3rd Grade - DePaul University



4th Grade

FOURTH QUARTER LEARNING PRIORITIES

Common Core Literacy Standards Emphasized are Underlined.

Other listed standards are reinforced—have been developed in quarters 1-3.

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

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

|inferences from the text. |inferences from the text. |

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

|3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in |3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including |

|the text (e.g., a character’s thoughts, words, or actions). |what happened and why, based on specific 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, including those that allude to |4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade|

|significant characters found in mythology (e.g., Herculean). |4 topic or subject area. |

|5. Explain major differences between poems, drama, and prose, and refer to the structural elements of |5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, |

|poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue,|ideas, concepts, or information in a text or part of a text. |

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

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

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

|patterns of events (e.g., the quest) in stories, myths, and traditional literature from different |knowledgeably. |

|cultures. | |

Writing: CCSSW 4.8 (CPS Framework Assessment Specification)

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.

NEXT GRADE PREP PRIORITIES

These lists include essentials for preparation for the next grade.

Identify content and skills to emphasize from this chart and your assessments. For complete listing of grade level competencies go to .

| |Compare/contrast | |Scientific method |

|READING |Infer and analyze relationships |SCIENCE |Data interpretation |

|Answer questions with |Summarize and identify main idea |Explain concepts with examples |Core science knowledge |

|evidence (CCSS1) |Combine information from different sources | | |

|Summarize and Synthesize |Synthesize | | |

|(CCSS2) |Analyze author’s choice of words; | | |

|Analyze craft and |analyze author’s techniques and purpose | | |

|structure (CCSSR5,6) |Identify/compare a theme | | |

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

| |questions. | | |

| |Extended response | | |

| |Fiction: stories, folk tales, and fantasies, tall tales | |Illinois economy and government |

|GENRES |Poems, songs, paintings |SOCIAL STUDIES |The Americas: geography and cultures |

| |Non-Fiction: biographies; science, social studies |Explain ideas with examples |Map interpretation |

|WORD KNOWLEDGE |Root word | |Solve open number sentences |

|Use/Expand content |Prefix |MATH |Variables and equations |

|vocabulary in reading and |Suffix |CCSS Practice Standards: |Single step =, -, x, and division problems |

|writing: math, science, |Dictionary |Analyze problem and solve with persistence |Multi-step word problems |

|social studies |Glossary |Think quantitatively and abstractly |Multi-step measurement |

| |Noun, verb, adjectives | |Probability |

| | | |Proportions |

| | | |Algebraic equations |

| |expository essay (outline and write) |LEARNING SKILLS |Follow directions |

|WRITING |biography | |Work with others |

| |poem | |Learning reports |

| |narrative | |Use graphic organizers |

| | | |Make exhibits and presentations |

Fourth Grade: Fourth Quarter Learning Priorities Weeks 29-30

| |Week 29 |Week 30 |

|Reading Literature |Interpret the use of imagery, metaphors, similes, in a poem |Interpret the use of imagery, metaphors, similes, in a poem |

|CCSSRL.4.4—analyze poet’s use of language |Contrast poetry and prose |Contrast poetry and prose |

|Science |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|CCSSRI4.3. Explain events, procedures, ideas, | | |

|or concepts in a historical, scientific, or |Make picture glossary. | |

|technical text, including what happened and | |Make picture glossary. |

|why, based on specific information in the text.|Identify important details that support the main idea of a paragraph or | |

| |passage. |Identify important details that support the main idea of a paragraph or passage. |

|Social Science |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|CCSSRI4.3. Explain events, procedures, ideas, | | |

|or concepts in a historical, scientific, or |Make picture glossary. |Make picture glossary. |

|technical text, including what happened and | | |

|why, based on specific information in the text.|Identify important details that support the main idea of a paragraph or |Identify important details that support the main idea of a paragraph or passage. |

| |passage. | |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Word Knowledge |Infer from context |Infer from context |

|CCSSRI.4.4 | | |

|Writing |Organize and write a poem with a central message |Organize and write a poem with a central message |

|poetry | | |

|MATH |Focus |Focus |

|CCSS Math Practice Standards |Terms |Terms |

|1: analyze problem, then solve it |Math Digest |Math Digest |

|6: Attend to precision | | |

Fourth Grade: Fourth Quarter Learning Priorities Weeks 31-32

| |Week 31 |Week 32 |

|Reading Literature |Write a comparison of one story to another—that also develops the same |Analyze how a writer communicates with different techniques—could be |

|CCSSRL4.9. Compare and contrast the treatment of similar themes |theme. Analyze how each writer uses details—character, setting, plot--to |applied in any genre. One way to do this: outline the passage, list what |

|and topics (e.g., opposition of good and evil) and patterns of |communicate. Also may be applied to compare a fiction and nonfiction work |techniques the writer uses in each section such as introduction, |

|events (e.g., the quest) in stories, myths, and traditional |on the same topic. |conclusion. |

|literature from different cultures. | | |

|Science |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|CCSSRI.4.2 | | |

|Answer BIG questions to develop BIG ideas. |Make picture glossary. |Make picture glossary. |

|9. Integrate information from two texts on the same topic in | | |

|order to write or speak about the subject knowledgeably. |Locate information about the topic in response to a BIG question. |Organize an outline to report on a topic. (Connects to writing) |

|Social Science |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|CCSSRI.4.2 | | |

|Answer BIG questions to develop BIG ideas. |Make picture glossary. |Make picture glossary. |

|9. Integrate information from two texts on the same topic in | | |

|order to write or speak about the subject knowledgeably. |Locate information about the topic in response to a BIG question. |Organize an outline to report on a topic. (Connects to writing) |

