10% |

| Standard 13B – Science, Technology, Society[4] |10% |10% |

|Total |100% |100% |

Fourth Grade ISAT Science Vocabulary

When students take the ISAT science test, they will need to be able to comprehend science explanations and questions. The following list includes some important 4th grade level science content words and some words that are used to ask students to interpret information on the test. The list includes words from the ISAT 2008 Sample Test for Fourth Grade.

Ways to help students develop fluency with these words include:

▪ Make a glossary

▪ Group words by root words

▪ Group words by topic

▪ Write about a topic in science using some of these words.

▪ Make a cross-word puzzle or matching game with these words.

|amount |attract |

|attraction |carnivore |

|carnivorous |cause |

|charged |compare |

|conclude |conclusion |

|conclusive |contrast |

|data |decompose |

|density |dense |

|diagram |effect |

|erosion |erode |

|estimate |estimation |

|expand |experiment |

|friction |gas |

|graph |identify |

|identification |intensity |

|invertebrate |lever |

|liquid |measure |

|measurable |negative |

|nutrient |nutrition |

|nutritious |particle |

|photosynthesis |plane |

|pole |positive |

|predatory |prey |

|predict |prediction |

|pressure |predator |

|relate |relationship |

|repel |resource |

|similar |similarity |

|solid |temperature |

|variable |vary |

|vertebrate |weigh |

ISAT PRIORITIES: 4th GRADE ESSENTIAL SCIENCE CONTENT

Based on the Illinois Learning Standards and ISAT Samples and Specifications

|FORCE AND MOTION |Inquiring about |

|balance/equilibrium |ENERGY/ELECTRICITY AND LIGHT |

|friction |attraction |

|gravity |electrical energy |

|magnetism | |

|simple machines: level, included plane, pulley, screw, and wheel|heat |

|and axle—how they function, how they apply forces with |light |

|advantage, relate to tasks | |

| |magnet |

| |mechanical energy |

| | |

| |nonmetal |

| |prism |

| | |

| |repel |

| |static electrical charge |

| | |

|MATTER |Inquiring about |

|contact |BASIC EARTH SCIENCE |

|density |Air |

|dissolve |climate |

|expand | |

|gas |coal, oil |

|liquid |decompose |

|particles | |

|solid |earth’s surface and landforms |

|temperature |erosion |

| | |

| |fossil fuel |

| |igneous |

| | |

| |land |

| |land formations |

| | |

| |metamorphic |

| |minerals |

| | |

| |natural gas |

| |natural resource |

| | |

| |non-renewable resource |

| |renewable resource |

| | |

| |water |

| |sedimentary |

| | |

| |weather |

| |water cycle |

| | |

| | |

|BASIC ASTRONOMY |LIVING THINGS |

|constellation |amphibian |

|galaxy |bird |

| | |

|lunar eclipse |characteristics |

|mass of a planet |inherited |

| | |

|order of planets from the sun |living |

|relative positions |needs |

| | |

|revolution |non-living |

|rotation |reptile |

| | |

|solar eclipse | |

|sunlight | |

| | |

|INQUIRY |ENVIRONMENT AND INTERACTION OF LIVING THINGS |

|Students observe, analyze, and read |decomposer |

|Continue science topical word wall. |ecosystem |

|Students interpret data table or graph | |

|Students make glossary |food chain |

|Students write summary |food web |

|Inquiry, Data Analysis, forming a hypothesis; observation; | |

|Measurement, Evaluation, Content |life cycle |

| |photosynthesis |

| | |

| |plants, plant growth |

| |producer |

| | |

| |reproduction |

| | |

| | |

Core Reading Standards for Fourth Grade

|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Refer to details and examples in a text when explaining what the text |1. Refer to details and examples in a text when explaining what the text says |

|says explicitly and when drawing inferences from the text. |explicitly and when drawing inferences from the text. |

|2. Determine a theme of a story, drama, or poem from details in the text;|2. Determine the main idea of a text and explain how it is supported by key |

|summarize the text. |details; summarize the text. |

|3. Describe in depth a character, setting, or event in a story or drama, |3. Explain events, procedures, ideas, or concepts in a historical, scientific,|

|drawing on specific details in the text (e.g., a character’s thoughts, |or technical text, including what happened and why, based on specific |

|words, or actions). |information in the text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text,|4. Determine the meaning of general academic and domain-specific words or |

|including those that allude to significant characters found in mythology |phrases in a text relevant to a grade 4 topic or subject area. |

|(e.g., Herculean). | |

|5. Explain major differences between poems, drama, and prose, and refer |5. Describe the overall structure (e.g., chronology, comparison, cause/effect,|

