Staff Directory Calendar itslearning

By clicking on the curriculum links below, you will find helpful information about the Georgia curriculum standards you and your 4th grader will need to know for this school year...
You may also visit www.GeorgiaStandards.Org to access free resources to help you motivate and support your child’s curriculum at home while reinforcing the standards your child is working on in the classroom.
The performance standards will provide you with clear expectations for assessment, instruction, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.” The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information. Performance standards also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information.
In the fourth grade, students expand and deepen their knowledge of reading, writing, and speaking, as well as their understanding of the connections among different types of communication. Fourth grade students read and comprehend texts from a variety of genres (fiction, nonfiction, poetry, and drama), and they can understand and learn from texts without having a teacher preview the material for them. Students also read and understand informational texts from other subject areas in addition to language arts. As they read, students in the fourth grade independently use a variety of metacognitive strategies to deepen and expand their understanding of the material.
These strategies include using self-questioning techniques when reading materials seem contradictory or hard to understand.
Students use writing as a tool for learning, and they write for a variety of purposes and audiences. Fourth graders write daily in order to maximize and formalize their writing skills. Students communicate their personal voices in writing, expressing ideas through journals, notes, and e-mail. Students are aware of the connections between reading and writing, and they begin to use reading and writing strategies interchangeably. These students are ready for opportunities to discuss books and to expand their vocabularies for deeper comprehension of texts. They understand and articulate how authors use a variety of techniques and craft in their writing, and they show evidence of the author’s craft in their own writing.

By the end of grade four, students will add and subtract decimal fractions and common fractions with common denominators. They will also understand how and when it is appropriate to use rounding. Students will use common measurement units to determine weight. Students will develop their understanding of measuring angles with appropriate units and tools. Students will understand the characteristics of geometric plane and solid figures. They will also use tables, graphs, and charts to record and analyze data. Instruction and assessment should include the use of manipulatives and appropriate technology. Topics should be represented in multiple ways including concrete/pictorial, verbal/written, numeric/data-based, graphical, and symbolic. Concepts should be introduced and used in the context of real world phenomena.

Students will further develop their understanding of whole numbers and master the four basic operations with whole numbers by solving problems. They will also understand rounding and when to use it appropriately. Students will further develop their understanding of addition and subtraction of decimal fractions and common fractions with like denominators.
Students will measure weight in appropriate metric and standard units. They will also measure angles.
Students will understand and build plane and solid geometric figures. They will also graph points on the coordinate plane.
Students will investigate and represent mathematical relationships between quantities using mathematical expressions in problem-solving situations.
Students will gather, organize, and display data. They will also compare features of graphs.
Each topic studied in this course should be developed with careful thought toward helping every student achieve the following process standards.
UNITED STATES HISTORY TO 1860 In fourth grade, students begin the formal study of United States history. At this grade, the four strands of history, geography, civics, and economics are fully integrated. Students begin their study of United States history with the development of Native American cultures and conclude with the antebellum period ending in 1860. The geography strand emphasizes the influence of geography on early U. S. history. The civics strand emphasizes concepts and rights developed during the formation of our government. The economics strand uses material from the historical strand to further understanding of economic concepts.
Fourth grade students will gather and interpret data. They are able to construct meaningful models that allow them to gain understanding of the natural world. Fourth grade students are active learners. They do not simply read about science; they "do" science. As a result, fourth grade students are able to differentiate observations from ideas. Students engage in investigations inside and outside the classroom.
Major Concepts/Skills:  Earth Science Habits of Mind, Stars and star patterns, Solar System, Weather—data and forecasting, Physical Science, Light and Sound, Force, mass, and motion (simple machines), Effects of gravity, Life Science, Ecosystems, Food web/Food chain, Adaptation-survival/extinction