|Fluency |This week’s read aloud: |This week’s read aloud: |

| | | |

|Word Knowledge |Adjectives |Suffixes |

|CCSSRI.4.4 | | |

|Writing |Outline a report on a topic (relates to content focus) |Draft the report based on the outline. |

|report |Recommended: Students work in pairs. | |

|MATH |Focus |Focus |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Terms |Terms |

|6: Attend to precision | | |

| |Math Digest |Math Digest |

Fourth Grade: Fourth Quarter Learning Priorities Weeks 33-34

| |Week 33 |Week 34 |

|Reading Literature |Analyze a poem or story –explain how the writer communicates a theme. |Compare/contrast stories or histories that communicate the same theme. |

|CCSSRL4.9. Compare and contrast the treatment of similar themes and |List examples of how the writer supports that theme. |First, identify the theme, then list what the writer includes to clarify |

|topics (e.g., opposition of good and evil) and patterns of events | |the theme. |

|(e.g., the quest) in stories, myths, and traditional literature from | | |

|different cultures. | | |

|Science |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|CCSSRI.4.2 | | |

|Answer BIG questions to develop BIG ideas. |Make picture glossary. |Make picture glossary. |

|9. Integrate information from two texts on the same topic in order to | | |

|write or speak about the subject knowledgeably. |Locate more relevant information based on the outline. (Connects to |Use graphic organizers to support the report. (Connects to writing) |

| |writing) | |

|Social Science |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|CCSSRI.4.2 | | |

|Answer BIG questions to develop BIG ideas. |Make picture glossary. |Make picture glossary. |

|9. Integrate information from two texts on the same topic in order to | | |

|write or speak about the subject knowledgeably. |Locate more relevant information based on the outline. (Connects to |Use graphic organizers to support the report. (Connects to writing) |

| |writing) | |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Word Knowledge |Compound words |Synonyms |

|CCSSRI.4.4 | | |

|Analyze word structure | | |

|Infer from context | | |

|Writing |Add details to the report. |Illustrate and edit the report—turn it into a booklet. |

|Narrative | |Include graphic organizers |

| | |Include questions for the reader. |

|MATH |Focus |Focus |

|CCSS Math Practice Standards | |Terms |

|1: analyze problem, then solve it |Terms | |

|6: Attend to precision | | |

| | |Math Digest |

| |Math Digest | |

Fourth Grade: Fourth Quarter Learning Priorities Weeks 35-36

| |Week 35 |Week 36 |

|Reading Literature |Extended response—if possible relate fiction and nonfiction to the same |Reading recommendation—write a synopsis of the book/story/poem and tell why you|

|CCSSRL4.2. Determine a theme of a story, drama, or poem|topic—how does each help you understand the event or situation? CCSSRL4.9 |recommend it. Include information about the way the writer communicates ideas,|

|from details in the text; summarize the text. | |why the topic or theme is relevant. |

|Science |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|CCSSRI.4.2 | | |

|Answer BIG questions to develop BIG ideas. |Identify an important idea stated in the text. |Draw a conclusion—your opinion about what you learned about a topic. |

|9. Integrate information from two texts on the same | | |

|topic in order to write or speak about the subject |Make a graphic organizer (web or other diagram) showing how the information |Use information from your experience and what you learned to support your |

|knowledgeably. |supports that idea. |opinion. |

|Social Science |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|CCSSRI.4.2 | | |

|Answer BIG questions to develop BIG ideas. |Identify an important idea stated in the text. |Draw a conclusion—your opinion about what you learned about a topic. |

|9. Integrate information from two texts on the same | | |

|topic in order to write or speak about the subject |Make a graphic organizer (web or other diagram) showing how the information |Use information from your experience and what you learned to support your |

|knowledgeably. |supports that idea. |opinion. |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Word Knowledge |Words about genres, writing, reading |Words about learning |

|CCSSRI.4.4 | | |

|Writing |Draft a poem or story. |Write and edit what was planned week 35. Recommended: students draft the |

|CCSSW.4.2 | |writing, then meet to discuss ways to improve it, then write and illustrate. |

| | | |

|MATH |Focus |Focus |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Terms | |

|6: Attend to precision | |Terms |

| |Math Digest | |

| | |Math Digest |

Fourth Grade: Fourth Quarter Learning Priorities Weeks 37-38

| |Week 37 |Week 38 |

|Reading Literature |My favorite story/poem—students select their favorite story/poem, write why they |Book exchange—students choose a book/story they recommend, compare them, identifying |

|synthesis |like it. |similarities and differences. |

| | | |

|Science |My career in ________________ |Knowledge bank: students “deposit” important science ideas and information they learned |

|synthesize |students write about a career they want to have based on science learning this |this year, sorted by topic. Can include illustrations. Can be given to current third |

| |year. |graders to orient them to the science they need for the 2013 ISAT. |

| | | |

|Social Science |The future: Students write/draw/diagram/map a kind of progress they want for |Knowledge bank: students “deposit” important ideas and information they learned this |

|synthesize |Illinois or the United States in the future. |year, sorted by topic. Can include illustrations. These can be presented to current |

| | |3rd graders. |

|Fluency |Read aloud: My favorite poem or story. |Read aloud: My favorite poem or story. |

| |May include poems written by students. |Recommended: include poems written by students. |

| | | |

|Word Knowledge |Words about change. |Words about progress. |

|CCSSRI.3.4 | | |

|Writing |My biography—progress I have made this year. |Write a poem or letter. |

|Apply writing skills to communicate ideas. | | |

| | | |

|MATH |Make a math display--important math we learned this year. |Make a math “yearbook”—each student contributes pages about what we learned. |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it | | |

|6: Attend to precision | | |

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