|to the structural elements of poems (e.g., verse, rhythm, meter) and |problem/solution) of events, ideas, concepts, or information in a text or part|

|drama (e.g., casts of characters, settings, descriptions, dialogue, stage|of a text. |

|directions) when writing or speaking about a text. | |

|6. Compare and contrast the point of view from which different stories |6. Compare and contrast a firsthand and secondhand account of the same event |

|are narrated, including the difference between first- and third-person |or topic; describe the differences in focus and the information provided. |

|narrations. | |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|7. Make connections between the text of a story or drama and a visual or |7. Interpret information presented visually, orally, or quantitatively (e.g., |

|oral presentation of the text, identifying where each version reflects |in charts, graphs, diagrams, time lines, animations, or interactive elements |

|specific descriptions and directions in the text. |on Web pages) and explain how the information contributes to an understanding |

| |of the text in which it appears. |

|8. (Not applicable to literature) |8. Explain how an author uses reasons and evidence to support particular |

| |points in a text. |

|9. Compare and contrast the treatment of similar themes and topics (e.g.,|9. Integrate information from two texts on the same topic in order to write or|

|opposition of good and evil) and patterns of events (e.g., the quest) in |speak about the subject knowledgeably. |

|stories, myths, and traditional literature from different cultures. | |

|RANGE AND LEVEL OF TEXT COMPLEXITY |RANGE AND LEVEL OF TEXT COMPLEXITY |

|10. By the end of the year, read and comprehend literature, including |10. By the end of year, read and comprehend informational texts, including |

|stories, dramas, and poetry, in the grades 4–5 text complexity band |history/social studies, science, and technical texts, in the grades 4–5 text |

|proficiently, with scaffolding as needed at the high end of the range. |complexity band proficiently, with scaffolding as needed at the high end of |

| |the range. |

CPS Reading Learning Targets—FOURTH GRADE

By the end of Grade 4, students will:

Comprehension

• Actively engage during reading to interpret text using prior knowledge, predictions, inferences, drawing conclusions, evaluations, connections, and asking questions

• Generate and respond to literal, inferential, and analytical questions using higher-level thinking and support their responses by using evidence from grade-appropriate text

• Check for understanding during reading by rereading, reading ahead, using visual cues, asking clarifying questions, and using context clues

• Infer cause and effect relationships

• Identify, explain, and/or compare elements of character, plot, setting, themes/messages, sequence of events, conflict/resolution, and points of view from a variety of text and/or pictures with similar themes, topics, or authors

• Summarize and paraphrase information from text that was either read or heard

• Demonstrate an accurate understanding of information by focusing on key ideas presented explicitly and implicitly

• Demonstrate understanding of author’s perspective, and contrasting viewpoints

• Read, locate, and interpret information from a variety of informational text, using structural text features to strengthen comprehension (e.g., diagrams, maps, charts, titles, etc.)

• Demonstrate listening comprehension of more complex text through discussion

• Interpret figurative language (e.g., simile–busy as a bee; metaphors–you are what you eat; idioms–a slap on the wrist; onomatopoeia–snap, crackle, and pop; hyperbole–I tried a thousand times)

Fluency

• Read grade-level material with accuracy, appropriate rate, logical phrasing, and expression to support comprehension

• Recognize errors during reading that interfere with the meaning, and use self-correcting strategies, and adjust reading rate

Decoding Word Recognition

• Decode multi-syllabic words by distinguishing roots, affixes, complex word patterns, and structural analysis

• Recognize an increasing bank of grade-appropriate, high-frequency words

Vocabulary

• Develop vocabulary through word study: word patterns, word origins, structural analysis, context clues, homographs (e.g., the wind blew; wind the clock), homophones (e.g., their, there, they’re), and synonyms/antonyms

• Develop vocabulary through listening, discussion, independent reading, and direct teaching of words in literary, informational, and content-specific texts

• Determine and clarify meanings of unfamiliar or multiple-meaning words through context-understanding, how the word is used in a sentence, and using additional resources (e.g., glossaries or dictionaries, both print and digital)

• Use grade-appropriate academic vocabulary across all subject areas

Speaking and Listening

• Engage actively in group discussion on grade 4 topics and texts by:

o Building on others’ ideas by asking relevant questions and contributing appropriate and essential information

o Explaining own ideas, thoughts, and understanding clearly and in a sequential order

o Preparing for discussions, having read, or studied material and explicitly drawing on the material to explore ideas for discussions

• Present information, emphasizing important points and using appropriate eye contact, adequate volume, and clear pronunciation

• Formulate questions and comments based upon the content to clarify or follow up on information

Core Writing Standards for Fourth Grade

|TEXT TYPES AND PURPOSES |

|1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |

|Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the |

|writer’s purpose. |

|Provide reasons that are supported by facts and details.. |

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

|Provide a concluding statement or section related to the opinion presented. |

|2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

|Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and |

|multimedia when useful to aiding comprehension. |

|Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |

|Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). |

|Use precise language and domain-specific vocabulary to inform about or explain the topic. |

|Provide a concluding statement or section related to the information or explanation presented. |

|3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |

|Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. |

|Use dialogue and description to develop experiences and events or show the responses of characters to situations. |

|Use a variety of transitional words and phrases to manage the sequence of events. |

|Use concrete words and phrases and sensory details to convey experiences and events precisely. |

|Provide a conclusion that follows from the narrated experiences or events. |

|PRODUCTION AND DISTRIBUTION OF WRITING |

|4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific |

|expectations for writing types are defined in standards 1–3 above.) |

|5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. |

|6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and |

|collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. |

|RESEARCH TO BUILD AND PRESENT KNOWLEDGE |

|7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. |

|8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize |

|information, and provide a list of sources. |

|9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |

|Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific |

|details in the text [e.g., a character’s thoughts, words, or actions].”). |

|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”). |

|RANGE OF WRITING |

|10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or |

|two) for a range of discipline-specific tasks, purposes, and audiences. |

CPS Writing Learning Targets—FOURTH GRADE

By the end of Grade 4, students will:

Process

• With limited assistance, use prewriting strategies to choose a topic and generate ideas (e.g., brainstorming, listing, note-taking, outlining, drafting, graphic organizers)

• Use the writing process for a variety of purposes (e.g., narrative, expository, and persuasive) and audiences

• Refer to published authors for ideas to include in their writing

• Revise and edit for organization, coherence, and quality after reviewing their work through discussion and conferences, with classmates and teachers

• Use available resources to design, produce, and present writing and multimedia works

• Evaluate and reflect on their own writing and the writing of others

Inquiry & Research

• Brainstorm and generate questions of interest, and issues gained from experiences (e.g., field trips, news, discussions), text, and/or digital media as sources of information

• Identify and define the purpose and focus of research

• Use key words to identify relevant information through use of an organizational system (e.g., online search, library, and available technology)

• Collect and analyze (e.g., categorize, classify, sort, organize, combine) information for a project to understand and identify relevant and irrelevant information

• Organize, paraphrase, and synthesize information gathered, in their own words

• Organize related information under main topics (e.g., Water on Earth: water cycle, fresh water, sea water)

• Understand that one must refer to the source of their research (e.g., title, author, copyright date)

• Present information in an oral, written, and/or available multimedia format

Communication through Writing

• Value writing as a way of expressing themselves (e.g., short story, poetry, play, song, parody, letters)

• Write for a variety of purposes, audiences

• Write independently during time constraints

• Use appropriate language, detail, and format for a specific audience

• Use the characteristics of a developed narrative, expository, and persuasive piece

• Compose an original, focused writing piece

Organization, Coherence, and Quality of Writing

• Elaborate ideas through first-level supporting details (e.g., facts, description, reasons, narration)

• Use strong verbs to enrich written language (e.g., “trampled” instead of “stepped”)

• Compose a topic sentence; establish and maintain a focus throughout a paragraph

• Use a variety of sentence structures appropriately (e.g., simple, compound, complex)

• Use transitions words (e.g., to connect ideas, show time, conclude) to connect ideas and paragraphs

Conventions

• Demonstrate conventional spelling of words, appropriate punctuation, and capitalization

• Demonstrate subject-verb agreement and appropriate use of prepositional phrases

• Write fully developed paragraphs using a variety of sentences appropriate to purpose, audience, and context, and use proper form (e.g., topic sentence, details, summary/conclusion sentence)

• Proofread their work for grammar, punctuation, spelling, and revise accordingly

-----------------------

[1] Includes the following topics: Classification, Cell Biology (Grade 7 only), Reproduction (Grade 4 only), Genetics and Reproduction (Grade 7 only), Botany (Grade 7 only), Change Over Time (Grade 7 only)

[2] Includes the following topics: Properties of Matter, The Atom (Grade 7 only), Acids and Bases (Grade 7 only), Energy/Electricity (Grade 4 only), Electricity (Grade 7 only), Light

[3] Includes the following topics: Basic Earth Science (Grade 4 only), The Earth’s Structure (Grade 7 only), The Earth’s Dynamic Processes, The Atmosphere, Water

[4] Includes the following concept: Measurement

Illinois Science Assessment Framework | State Assessments Beginning Spring 2006

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